THE IMPLEMENTATION OF
METHOD TO IMPROVE STUDENTS’
COMPREHENSION FOR THE
STUDENTS OF
DIPONEGORO
Submitted to the Board of Examiner in Partial F
Requirements for the Sarjana Degree of Islamic Educational Studies (S.Pd.I) English Education Department of Teacher Training and Education Faculty
ENGLISH EDUCATION DEPARTMENT OF TEACHER
TRAINING AND EDUCATION FACULTY
STATE INSTITUTE FOR ISLAMIC STUDIES (IAIN)
PLEMENTATION OF THINK PAIR SHARE
METHOD TO IMPROVE STUDENTS’ REA
COMPREHENSION FOR THE FIRST GRAD
STUDENTS OF VOCATIONAL HIGH SCHOOL
DIPONEGORO SALATIGA IN THE ACADEMIC
YEAR OF 2015/2016
GRADUATING PAPER
Submitted to the Board of Examiner in Partial Fulfillment of the or the Sarjana Degree of Islamic Educational Studies (S.Pd.I) English Education Department of Teacher Training and Education Faculty
DWI AMBARWATI
113 11 095
EDUCATION DEPARTMENT OF TEACHER
TRAINING AND EDUCATION FACULTY
STATE INSTITUTE FOR ISLAMIC STUDIES (IAIN)
SALATIGA
SALATIGA IN THE ACADEMIC
ulfillment of the or the Sarjana Degree of Islamic Educational Studies (S.Pd.I) English Education Department of Teacher Training and Education Faculty
EDUCATION DEPARTMENT OF TEACHER
TRAINING AND EDUCATION FACULTY
v
MOTTO
“BELIEVE IF A LITTLE OUR OPPORTUNITY IS A GREAT
CHANCHED TO ACHIEVE OUR BIG DREAM”
vi
DEDICATION
This graduating paper is dedicated to:
1. My beloved parents, Mrs. Basriyah and Mr. Sukardjono, who always
educate me in doing good thing. They are my hero, thanks for all
generosity, finance, and encouragement, and also thanks for your love,
trust, and everlasting praying. Allah bless you mom and dad.
2. My old sister Sri Hastuti Mesgeyani and my young brother Tsalis
Prihantoro, thanks for your kindness, support, and togetherness.
3. My beloved Sandikomoyo, thanks for your kindness, love, trust,
encouragement, and praying.
4. My unforgettable friends (Aris Lathifah, Dewi Rohmawati, Nurul
Kusumawardani, and Ayu Kurniawati), thanks for your togetherness,
helping and support.
5. My friends in TBI 2011
6. Mr. Fajar Umar H, S.Pd.I, as English teacher in first grade of Vocational
High School Diponegoro Salatiga, thanks for your helping and
collaborating in teaching learning process.
7. The students in X-Accounting 1 class, thanks for your participants in the
classroom.
8. Many people who have help the writer that I can’t mention one by one,
viii ABSTRACT
Ambarwati, Dwi, 2016: “The Implementation Of Think Pair Share Method To Improve Students’ Reading Comprehension For The First Grade Students Of Vocational High School Diponegoro Salatiga In The Academic Year Of 2015/2016”. A Graduating Paper.English Education Department.Teacher Training and Education Faculty.State Institute of Islamic Studies.Salatiga. Consultant: Mashlihatul Umami, S.Pd.I, M. A.
This research analyzes the improvement of students’ reading comprehension through “Think Pair Share” method. The objectives of the research are (1) to describe the implementation of Think Pair Share method to improve students’ reading comprehension for the first grade students of Vocational High School DiponegoroSalatiga, (2) to find out whether the implementation of Think Pair Share method improves students’ reading comprehension for the first grade students of Vocational High School DiponegoroSalatiga, (3) to find out to how significant of the implementation of Think Pair Share method in improving students’ reading comprehension for the first grade students of Vocational High School DiponegoroSalatiga.
Method of the research was classroom action research (CAR). The subjects of the research were twenty seven students in the first grade students of Vocational High School Diponegoro Salatiga.The writer used two cycles; in each cycle comprised of one meeting and each meeting consist of planning, action, observation, and reflection. The writer found several findings on it. The findings show that the students’ reading comprehension increases from pre to post test.
