THE EFFECT OF THINK
–
PAIR
–
SHARE STRATEGY ON THE
STUDENTS’ READING
COMPREHENSION
A THESIS
Submitted to the English Department Faculty of Language and Arts UNIMED in partial fulfillment of the Requirement for
the Degree of Sarjana Pendidikan
By:
DESSY SARI NATALINA HALOHO
Registration Number. 2101121011
ENGLISH AND LITERATURE DEPARTMENT
LANGUAGES AND ARTS FACULTY
ii
ACKNOWLEDGEMENT
First and the foremost, the writer would like to express her deepest gratitude
to Jesus Christ for His blessing, health and opportunity which has enabled her to
complete this thesis. This thesis has been written in fulfillment of the requirements of
the degree of Sarjana Pendidikan of the English Department, Faculty of Languages
and Arts, State University of Medan.
Prof. Dr. Ibnu Hajar Damanik, M.Si., Rector of State University of Medan.
Dr. Isda Pramuniati, M.Hum., the Dean of Languages and Arts Faculty. Prof. Dr. Hj. Sumarsih, M.Pd., the Head of English Department and
Dra. Meisuri, M.A., the Secretary of English department.
Dra. Masitowarni Siregar, M.Ed., the Head of English Education Study Program.
Drs. Willem Saragih, Dipl. Appl., M.Pd., her Thesis Consultant
Prof. Amrin Saragih, M.A.,Ph.D., Dr. Rahmad Husein, M.Ed., who have taught her in this English Department.
The Headmaster of SMA Negeri 17 Medan, Soagahon Simanungkalit, SH., the English teacher, Mumpuni, SPd., and Omega, SPd.
J. Haloho and G. Gultom, SPd., her parent for their endless love, prays, motivation, mental and financial support; her lovely brother Alfred
Chandra Haloho and her lovely sisters Endang Eka Mayanna Haloho,
SP and Megawati Sinta Haloho for their support, love, and care.
Christin Hakim Pasaribu, SPd., for her help, support, craziness, truthfull, and Christine Helena Natalia, SPd, Aminah Ari Fadhila, SPd
for their help, motivation, kindness and support; Reguler Dik C 2010
iii
class, for the love and togetherness throughout four years; her friends,
PPLT SMA Swasta Santa Maria Kabanjahe 2013, (Devi, Desny, Elsa,
Irma, Zita, Susi, Rein, Sahat, Kia, Chisky, Aloy, Nina, etc) for many
experiencies and togetherness. Her PPWS community for being a good
friends and always offer a help in finishing her thesis.
The writer realizes that the content of this thesis is not perfect, so she warmly
welcomes any constructive suggestions that will improve the quality of this thesis.
She hopes it would be useful for those who are interested in this field of study.
Medan, January 2015
ABSTRACT
Haloho, Dessy Sari. 2101121011. The Effect of Think – Pair – Share Strategy on theStudents’ Reading Comprehension. A Thesis. Faculty of Languages and Arts. State University of Medan. 2014.
This study was conducted to investigate the effect of Think – Pair – Share Strategy on thestudents’ reading comprehension. It was an experimental research. The subject was students of Grade X, Senior High School 17 (Sekolah Menengah Atas: SMA) 17, which consisted of 60 students. The research was divided into two groups: experimental and control groups. The instrument used to collect the data was reading comprehension test. To obtain the reliability of the test, the writer applied Kuder Richardson 21 formula. The result of the reliability was 0.43, and it was found that the test was reliable. The data were analyzed by using t-test formula. The analysis showed that the scores of the students in the experimental group were significantly higher than the scores of the students in the control group at the level of significant = 0.05 with the degree of freedom (df) 58, t-observed value 5,8> t-table value 2.00. The findings indicate that applying TPS Strategy significantly affected the students’ reading comprehension. So, English teachers are suggested to use TPS Strategy in order to improve students’ reading comprehension achievement.
TABLE OF CONTENTS
5. Assessments of Reading Comprehension ... 14
LIST OF TABLES
Table 2.1 The example of Report Text ... 20
Table 2.2 Conceptual Framework by using TPS Strategy ... 21
Table 3.1 Experimental Research design ... 23
Table 3.2 Number of Students... 24
Table 3.3 Treatment in Experimental Group ... 26
Table 3.4 Teaching procedures for Control Group ... 28
Table 3.5 Table of Specification ... 29
Table 4.1 The Result of Homogeneity of Variance ... 34
CHAPTER I
INTRODUCTION
A.The Background of the Study
Reading as one of the four language skills is an essential skill for the
students and taught formally from elementary school up to the university level.
Triwari (2005) stated that reading is an interactive process that goes on between
the reader and the text. Reading can be thought of as a way to draw information
from a text and to form an interpretation of that information (Grabe and Stoller,
1998). In other words, by reading the readers draw meaning from the printed page
and interpret the information appropriately, so they will get something to add their
knowledge, information, instruction, to do something and also know what is
happening and has happened.
