THE USE OF THINK-PAIR-SHARE TECHNIQUE TO DEVELOP STUDENTS’ READING SKILLS.

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THE USE OF THINK-PAIR-SHARE TECHNIQUE TO

DEVELOP STUDENTS’ READING SKILLS

A Research Paper

Submitted in Partial Fulfillment of the Requirements for the

Sarjana Pendidikan Degree

Dany Muhammad Athory Ramdlany

(0906137)

English Education Department

Faculty of Language and Arts Education

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The Use of Think-Pair-Share

Technique to Develop Students’

Reading Skills

Oleh

Dany Muhammad Athory Ramdlany

Sebuah skripsi yang diajukan untuk memenuhi salah satu syarat memperoleh gelar Sarjana pada Fakultas Pendidikan Bahasa dan Seni

Universitas Pendidikan Indonesia

Oktober 2013

Hak Cipta dilindungi undang-undang.

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PAGE OF APPROVAL

The Use of Think-Pair-Share Technique to Develop Students’ Reading Skills

A Research Paper

By

Dany Muhammad Athory Ramdlany 0906137

First Supervisor

Dr. Wachyu Sundayana, M.A. NIP. 195802081986011001

Second Supervisor

Sudarsono M.I, M.A. NIP. 19660705199403100

Head of Department of English Education Faculty of Language and Arts Education

Indonesia University of Education

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Abstract

The research was aimed at discovering the effect of Think-Pair-Share technique

on reading skills and finding out the students’ responses toward this technique.

The Think-Pair-Share technique is one of the cooperative learning strategies that include three components: time for thinking, time for sharing with a partner, and time for each pair to share back to a larger group. The quasi-experimental design was utilized in order to collect the data. The pre-test was conducted in which the pre-test mean scores were the bases in identifying the initial learning framework of the participants. After conducting the selected lessons that employed the Think-Pair-Share technique for six meetings, the students were given a post-test. Results

showed the students who learned with the Think-Pair-Share technique had developed in reading skills. Based on the discussion of the questionnaire analysis,

the findings showed that the Think-Pair-Share technique has a lot of benefits in teaching reading skills, such as encouraging the students to be more active and communicative in every activity, helping the students to understand the hard

concept of learning material, improving students’ critical thinking skill, and enriching the students’ vocabularies in English. Thus, it can be concluded that the

students’ responses toward the Think-Pair-Share technique were positive.

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Abstrak

Penelitian ini bertujuan untuk mengetahui pengaruh teknik Think-Pair-Share pada kemampuan membaca dan mencari tahu respon siswa terhadap teknik ini. Teknik Think-Pair-Share merupakan salah satu strategi pembelajaran kooperatif yang meliputi tiga komponen: waktu untuk berpikir secara individu, waktu untuk berdiskusi dengan pasangan, dan waktu untuk masing-masing pasangan untuk

berdiskusi kembali ke kelompok yang lebih besar. Desain kuasi-eksperimental digunakan untuk mengumpulkan data. Pre-test dilakukan sebagai dasar dalam mengetahui kemampuan dasar siswa. Setelah melakukan pengajaran dengan menggunakan teknik Think-Pair-Share untuk enam pertemuan, para siswa diberikan post-test. Hasil menunjukkan bahwa siswa yang belajar dengan teknik Think-Pair-Share berkembang lebih baik dalam kemampuan membaca. Berdasarkan pembahasan analisis kuesioner, ditemukan bahwa teknik Think-Pair-Share memiliki banyak manfaat dalam mengajar kemampuan membaca, seperti mendorong para siswa untuk lebih aktif dan komunikatif dalam setiap kegiatan, membantu siswa lebih mudah memahami konsep yang sulit dalam materi pembelajaran, meningkatkan kemampuan siswa dalam berpikir kritis, dan memperkaya kosakata siswa dalam bahasa Inggris. Dengan demikian , dapat disimpulkan bahwa respon siswa terhadap teknik Think - Pair-Share adalah positif .

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LIST OF TABLES

Table 3.1 The Schematic of The Quasi-experimental DesignError! Bookmark not defined. Table 3.2 The Schematic of Teaching Schedule Error! Bookmark not defined.

Table 3.3 Category of Coefficient Correlation of ReliabilityError! Bookmark not defined.