In cycle 1, the mean score of post-test was higher than pre-test: 70.19> 62.41. In cycle 2, the mean score of post-test also was higher than pre-test 83.89 > 72.78. Then, the result of test calculation in cycle 1 and 2 was greater than t-table with N = 27 is 2, 77.In cycle 1, the result of t-test calculation was 3.72 and in the cycle 2 was 4.96. The percentage of students who reached the standardized score (kriteriaketuntasan minimal) in score 70 also increased.The percentage for pre-test from the students who reach standardized score in cycle 1 was 51.85%, and post-test was 66.67%. In cycle 2, the percentage for pre-test was 74.07%, and post-test was 88.89%. This result percentages can be gotten the improvement from cycle 1 to cycle 2 was 22. 22 %. It means that Think Pair Share method was able to improve the students’ reading comprehension.
ix
TABLE OF CONTENTS
COVER... i
DECLARATION ... ii
ATTENTIVE COUNSELOR’S NOTE ... iii
PAGE OF CERTIFICATION ... iv
MOTTO ... v
DEDICATION ... vi
ACKNOWLEDGEMENT ... vii
ABSTRACT ... viii
TABLE OF CONTENT ... ix
LIST OF TABLES AND CHARTS... xii
CHAPTER I: INTRODUCTION ... 1
A. Background of The Research ... 1
B. Statement of The Problem ... 4
C. The Objectives of The Research ... 5
D. Benefit of The Research ... 6
E. Limitation of The Study ... 7
F. The Definition of Key Term ……... 8
x
CHAPTER II: THEORETICAL FRAMEWORK ... 11
A. Think Pair Share... 11
1. Definition of Think Pair Share ... 11
2. The Procedure of Think Pair Share ... 13
3. The Advantages of Think Pair Share... 16
4. The Disadvantages of Think Pair Share…………... 16
B. Reading Comprehension ... 17
1. The Nature of Reading... 17
2. The Nature of Reading Comprehension ... 19
CHAPTER III: METHOD OF RESEARCH ………... 27
A. Setting of The Research ... 27
B. Subject of The Research... 30
C. Method of The Research ... 32
D. Technique of Collecting Data ... 36
E. Technique of Data Analysis …………... 37
CHAPTER IV: Data Analysis ... 39
A. Research of Findings ... 39
1. Cycle 1………... 39
2. Cycle 2……….... 66
xi
CHAPTER V: CLOSURE ... 93
A. Conclusion ... 93
B. Suggestion ... 94
BIBLIOGRAPHY
xii
LIST OF TABLES AND CHARTS
Table 3.1 The List of Educational Facilities and Tools Vocational High School DiponegoroSalatiga in the academic year 2015/2016
Table 3.2 The list of teachers of Vocational High School DiponegoroSalatiga in the academic year 2015/2016
Table 3.3 The List of X-Accounting 1 Class of Vocational High School DiponegoroSalatiga in the academic year 2015/2016
Table 4.1 Rubric of Reading Comprehension
Table 4.2 The data of pre test cycle 1
Table 4.3 The data of post test cycle 1
Table 4.4 The result of pre test and post test cycle I
Table 4.5 Percentages students score in cycle 1
Table 4.6 The data of pre test cycle 2
Table 4.7 The data of post test cycle 2
Table 4.8 The result of pre test and post test cycle 2
Table 4.9 Percentages students score in Cycle 2
Table 4.10 The mean and T-calculation of students’ score
Chart 4.1 The students’ score mean improvement diagram
1 CHAPTER I
INTRODUCTION
A. Background of The Research
Language is one of the important things that can use to express the
man’s feeling and activity. It is bound up with nationality, religion, and the
feeling of self. It is used for work, worship, and play by everyone, beggar
or banker, savage or civilized (Lado, 1983: 11). Language also becomes a
medium of communication for one and other people. It consists of some
languages, one of them is English. It is useful for the human because it is
one of the international languages. If we look at some school everywhere,
they give English lesson for the students. However, English lesson makes
them worry and are not ready to learn and understand the subject in the
class. Thus, English teaching classroom should be enjoyable and learning
methods should be fun, so the students are enjoyable during teaching and
learning process.
English language teaching has identified the four skills: listening,
speaking, reading, and writing as the most important thing of curriculum
development. Its success is measured in term of the ability to carry out
conversation in an interactive process of constructing meaning that
involves producing, receiving, and processing information. The teaching
2
Reading is the key of knowledge. By reading, the students get
information from the text or writer’s opinion. Reading would be enjoyable
for the students if they have motivation to read. According to David
Nunan (2007: 68), he said “Reading is a fluent process of readers
combining from a text and their own background knowledge to build
meaning. The goal of reading is comprehension”.