It is very important to introduce reading well to the students and make it
an interesting activity in a classroom. Reports of how the students understand and
learn from text suggest that they coordinate a set of highly complex and
well-developed skills and strategies before, during, and after reading that assist them in
understanding and remembering what they read (Klingner, Vaughn, and
Boardman, 2007). It is expected that the students must be able to read
comprehensively thereby they can find out the main idea and character or plot
development and interpretation on what they have already read in the texts to get
the information.
The reading ability of Indonesian students is problematic in today’s
Malaysia, Thailand, and Singapore. Some researches find that they still do not
have good interest in reading yet. The result of research of IAEA (International
Association for the Education) in few years ago, Indonesian Senior High School
students’ ability in reading was regarded low of thirty nations surveyed. Indonesia
students are ranked 29 of 30 nations. This case indicates that Senior High School
students generally have low ability in reading skill.
Reading is also comprehension process. The nation of comprehending in
both obvious and subtle. It is obvious in that any person could say that
understanding a text is the purpose for reading, it is less obvious with respect to
the ways that such understanding might be carried out by the readers. Gillet and
Temple (in Ngadiso, 1998, 2) say, “Comprehension is the understanding new
information in light of what we have already known”. This thing will make
students be more successful in applying and improving everything that had been
learned and understood.
Most of students are unable to comprehend reading texts well. The writer
found the case when she did the observation in Senior High School, the writer
also found the real application of difficulties in learning reading. The students are
easily to get a high level of boredom. They lack the sense in learning reading
because their teacher applied the monotonous strategy that asked them to translate
the whole reading material and answer the question which given by the teacher. In
short, the teacher do not let their students to analyze and understanding the
Actually some factors of this case are their understanding and learning
subsequently the content of reading material, because there is no effective reading
for the students. Baker and Brown (1984) have describe effective readers as those
who: (a) clarify the purposes of reading (understanding both the explicit and
implicit the text), (b) identify the important aspects of a message, (c) focus
attention on the major content, (d) monitor ongoing activities to determine
whether comprehension is occuring, (e) engage in self-questioning to determine
whether goals are being achieved, and (f) take corrective action when failures in
understanding are determined.
To make teaching and learning process interesting and effective, teachers
need good strategies. The teacher should be able to apply the suitable strategies in
teaching. The purpose of using the strategies is to make the subject easier for the
students to learn and understand the text.
Strategies involve students more in learning process are suitable to
develop students’ reading comprehension. By applying those kinds of strategies,
the students are able to find what they intend to know and connect it with their
knowledge easily. Based on the problem above, the writer choose
Think-Pair-Share Strategy (TPS). Furthermore Lyman, F. (1981) described that students will
discuss ideas and problems that exist in their heads with a partner in the
classroom. After a dialogue or discussion between a student with a partner, then
the teacher will ask their opinion of the issue and solution to the class. It gives
students time to think about an answer and activates prior knowledge. TPS
another. This strategy helps students become active participants in learning and
can include writing as a way of organizing thoughts generated from discussions.
B.The Problem of the Study
Based on the background, the problem of the study can be formulated as
follows:
“Does the application of Think-Pair-Share Strategy significantly affect the
students’ reading comprehension?”
C.The Objective of the Study
In line with this problem, the objective of the study is to investigate the
effect of Think-Pair-Share Strategy on the students’ reading comprehension. The
procedure of Think Pair Share Strategy will be applied in this study.
D.The Scope of the Study
This study is limited to the use of Think-Pair-Share in improving students’
reading comprehension by finding the effect of Think Pair Share Strategy on
students’ reading comprehension. The kinds of the text will be focused on recount
text. The students used in this study are those of SMA Negeri 17 Medan, which
E.The Significance of the Study
The research finding are expected to offer contribution theoritically and
practically.
Theoritically, the finding can enlarge horizons in thesis of language
learning. In addition the finding can be references for further study
Practically, the finding can be usefull and relevant to :
1. For English teacher, it is useful to improve their ability in teaching reading
by paying more attention to the strategy of teaching reading.
2. For students, gives students time to think about an answer and activates
prior knowledge. Thus, enhances their oral communication skills as they
discuss their ideas with one another.
3. For other researchers, it can useful as reference for those who want to
conduct a research in English teaching learning process, especially in
CHAPTER V
CONCLUSION AND SUGGESTION
A.Conclusion
After analyzing the data, it is concluded that the using of Think – Pair –
Share Strategy significantly affects the students’ achievement in reading
comprehension, since the t-test > t-table (5,8 >2,00; df=58, α=0,05). The applying
of Think – Pair – Share Strategy in teaching reading comprehension enables the
students to explore their ideas with their own words by thinking and to remember
the information of the text in long term memory. It means the null hypothesis
(Ho) is rejected and alternative hypothesis (Ha) is accepted because there is
significant effect of applying Think – Pair – Share Strategy on students’ reading
comprehension.
B.Suggestion
Based on the finding, it is suggested that:
a. English teacher should use Think – Pair – Share Strategy in teaching
reading comprehension because it enables the students to remember the
information of the text in long term memory.
b. English teachers should be able to make some variations in teaching reading
comprehension which is appropriate with the ability of the students so that
they can explore their ideas totally by thinking and have ability to pair and
share also give and accept any comments or information from the whole
Students are advised to have more practice in reading and applying Think
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