Table 3.4 The Scale of Effect Size ... Error! Bookmark not defined. Table 4.1 The Validity Result of Pilot-test ... Error! Bookmark not defined. Table 4.2 The Difficulty Index of Pilot-test ... Error! Bookmark not defined. Table 4.3 The Pre-test Scores ... Error! Bookmark not defined.

Table 4.4 One-Sample Kolmogorov-Smirnov TestError! Bookmark not defined. Table 4.5 Test of Homogeneity of Variances ... Error! Bookmark not defined. Table 4.6 Independent Samples Test ... Error! Bookmark not defined.

Table 4.7 Descriptive Statistics ... Error! Bookmark not defined. Table 4.8 One-Sample Kolmogorov-Smirnov TestError! Bookmark not defined. Table 4.9 Test of Homogeneity of Variances ... Error! Bookmark not defined.

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CHAPTER I

INTRODUCTION

This chapter provides background of the research, research questions, aims of the study, limitation of the research, significance of the study, clarification of the key terms, and organization of the research.

1. 1 Background

In 2006 English curriculum of Indonesia, which is called KTSP (Kurikulum Tingkat Satuan Pendidikan/ Curriculum of Educational Unit), four language

skills such as reading, listening, speaking and writing are expected to be mastered by the students to learn English (Depdiknas, 2006). Thus, if we look at the

curriculum, reading is one of the four skills in English that the students have to master.

In fact, the study sample of Organization for Economic, Cooperation, and Development (OECD) discovered that 15-year-old Indonesian students have internationally low reading performance (Grazella, 2011). In addition, according to Progress in International Reading Literacy Study (PIRLS) and International Association for the Evaluation of Educational Achievement (IEA), cited by

Hidayah (2009), Indonesian students have low level of reading skills. Kompas newspaper, cited in Sukyadi & Hasanah (2010), stated that around 37.6% of 15-year-old Indonesian students are only able to read the texts without understanding the meaning carried by the text. Only 24.8% out of them are able to correlate the texts to their prior knowledge. In other words, many students still have lack of reading skills to comprehend the texts.

The demand of providing better learning for English, teachers should decide an appropriate methodology that helps the students have better understanding when they read. Cooperative learning is considered promising by many experts to

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Kagan (2009, p. 3.6) cooperative learning is an effective way to improve language skills for students.

Cooperative learning is one of the best strategies in which teachers create small groups of students in the classroom and each group consists of students who have different level of ability. Every student in the group has responsibility not only for learning the material which is taught but also helping their teammates.

The students will learn the materials until all students in the group successfully understand and complete the materials (Rahvard, 2010).

Several notable research investigating cooperative learning have been conducted and it showed satisfactory results. The results include significant improvement in reading skill of the first-year students at Bangkok University. Cooperative learning also can help the students maximize to learn English and improve other skills (Wichadee, 2004; Bolukbas, Keskin, & Polat, 2011)). Another research discovers that cooperative learning assists the students to gain higher achievement than carry out competitive or individualistic experiences (Rahvard, 2010). In addition, cooperative learning improves the students in mastering vocabularies in English (Caposey & Heider, 2003) and increases

students’ motivation in learning English (Hollingssworth, JenniferSherman, & Zaugra, 2007)

There are varieties methods in cooperative learning that can be applied in the classroom such as Jigsaw, 3 step interviews, Students Team Achievement Division, Round Table, Think-Pair-Share (Slavin, 1995; Johnson & Johnson, 1994, 1999, 2009; Kagan, 1992, cited in Xiaoshuang, 2011).

One of the most effective methods in cooperative learning is the Think-Pair-Share (TPS) which was developed by Lyman (1978). TPS consists of wait-time, verbal rehearsal, discussion, and cooperative learning. Several research have

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TPS is one of the successful learning strategies in organizing content and following the students on where they are related to the topic being discussed in class. It can also help the teachers to manage the class to be more interactive than regular lecture sessions and the students can develop their critical thinking (Radhakrishna, Ewing, & Chikthimmah, 2012).