Reading is one of the important skills to be mastered. We can
increase our knowledge and experience by reading. If we get a lot of
knowledge, we can give our ideas and information with others. Especially
for the students, reading is beneficial to know about something more. They
can explore and be creative to do something because they have knowledge.
However, most of Vocational High School students are less to read. They
are more likely to play game than reading. The level of reading is very
disappointing in that time. It may happen because English teacher doesn’t
have an interesting method to make the teaching and learning process is
enjoyable.
To teach English is not easy job. There are many problems in
teaching reading in Vocational High School Diponegoro Salatiga. Firstly,
the students who have poor vocabulary because they less on reading.
Secondly, students don’t know about the meaning of word in the
sentences. Thirdly, the problem is about the fluency. For instance, when
the teacher asks them to come forward to read in English text, they are still
3
Another problem related to the students in Vocational High School
Diponegoro Salatiga who are not interested with material that is given to
them by the teacher. There are many students who do not like to read.
They do not like reading because they think that reading is boring, need a
long time to read and so on. For instance, sometimes students got a
reading task in the class, they are often lazy to read and it will make their
reading skill is low.
Based on the explanation above, the writer tries to use Think Pair
Share method to improve the students’ reading comprehension in the
Vocational High School Diponegoro Salatiga. Think Pair Share is a
cooperative learning strategy to enhance students learning by facilitating
students’ thinking about an issue then interacting with one peer to explain
their ideas and listening their peer’s ideas (Edith Cowan University).
While, cooperative learning itself is a part of learning that includes
many kinds of team work are chosen or directed by teacher. The teacher
define task, member questions, provide materials and information that are
design to help students solve the problems (Suprijono, 2013: 54).
In this method, the teacher gives some questions and opportunity
for the students to answer the questions. Then the teacher asks the
students to pair and discuss the problem for each other. It makes the
students to be better in understanding the questions. If they had understood
about it, they would have shared their answer and understanding for their
4
other (Suprijono, 2013: 91). By giving this method, the students are more
active and cooperative in teaching and learning process.
This cooperative learning promotes discussion and both individual
and group accountability. It is very beneficial for the students because it
can make them brave to express themselves and it is also can increase their
self-confidence to explore their discussion together. In this method, they
have prepared and provided the result of discussion together in every
group, and they are ready to share with others.
From the explanation above, the writer want to hold research about
“The Implementation Of Think Pair Share Method To Improve Students’
Reading Comprehension For The First Grade Students Of Vocational
High School Diponegoro Salatiga In The Academic Year Of 2015/2016”.
The use of Think Pair Share method hopefully can improve the students’
ability to develop their English especially in reading comprehension.
B. Statement of The Problem
Based on the background of the study, there are many problems
that arise. Some problems that can be identified are as follow:
1. How is the implementation of Think Pair Share method to improve
students’ reading comprehension for the first grade students of
Vocational High School Diponegoro Salatiga in the academic year of
2015/2016?
2. Whether the implementation of Think Pair Share method improves
5
Vocational High School Diponegoro Salatiga in the academic year of
2015/2016?
3. How significant is the implementation of Think Pair Share method
for the first grade students of Vocational High School Diponegoro
Salatiga in the academic year of 2015/2016 in improving reading
comprehension?
C. The Objective of The Research
The objectives of this research are as follow:
1. To describe the implementation of Think Pair Share method to
improve students’ reading comprehension for the first grade students
of Vocational High School Diponegoro Salatiga in the academic year
of 2015/2016.
2. To find out whether the implementation of Think Pair Share method
improves students’ reading comprehension for the first grade students
of Vocational High School Diponegoro Salatiga in the academic year
of 2015/2016
3. To find out to how significant of the implementation of Think Pair
Share method in improving students’ reading comprehension for the
first grade students of Vocational High School Diponegoro Salatiga in
6 D. Benefits of The Research
The writer hopes this research has some benefits in the English
teaching learning process, especially in reading comprehension. There are
two kinds of benefits in this research, theoretically and practically.
1. Theoretically
This result hopefully will be able to give a contribution in the
implementation of teaching and learning process especially to
improve the students’ reading comprehension using Think Pair Share.
2. Practically
a. For the writer
The finding of the interesting method can be used as a starting
point to improve the writer’s teaching ability, so she can make the
best atmosphere for the English teaching learning process.
b. For the students
1) The students can increase their motivation in learning and can
develop their reading skill.
2) The students can know and understand about the new method
that given.
3) The students can add their knowledge by used this method, so
the English is not boring lesson.
4) The result of this research can contribute to apply what is
7 c. For the teacher
This research can give contribution for English teacher to
develop their language teaching method theoretically and
practically. This study also can help the teacher to choose or use
the appropriate method for students, so the learning teaching
process can be fun and enjoyable. Classroom also is more colorful
by using this method. Moreover, teacher can make the students
interested with the material given and they do not feel bored.
d. For the institution
This research can support the institutions to increase and
improve their quality especially in the English teaching and
learning process.
E. Limitation of The Study
This study takes place in the first grade students of Vocational
High School Diponegoro Salatiga in the academic year of 2015/2016. The
writer wants to limit this study on the use of think pair share method to
improve the students’ in reading comprehension. This result must be
suitable and boarded from the problems. The topic must be limited in
order to examine the problem more precisely and properly. Therefore, this
research especially would be focused on how far is the improvement of
students’ in reading comprehension in English teaching learning process in
8 F. The Definition of Key Term
To avoid some incorrect interpretation on this research title, the
writer wants to clarify and explain the term used.
1. Think Pair Share
Think Pair Share is a cooperative learning strategy to enhance
student learning by facilitating students’ thinking about an issue then
interacting with one peer to explain their ideas and listening their
peer’s ideas (Edith Cowan University).
According to Agus Suprijono (2013: 91), think pair share is:
thinking: it is begun by the teacher gives questions to the students
about the subject and gives opportunity to find out the answer.
pairing: the teacher asks the students to pair each other and discuss
about the question and answer. It hopes the students
comprehensively their answer by pairing.
sharing: the result of discussion from every pairing will be shared
for all of students in the class. It hopes will be held asking and
giving opinion each other to improve their skill and knowledge.
2. Method
Method is a procedure, technique, or way of doing something,
especially in accordance with a definite plan. Method is also quality of
9 3. Improve
Improve is become or make better, make good use of
something (Oxford Learner’s Pocket Dictionary, 2008: 222). The other
definition of improve is an interactive learning tool that supports the
advancement of student learning outcomes.
4. Student
Student is a person who is studying at college, polytechnic or
university; boy or girl attending schools; anyone who studies or who is
devoted to the acquisition of knowledge (Hornby, 1974: 859).
5. Reading
Definition of reading are divided into two major types : (1)
those that equate reading with interpretation of experience generally;
and (2) those that equate reading with interpretation of graphic
symbols. The first is a broader category and encompasses, the second;
most reading definitions are related to one or both (Dechant, 1982: 3).
The other definition of reading is to grasp language patterns
from their written representation (Lado, 1983: 132).
6. Comprehension
Comprehension is the ability to write answer to straight
forward questions on a passage of English (Alexander, 2003: xi).
Comprehension includes the correct association of meanings
with word symbols, the selection of the correct meaning suggested by
10
to reason one’s way through smaller idea segments, and the ability to
grasp the meaning of a larger unitary idea (Dechant, 1982: 311).
G. The Outline of Graduating Paper
The writer wants to arrange the graduating paper in order to the
reader can catch the content easily. It is divided into five chapters.
Chapter I is Introduction. It consists of the background of the
study, the statement of the study, the objective of the study, the benefits of
the study, the limitation of the study, the definition of key term.
Chapter II is Theoretical Framework which discuss about
definition of Think Pair Share method, the procedure of Think Pair Share
method, and reading comprehension.
Chapter III is Method of Research. It consists of setting of the
research, subject of the research, method of the research, technique of
collecting data and technique of data analysis.
Chapter IV is Data Analysis. It consists of cycle I, cycle II,
analysis, discussion, and result of each cycle.
Chapter V is Closure. The writer states summary of the study
11 CHAPTER II
THEORITICAL FRAMEWORK
A. Think Pair Share
1. Definition of Think Pair Share
Think Pair Share is a cooperative learning strategy to enhance
student learning by facilitating students’ thinking about an issue then
interacting with one peer to explain their ideas and listening their
peer’s ideas (Edith Cowan University).
According to Trianto (2007: 61) think pair share is a kind of
cooperative learning which design to influence the system of students’
interaction. It is an effective learning methodology which uses class
discussion as part of its activity.