A number of studies have revealed that TPS is one of the effective ways and

a beneficial strategy to improve students in learning English especially in

developing the students’ reading skills. Thus, the research will investigate the effectiveness of this technique through an experimental study. In order to provide

complete data of the method’s implementation, the research will also investigate the students’ responses toward the Think-Pair-Share technique applied in the classroom.

1. 2 Research Questions

The research is aimed at discovering the use of Think-Pair-Share technique

to develop the students’ reading skills. In order to shape the research, the researcher tries to answer the research questions formulated as follows:

1. Does Think-Pair-Share technique develop the students’ reading skills? 2. What are students’ responses toward Think-Pair-Share technique applied in

the classroom?

1. 3 Aims of the Study

Based on the description in the background, the research is aimed at:

1. Discovering whether Think-Pair-Share technique develops the students’ reading skills or not;

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1. 4 The Limitation of the Research

The research will focus on analyzing the effect of Think-Pair-Share technique in reading skill. The Think-Pair-Share technique focuses on recount text in eighth grade of Junior High School Student Level. A Junior High School in Bandung will be chosen for the research.

1. 5 Significance of the Research

The research is expected to make contribution to develop teaching method

applied in the English classroom especially to develop students’ reading skills.

Furthermore, the research will be a reference for English teachers to improve an innovative teaching method used in classroom.

The research can also be a useful and helpful source for teachers in teaching English through Think-Pair-Share technique. The research may also inspire other researchers to research issues which are related to implementation and development of Think-Pair-Share Technique.

1. 6 Clarification of the Key Terms

This part explains the technical terms that are used in the research in order to avoid misinterpretation. Two terms are clarified, as follows:

1. Recount, according to Cambridge Dictionary, tells how something happened. Recount text is purposed to give audience a description of what occurred and when it occurred (Anderson & Anderson, 2003). Recount text used in the research is a text for eighth grade of Junior High School Student. The text will be adapted and taken from the internet or books.

2. Think-Pair-Share technique is one of the strategies in cooperative learning which was developed by Frank Lyman and his colleagues in Maryland. The

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2007). In the research, the technique has been modified in which the last step (share), the pairs work in group of four students before they share their result of pair discussion with the class. In group, they still discuss the questions that are given in the first step (think). After that the teacher calls for groups to share their result of group discussion with the rest of the class and the teacher has a role as organizer and feedback organizer.

1. 7 Organization of the Paper

This paper will be presented into five chapters as follows:

CHAPTER I : INTRODUCTION

In this chapter, the paper will elaborate the background of the research. It will discuss reading that becomes the focus of the research and why analyzing

student’s reading ability is very important. The chapter also states the research

questions, the limitation of the study, aims of the study, significance of the study, clarification of the key terms, and organization of the paper.

CHAPTER II : THEORETICAL FOUNDATION

This chapter will discuss some theories about cooperative learning, Think-Pair-Share technique and reading skills for the research.

CHAPTER III : RESEARCH METHODOLOGY

This chapter will give clear explanation about how the study will be conducted and analyzed. The data analysis will also be briefly explained.

CHAPTER IV : FINDINGS AND DISCUSSION

This chapter will discuss the findings of the research and analyze those findings in explanation clearly.

CHAPTER V : CONCLUSION AND SUGGESTION

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CHAPTER III

RESEARCH METHODOLOGY

Chapter three presents the methodology in conducting the research. This chapter provides four main parts of the investigation: research design, data collection technique, research procedures, and data analysis technique.

3. 1 Research Design

The research employed quantitative method in the form of quasi experimental design in order to collect the data. According to Sugiyono (2009, p. 77), the quasi experimental design is a study which is aimed at discovering the influence of particular treatment. This design covers quantitative data and statistical technique in analyzing the data. Furthermore, the quasi experimental design attempts to fulfill standards of the true experimental design as closely as possible (Hatch & Farhady, 1982, pp. 23-24. Schematically, the quasi-experimental design can be drawn as follows:

Table 3.1

The Schematic of The Quasi-experimental Design

Group Pre-test Treatment Post-test

Experimental O1 X O2

Control O3 - O4

Note:

- X represents the exposure of a group to an experimental variable

- O refers to the process of observation or measurement (Campbell & Stanley, 1963, p.13)

A variable is termed as an attribute of an object which varies from object to object. In research, variables can be classified as dependent and independent

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which a researcher observes to determine the effect of the independent variable (Hatch & Farhady, 1982, pp. 13-15). The independent variable of the research is Think-Pair-Share Technique and the dependent variable is the reading scores.