Think Pair Share is a simple method which first developed by
Frank Lyman from University of Maryland. Nicholas (2011: 33) state
that: Think Pair Share is one of the most important and beneficial
activities. You can use in your classroom because it incorporates the
individual, small group, and group discussion. This activity presents an
opportunity for all students to respond to either question or task that is
provided by the teacher. The question or task can be related to specific
passage or it may pertain to a broader, thematic topic. After responding
12
their partners. If a student does not have an answer or what he or she
considers an adequate response, he or she may build on his or her
partner’s response. Finally, after working through a task independently
and sharing privately, the class discussion enables each student to
benefit from the thinking of the larger group. Students will gain
immediate feedback about their interpretations and responses.
Think Pair Share provides students with a brief opportunity to
think about an issue, discuss with a paired partner, and then share
thoughts with the class. The activity is designed to encourage class
participation and interaction with clasmates. In addition, it can be
useful for gauging students comprehension of class concepts.
Think Pair Share also requires students to develop an
understanding of course content, draw conclusion, and critically
consider the views of others. The activity can be used for a variety of
purposes, including review of key concepts and ideas, brainstroming
new conclusions, peer teaching, or exam preparation. It encourages
engagement in classes of essentially any size and can accomplish the
task quickly. It can be done in a small or large class is only a few
minutes. (Howell, 2015: 61)
Based on the explanation above, it concludes that Think Pair
Share is one of method in cooperative learning. By giving this method,
students have timing to think through the own answer to the question
13
on. Students also have opportunity to think aloud with other students
about their responses before being asked to share their ideas publicly.
This method provides an opportunity for all students to share their
thinking with at least one other student; this increases their senses of
involvement in classroom learning.
2. The Procedure of Think Pair Share
According to Suprijono (2013: 91), the procedure of think pair
share is:
thinking: it is begun by the teacher gives questions to students
about the subject and gives opportunity to find out the answer.
pairing: the teacher asks the students to pair each other and discuss
about the question and answer. It hopes the students
comprehensively their answer by pairing.
sharing: the result of discussion from every pairing will be shared
for all of student in the class. It hopes will be held asking and
giving opinion each other to improve their skill and knowledge.
Nicholas (2011: 33) describes the procedure of think pair share
as follows:
a. Thinking
Two things are extremely important during the Think Pair
Share phase of this activity:
1) Students must be given enough time to think and then record
14
2) Students must actually participate and not just wait for the
share part of this activity. Sometime the teacher should walk
around the room, checking the individuals’ work. Other times,
do not permit the students to pair up until the teacher sees that
they both have a response. The teacher also collects their
individual responses after they have paired and shared. The
most important thing is keeping the students honest and on
task.
b. Pairing
The students may be paired in a variety of ways:
1) Have the students choose a partner after they have completed
their individual responses.
2) Pair up the students as they complete their response.
3) Pair opposites: the quite boy with the outspoken girl; the first in
the row with the last.
Walk around the room during “Pair” time. The teacher’s presence
helps keep students on task and you can note the responses that
ought to be heard.
c. Sharing
During the class discussion, everyone who wants to speak
should get a chance to speak; however, do not allow any one
individual to monopolize the conversation. The “share” may be the
15
noticed as they compared their responses, or it may be a changed
opinion, based on the conversation that the two students have. The
teacher should conduct the “share” portion of Think Pair Share in a
manner that is consistent with the way they normally conduct class
discussion.
The procedure of how to teach reading using Think Pair Share
extracted from Barkley, et al. (2015:14) as follows:
a. The teacher provides the student with a topic or idea.
b. The teacher distributes reading text for each pair.
c. The teacher poses the question to the class, giving students a few
minutes to think about the question, devise individual responses,
and the students make brief notes about their thoughts.
d. The teacher asks the students to pair with another student nearby.
The pairs will then talk with one another using their notes to
remind them of the points they wish to make.
e. Ask the students A to share his or her responses with student B,
and then student B to share ideas with student A. If the two
students disagree each other, they will be clarify their responses
together so that they are ready to explain for class.
f. Finally, the teacher calls on few students randomly to share their
16
According Huda (2015:136), the procedure of Think Pair Share
is:
a. The students are divided in to some group by the teacher. Every
group consists of four people.
b. The teacher gives assignment for every group.
c. Every group thinks and solves the assignment by herself or his
self.
d. Every group divides them by pairing. Every couple discuss the
result of individually
e. Then, two couple meets in their group to share their discussion.