3. 1. 1 Hypothesis

Hypothesis is defined as a prediction about the result of research. It can be

the direction of the expected relationship between two or more variables. There are two types of hypothesis, namely null hypothesis and alternative hypothesis. The null hypothesis (Ho) states that there is no difference between the outcome of

experimental and control group. The alternative hypothesis (H1) tries opposite the

hypothesis null (Hatch & Farhady, 1982, pp. 3-4). Therefore, the hypotheses of experiment and control group. If the result from each test is similar or higher than

critical value of α=0.05, thus the null hypothesis (Ho) is rejected which means that

the use of Think-Pair-Share technique develops the students’ reading skills. In contrast, if the result is less than critical value of α=0.05, the null hypothesis (Ho)

is accepted which means that the use of Think-Pair-Share technique does not

develop the students’ reading skills.

3. 2 Data Collection

3. 3. 1 Population and Sample

Population, as defined by Best & Khan (1995, p. 13), is any group of people

that have one or more characteristics in common that become the researcher’s

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and analysis. Since quasi-experimental design does not contain random selection of subjects, the sample of the research was chosen purposively, based on the same number of students and absence of significant difference between scores of the two groups. The difference was determined by independent t-test from pre-test scores.

The population involved in the research was eighth grade students from one

of Junior High Schools in Bandung, whereas the samples were two classes, namely VIII-E as the experimental group and VIII-F as the control group.

3. 3. 2 Research Instrument

Research instruments are tools used in the research for obtaining relevant

data to research’s project and there are many alternatives from which to choose

(Wilkinson & Birmingham, 2003, p. 3). The data were collected to answer research questions of the research. There were five research instruments utilized in the research, namely pilot-test, pre-test, post-test, observation checklist and questionnaire. From those instruments, the data collections were analyzed to determine whether or not Think-Pair-Share technique develops the students’ reading skills.

The pilot-test was employed in other classes of experimental and control group. The test was intended to examine the validity, reliability and difficulty of the items that would administer in experimental and control group.

The pre-test was conducted in experimental and control group before giving

the treatment in order to measure students’ initial ability of reading recount texts.

On the other hand, the post-test was conducted in both groups at the end of the

treatment in order to find out whether or not there is an improvement on students’ ability of reading recount texts.

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After the post-test conducted, the questionnaire was administered only in experimental group. It was distributed to all students. The questionnaire was

aimed at finding out students’ responses toward Think-Pair-Share technique applied in the classroom. This instrument was constructed in checklist type based on Likert scale. There were twelve statements in the questionnaire in which each statement was created in positive sentences and negative sentences so the

respondents can response the questionnaire seriously and consistently. Therefore,

the respondents’ tendency to answer in certain column in checklist type can be reduced. The advantages of checklist type are the respondents always read each instrument item and the answer, easy to be constructed, easy to analyze the data, and having interesting visualization. The data gained from the Likert scale are interval data (Sugiyono, 2009, pp. 93-96).

3. 3 Research Procedures

Generally, the research procedures are:

1. Organizing the Teaching Procedures

The researcher had roles as the teacher and facilitator for both experimental and control group. There were two steps in teaching procedure. The first step was preparing appropriate materials for the teaching and learning processes during the treatment. The materials were about recount text. The second step was organizing teaching procedure in experimental and control group. The teaching procedure in experimental group employed Think-Pair-Share technique and in control group employed the conventional method.

2. Organizing the Research Instrument

Organizing the research instruments include creating the test item for both pre-test and post-test, piloting the pre-test and post-test and making observation checklist and constructing statements for questionnaire.

3. Testing the Validity and Reliability of the Pre-test and Post-test through the Pilot Test

The pre-test and post-test were tested to find out whether or not the items had

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difficulty index of items. The test items were pilot-tested to students in eighth grader at the same school. The students were participants who did not participate in experimental and control group. They were the students from other classes. The pilot test was conducted in two classes on 28th and 30th August 2013.

4. Administering Pre-test to Experimental and Control Group

Pre-test in experimental and control group was conducted before applying the

treatment in order to reveal the students’ initial ability of reading recount

texts.