3. The Advantages of Think Pair Share
According Howell (2015: 61) the advantages of Think Pair
Share are:
a. TPS improves students’ outcomes through direct peer engagement.
b. Peer learning emphasizes students working together to achieve
shared learning goals.
c. The students are able to help each other, thus maximizing the
learning for both the individual and the pair
4. The Disadvantages of Think Pair Share
According to Lie (2005:46), the disadvantages of think pair
share are:
a. Many groups will be present their result and must be monitor.
17
c. If any problems is not an mediator.
B. Reading Comprehension
1. The Nature of Reading
a. Definition of Reading
Definition of reading are divided into two major types: (1)
those that equate reading with interpretation of experience
generally; and (2) those that equate reading with interpretation of
graphic symbols. The first is a broader category and encompasses,
the second; most reading definitions are related to one or both
(Dechant, 1982: 3).
According to Gibson (1966) as quoted by Dechant (1982:
5) says that “reading is receiving communication; it is making
discriminative responses to graphic symbols; it is decoding graphic
symbols to speech; and it is getting meaning from the printed page.
Deboer and Dallmann (1960: p. 19) consider that reading “involves
the comprehension and interpretation of ideas symbolized by the
written or printed page.”
Thorndike (1917) in Dechant (1982: 5) maintained that the
reading of a paragraph involves the same sort of organization and
analysis as does thinking. It includes learning, reflection, judgment,
analysis, synthesis, problem-solving behavior, selection,
organization, comparison of data, determination of relationships,
18
pointed out that reading requires inference, weighing the relative
importance of ideas and meanings, and seeing the relationships
among them.
b. Types of Reading
Brown (2004: 189) mention four types of reading :
1) Perceptive: it tasks involve attending to the components of
larger stretches of discourse; letters, words, punctuation, and
other graphemic symbols.
2) Selective: this category is largely an artifact of assessment
formats.
3) Interactive: include among interactive reading types are
stretches of language of several paragraphs to one page or more
in which the reader must, in psycholinguistics tense, interact
with the text.
4) Extensive: applies to texts of more than a page, up to and
including professional articles, essays, technical reports, shot
stories, and books.
c. The activities of Reading
The activities of reading are (Richard and Charles, 1994:
120):
1) Pre-reading activities
Activities which prepare the students for reading text.
19
introduction the text, breaking up the text, dealing with new
language, and asking signpost questions.
2) While-reading activities
Activities which students complete as they read and
which may be either individual, group, or whole-class.
3) Post-reading activities.
Activities which are design to provide a global
understand of the text in terms of evaluation and personal
response. Such activities could include eliciting a personal
response from the students, linking the student’s own
experience, establishing relationships between this text and
others, and evaluating characters, incidents, ideas, and
arguments.
2. The Nature of Reading Comprehension
a. Definition of Reading Comprehension
Comprehension includes the correct association of
meanings with word symbols, the selection of the correct meaning
suggested by the context, the organization and the retention of
meanings, the ability to reason one’s way through smaller idea
segments, and the ability to grasp the meaning of a larger unitary
idea. (Dechant, 1982: 311)
Davis in Dechant (1982: 312) notes that “underlying
20
remember word meanings (word knowledge) and the ability to
reason with verbal concepts, and hence with words”.
Dechant also defines comprehension as a thinking process:
it is thinking through reading. As such, it is dependent upon the
learners’ basic cognitive and intellectual skill; upon their
background of experience (vocabulary, knowledge, concepts, and
ideas); and upon their language skills (knowledge of morphology,
syntax, and grammar). In addition, he informed that reading
comprehension is function to understand a text that is read as the
process of construction meaning from a text. Moreover, Thorndike
in Dechant (1982: 311) describes reading comprehension simply as
thinking.
b. The Level of Reading Comprehension
According Lanier and Davis (1972) as quoted by Dechant
(1982: 313), comprehension skills is divided into four levels:
1) Literal skills (recognizing and recalling facts, details, sequence,
main idea, direction, organization, and the like).
2) Interpretative skills (inferring, drawing conclusions,
generalizing, deriving meaning from figurative language,
predicting, anticipating, and summarizing).
3) Critical skills (judging, detecting propaganda, analyzing,
checking validity, checking the author’s biases and purposes)
21
Based on Barrett’s taxonomy, comprehension skills
include:
1) Literal comprehension requires the identification, recognition,
and recall of ideas, information, or happenings that are
explicitly stated in the selection.