5. Conducting the Treatment

The Think-Pair-Share technique was conducted in the experimental group, in the other hand the conventional method was carried out in the control group. Even though the methods were different, the learning materials and context

9th September 2013 Vacation (Generic Structure) -

10th September 2013 Unexpected Experience (Main

Idea) Vacation (Generic Structure)

11th September 2013 - Unexpected Experience (Main Idea)

16th September 2013 Visited A Place (Pronoun) -

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23rd September 2013 (Past Continuous) -

24th September 2013 Review (Past Continuous)

25th September 2013 - Review

7. Administering Post-test to Experimental and Control Group

After the treatment was applied in the classroom, post-test was conducted to both experimental and control group at the end of the program in order to investigate the use of Think-Pair-Share technique in helping students develop reading skills.

8. Conducting Questionnaire

The questionnaire was constructed based on Likert scale. It was aimed discovering students’ responses toward Think-Pair-Share technique applied in the classroom. It was consisted of twelve questions. This questionnaire asked respondents to tick one area on the rating scale based on their opinion.

3. 4 Data Analysis

3. 4. 1 Scoring Technique

According to (Arikunto, 2012, p. 187), there are two types of formula in processing the score for multiple choice test, those are with minus system and without minus system. The research only used the formula without minus system in order to avoid the negative score. The formula was proposed as follows:

S=Obtain score R=Right answer

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3. 4. 2 The Validity Test of the Pilot-test

The research employed content validity for validity testing. According to (Sugiyono, 2009, pp. 129-134), content validity can be made by comparing the contents of the draft with the instruments that have been set. The Pearson product-moment correlation formula was employed to find the validity. The formula was

proposed as follows:

∑ ∑ ∑

√[ ∑

∑

][ ∑

∑

]

X= score item which its validity is assessed

Y= total score gained by the sample

r= Pearson product-moment correlation coefficient

N= number of respondent

(Kranzler & Moursund, 1999, p. 56)

The data was calculated using Anates V4. After correlation coefficient (r) value was calculated, the obtained value was gained, and then it was compared to rcritical. If robtained ≥ rcritical, it means that the item is valid, and if the robtained ≤ rcritical ,

it means that the item is not valid.

3. 4. 3 The Reliability Test of the Pilot-test

According to Hatch and Farhady (1982, p. 244), reliability was used to see the consistency of the result in a test when it is administered under similar conditions. Split-half method was employed in the research for testing the reliability. This method uses Spearman-Brown formula that is defined as follows:

_⁄_⁄

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⁄ ⁄ = Correlation between X (odd items) and Y (even items)

(Arikunto, 2012, pp. 106-110)

The research used AnatesV4 to process this test. After the coefficient was obtained, then it was interpreted based on the following categorization:

Table 3.3

Category of Coefficient Correlation of Reliability Coefficient Correlation Interpretation

3. 4. 4 The Difficulty Index

Arikunto (2012, pp. 222-225) stated that the difficulty index is an assumption that a good item should not be too difficult or too easy. To measure the degree of difficulty, the research used AnatesV4 to process this test. The formula was used to find the difficulty index as follows:

P = difficulty index

B = number of students who answer the item correctly

JS = number of students

3. 4. 5 Data Analysis on Pre-test and Post-test 3. 4. 5. 1 The Normal Distribution Test

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normally distributed set of scores with the same mean and standard deviation (Field, 2009, p. 144). It was employed through SPSS 20 for Windows.

There were three steps in conducting the Kolmogorov-Smirnov test, they are

stating the hypotheses and setting the alpha level, analyzing the groups’ scores

using the Kolmogorov-Smirnov formula through SPSS 20, and interpreting the output data. The first step, the alpha level set is at 0.05 (two-tailed test) and the

hypotheses are as follow:

 H0 = the score of the experimental and the control group are normally

distributed

 HA = the score of the experimental and the control group are not normally

distributed

Then, the data were analyzed by using the Kolmogorov-Smirnov formula through SPSS 20. Finally, the output data were interpreted by this way: if the

result is non-significant (p < 0.05) it means that the distribution of the sample is significantly different from normal distribution (probably normal) and the null hypothesis is rejected. If the result is significant (p > 0.05) then the distribution is approaching the normal distribution and the null hypothesis is accepted (Field, 2009, p. 139)

3. 4. 5. 2 The Homogeneity of Variance Test

The Levene’s test was used in the research to examine the homogeneity of

variance of the scores. The Levene’s test checks the null hypothesis that the variances in the groups are equal. It means that the difference between the variances is zero (Field, 2009, p. 150). The test was employed through SPSS 20 for Windows.

There were three steeps in conducting the Levene’s test. They are stating the hypothesis and setting the alpha level; analyzing the scores using Levene’s test

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set is at 0.05 (α = 0.05) and it is the maximum error points that can be tolerated. The hypotheses are as follow:

 H0 = the variances of the control and experimental group are homogenous.

 HA = the variances of both groups are not homogenous.

Then, the data were analyzed by using the Levene’s formula through SPSS 20. Finally, the output data were interpreted by this way: if the result of the test is

interpreted to be significant at p ≤ 0.05 and it means that the null hypothesis is

rejected and the variances are significantly difference. In contrast, the result is interpreted to be non-significant if p > 0.05 and it is concluded that the null hypothesis is accepted and the variances are approximately equal (Field, 2009, p. 150)

3. 4. 5. 3 Independent t-test

The independent group t-test is employed to analyze a relevant relationship

between the independent variable (treatment) and the dependent variable (response) that is measured on experimental and control group. The test is focused on determining whether or not there is a significant difference between the

experimental and control groups’ means on dependent variable (Coolidge F. L., 2000, p. 141). There were three steps in conducting the independent group t-test: (1) stating the hypothesis and setting the alpha level; (2) analyzing the groups’ scores using the independent group t-test in SPSS 20 for Windows which results in the t value or tobt; (3) comparing the tobt with the level of significance for testing

the hypothesis. The first step, the alpha level was set at 0.05 (two-tailed test) and the hypotheses are as follow:

• Ho = the two samples are from the same population; there is no significant

difference between the two samples.

• HA = the two samples are from the same population; there is a significant

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Then, the data were analyzed by using the independent group t-test formula through SPSS 20 for Windows. The third step is comparing the result with the significance level. If the result ≥ 0.05, the null hypothesis (Ho) is rejected which

means there is a significant difference of mean between experimental and control group. In contrast, if the result < 0.05, the null hypothesis (Ho) is accepted which

means that there is a no significant difference of mean between experimental and

control group.

3. 4. 5. 4 Dependent Test

The dependent test is aimed at comparing the scores of the experimental group on pre-test and post-test. The test is focused on determining whether or not there is a significant difference between the pre-test and post-test scores before and after the treatment. There were three steps in conducting the dependent test:

(1) stating the hypothesis and setting the alpha level; (2) analyzing the groups’

scores using the dependent test in SPSS 20 for Windows which results in the t value or tobt; (3) comparing the tobt with the level of significance for testing the

hypothesis. The first step, the alpha level was set at 0.05 (two-tailed test) and the hypotheses are as follow:

• Ho = There is no significant difference between the pre-test and post-test

scores before and after the treatment.

• HA = There is a significant difference between the pre-test and post-test

scores before and after the treatment.

Then, the data were analyzed by using the dependent test formula through SPSS 20 for Windows. The third step is comparing the result with the significance

level. If the result ≥ 0.05, the null hypothesis (Ho) is rejected which means there is

a significant difference between the pre-test and post-test scores. In contrast, if the

result < 0.05, the null hypothesis (Ho) is accepted which means there is no

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3. 4. 5. 5 The Calculation of Effect Size

The effect size is used to find out how far independent variable affects the dependent variable (Coolidge F. L., 2000, p. 151). In other words, effect size is how well the treatment works. In order to calculate the effect size in independent t-test, a correlation coefficient of effect size can be derived. The formula was proposed as follows:

√

r = effect size

t = the independent t-test value df = degree of freedom (N1+N2-2)

After calculating the effect size, its value is compared and analyzed by using

the table’s scale. The correlation coefficient of effect size is always positive and

range from 0 to 1.00. The scale is as follows:

Table 3.4

3. 4. 6 Data Analysis on Observation Checklist

In order to explain the implementation level of the Think-Pair-Share

Technique, teacher’s roles, and students’ activities in the experimental class, the research administers observation to collect the data.