2) Reorganization requires the analysis and synthesis or
organization of ideas or information explicitly stated in the
materials read. It includes classifying, outlining, summarizing,
and synthesizing.
3) Inference requires an integration of the content of the content
of a selection which alone can lead to inferences about the
material.
4) Evaluation requires the reader to make evaluative judgments
about the content, using external or internal criteria as points of
reference.
5) Appreciation requires the reader to become aware of the
literary techniques, forms, and styles employed by the writer to
stimulate emotional response.
c. Microskills for reading comprehension
1) Discriminate among the distinctive graphemes and
orthographic patterns of English.
2) Retain chunks of language of different lengths in short-term
22
3) Process writing at an efficient rate of speed to suit the purpose.
4) Recognize a core of words, and interpret word order patterns
and their significance.
5) Recognize grammatical word classes, systems, patterns, rules,
and elliptical forms.
6) Recognize that a particular meaning may be expressed in
different grammatical forms.
7) Recognize cohesive devices in written discourse and their role
in signaling the relationship between and among clauses.
(Brown, 2004: 187-188)
d. Macroskills for Reading Comprehension
1) Recognize the rhetorical forms of written discourse and their
significance for interpretation.
2) Recognize the communicative function of written texts,
according to form and purpose.
3) Infer context that is not explicit by using background
knowledge.
4) From described events, ideas, etc., infer links and connection
between events, deduce causes and effects, and detect such
relations as main idea, supporting idea, new information, given
information, generalization, and exemplification.
23
6) Detect culturally specific references and interpret them in a
context of the appropriate cultural schemata.
7) Develop and use a battery of reading strategies, such as
scanning and skimming, detecting discourse markers, guessing
the meaning of words from context and activating schemata for
the interpretation of texts. (Brown, 2014:188)
e. The Strategies for Reading Comprehension
1) Identify your purpose in reading a text.
2) Apply spelling rules and conventions for bottom-up decoding.
3) Use lexical analysis to determine meaning.
4) Guess at meaning when you aren’t certain.
5) Skim the text for the gist and for main ideas.
6) Scan the text for specific information.
7) Use silent reading techniques for rapid processing.
8) Use marginal notes, outlines, charts, or semantic maps for
understanding and retaining information.
9) Distinguish between literal and implied meanings.
10) Capitalize on discourse markers to process relationships.
24
f. The Activities of Reading Comprehension
Grellet (1981) as quoted by Nunan (1990: 72) provides
following typology for reading comprehension activities:
1) Reading techniques
Activities in the first section (Reading techniques) are
designed to develop basic reading skill and strategies.
Sensitizing activities are designed to help learners cope with
unfamiliar words and grammatical structures.
Learners are taught to infer the meaning of unknown
elements, to understand relations within the sentence (in
particular, to identify subject and verb), and to link sentences
and ideas, particularly those which are signaled by cohesion.
Learners are also encouraged to increase their reading
speed, and to develop flexible reading strategies (in particular,
scanning for specific information, and skimming for an
overview of the text).
2) How the aim is conveyed
The second set activities focus the learner on how
writers convey their aim through the function and organization
of the text. Learners are taught to identify the function of the
text by utilizing linguistics and non linguistic clues.
They are also taught to identify the essential
25
a main idea, and/or whether it is organized in terms of
chronological sequence, description, analogy and contrast,
classification, argument and logic.
Finally, learners are sensitized to the mechanics of
thematization. They are shown how altering the order of
elements in a sentence can alter the meaning.
3) Understanding Meaning
Activities which focus on meaning are designed to get
learners to process the content of the text through the various
type non-linguistics and linguistics responses they might make
to the text. The activities have two different aims:
a) To make students active in the reading process by
presenting them with decision-making activities.
b) To devise activities which are as natural as possible, as
close as possible to what one would naturally do with the
text.
4) Assessing the text
The final set of activities is designed to get readers to
go beneath the surface of the text, as it were, in order to judge it
and evaluate it. Here, readers are required to differentiate fact
from opinion and to identify the writer’s attitudes, intentions
26
g. Indicators of Students’ Reading Comprehension
There are some indicators of students’ reading
comprehension, as follows:
1) The students are able to understand the function of descriptive
text.
2) The students are able to find the difficult words from the
descriptive text.
3) The students are able to answer the question about descriptive
text.