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observer’s observation. Based on Hatch and Farhady (1982, p. 46), the percentile formula is formulated as follows:

P = Percentile

F = Frequency of observer’s observation

N = Sum of Activities

3. 4. 7 Data Analysis on Questionnaire

Based on the explanation in research procedure, the questionnaire was the last step in the research to collect the data. The questionnaire was constructed by using Likerts scale. Sugiyono (2009, pp. 93-96) noted that Likerts scale is used to measure someone or group of people attitudes, opinions, and their perceptions

related to social phenomenon.

The research also used the percentile formula to analyze the questionnaire

data. Then, the data were interpreted based on the frequency of students’ answer.

Based on Hatch and Farhady (1982, p. 46), the percentile formula is formulated as follows:

P = Percentile

F = Frequency of students’ answer

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CHAPTER V

CONCLUSION AND SUGGESTIONS

In this chapter, various findings of the research are explained together in conclusion. Besides, the suggestions of the research are presented briefly which is intended to the teachers, further researchers, and readers.

5. 1 Conclusion

The research was focused on the implementation of Think-Pair-Share technique in developing the students’ reading skills. The research was intended to

investigate whether or not the Think-Pair-Share technique had developed

students’ reading skills when compared with conventional teaching method. Furthermore, the research was also aimed at finding out the students’ responses toward the Think-Pair-Share technique.

The result of the research supported the effectiveness of Think-Pair-Share

technique to develop the students’ reading skills. The Think-Pair-Share was applied in experimental group in which the students achieved better reading score than the students in control group in which conventional teaching was applied. The Think-pair-Share technique can be used as an instructional strategy in which the students can improve their reading skills. This technique had stimulated the students to be more interested in learning English. Most of the students expressed that they had fun during the treatment. They did not get bored since they were active during almost the whole lesson.

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Pair-Share technique stimulates them to think critically when they want to solve the problems during learning activities.

5. 2 Suggestions

Teachers can design their own reading instructional materials based on this technique. They are expected to use the three stages: time to think the answer

individually, pair with a partner and discuss the answers, and share the answer

with larger group. It can develop the students’ reading skills in which the students can be more active and communicative during the learning activities. Reading

becomes important because it can improve students’ language skills in English, enrich students’ English vocabulary, and can be a good way to find out about new

ideas, fact, and experiences. (Mikulecky & Jeffries, 1996, p. 1).

The teachers or instructors can use this technique as an alternative teaching

reading method to develop the students’ reading skills and improve the students’

social interaction in the classroom. Furthermore, this technique stimulates the students to be more active and communicative in the class in order to make the students enjoy the learning activities and avoid the students feel bored in the classroom. This technique is suggested for the teachers or instructors who want to encourage the students to be more confident and improve students’ critical thinking. The students need to be confident to deliver their critical ideas while learning process occurred.

Some of the research limitations lead naturally into suggestions for further research. The first suggestion, the Think-Pair-Share technique could be promoted not only in terms of reading skills but also in other language skills such as listening, writing, and speaking skills. It is aimed at discovering whether the

effects of Think-Pair-Share are similar in other language skills.

The second suggestion, the further researcher should try to conduct this technique in other levels of students and in various contexts in order to discover

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THE USE OF THINK-PAIR-SHARE TECHNIQUE TO DEVELOP STUDENTS’ READING SKILLS.

THE USE OF THINK-PAIR-SHARE TECHNIQUE TO

DEVELOP STUDENTS’ READING SKILLS

A Research Paper

Submitted in Partial Fulfillment of the Requirements for the

Sarjana Pendidikan Degree

Dany Muhammad Athory Ramdlany

(0906137)

English Education Department

Faculty of Language and Arts Education

The Use of Think-Pair-Share

Technique to Develop Students’

Reading Skills

PAGE OF APPROVAL

Abstract

TABLE OF CONTENTS

LIST OF TABLES

CHAPTER I

INTRODUCTION

CHAPTER III

RESEARCH METHODOLOGY

∑ ∑ ∑

√[ ∑

∑

][ ∑

∑

]

√

CHAPTER V

CONCLUSION AND SUGGESTIONS

References