4) The students are able to identify the important information on
the text.
5) The students are able to give opinions about the text that they
27 CHAPTER III
METHOD OF RESEARCH
A. Setting of The Research
1. General Situation of Vocational High School Diponegoro Salatiga
This classroom action research was conducted at Vocational
High School Diponegoro Salatiga. It was located in Jl. Kartini No. 2
Salatiga, Jawa Tengah.
Vocational High School Diponegoro Salatiga was built by
Islamic foundation namely Yayasan Imaratul Masajid Wal Madaris
(YAIMAM) in 1997. The first name of the school was Madrasah
Aliyah NU. Then YaIMAM changed the name of school became
Vocational High School Diponegoro based on decree No: 010/
YAIMAM/ 11/ 1997.
Vocational High School Diponegoro has 486 students and 18
classrooms. It was guided by Drs. Joko Anis Suwantoro, M. PdI. The
implementation and development of educational in this school based
on precept of Islam. The students were not only from Islamic people,
but also from other religion. There were especially programs in
Vocational High School Diponegoro; accounting program and
28
2. The List of Educational Facilities and Tools
School facilities may consist of buildings and other school
facilities needed by teachers, students and other stakeholders provided
by school to support the successful of teaching-learning process in
school environment. Ideal educational facilities can be the factors of
supporting successful teaching-learning process because all of
academicians’ need can be provided. The educational facilities could
be seen in the table below:
TABEL 3.1
The List of Educational Facilities and Tools Vocational High
School Diponegoro Salatiga in the academic year 2015/2016
NO FACILITIES TOTAL
29
3. The List of Teacher of Vocational High School Diponegoro
Salatiga
Teacher is people who teach students in certain place and time.
They transfer new knowledge and try to change the behavior of the
students. Teachers have a big role in teaching-learning process. They
are challenged to bring students in positive side, not only in knowledge
but also in moral value. The list of teachers of Vocational High School
Diponegoro Salatiga could be drawn in the table below:
TABEL 3.2
The list of teachers of Vocational High School Diponegoro Salatiga
in the academic year 2015/2016
NO TEACHER’S NAME STATUS
1 Drs. Joko Anis S, M.PdI Headmaster and Civic Teacher 2 Widy Maryono, S.Pd Indonesian Teacher
3 Suwanto, S.Pd Accounting Teacher
4 Saderi, M.PdI Religion Teacher
5 Dra. Amrih Susilaswati Marketing Teacher 6 Siti Faizah, S.Pd Accounting Teacher 7 Henny Kristiana, S.Pd Accounting Teacher 8 Ahmad Marfu'I, S.Pd Counseling and Civic Teacher
9 Sutari, S.Pd Marketing Teacher
10 Suryo Suwanditho, S.Pd Management Teacher 11 Ahmad Setyohadi, A.Md Culture and Art Teacher 12 Dwi Susanti N, SE Accounting Teacher 13 Dwi Antari UD, S.Pd Indonesian Teacher
14 Rohzi, SE Accounting Teacher
30
18 Dwi Adi Prasetya, .S.Pd Social and Sport Teacher 19 Fuad Ari Yadi, S.Pd.Ek KKPI Teacher
20 Wahyu Hidayati, S.Pd Civic Teacher 21 Jarwadi, S.Pd Mathematics Teacher 22 Kholifatuz Zahro, S.Pd Counseling Teacher 23 Budi Santoso, S.PdI Religion Teacher 24 Lilis Suryani, S.Pd Accounting and Marketing Teacher
25 Andi Yani, A.Md Culture and Art, English Teacher 26 Sri Muryani, S.Si Mathematics Teacher 27 M. Abdul Ghofur, S.PdI English Teacher 28 Rif'ati Setyorini, S.Si Science Teacher 29 Santi Rahayu, S.Pd Indonesian and Social Teacher
30 Al Muhni Nasi'i Java language and KKPI Teacher 31 Mudha Prasetya Budi, S.Pd Sport Teacher
32 Nyaji Yanti Ningrum Subekti, M.Pd Mathematics Teacher
33 Maya Sekar Sari, A.Ma Coordinator of administration 34 Siti Sholihah, A.Md Treasurer
35 Ahmad Basori Librarian
36 Retno Susanti Cooperator
37 Ngatman School guard
38 Nurjiyanto Security
39 Lamidi School guard
Soure: Vocational High School Diponegoro Salatiga
B. Subject of the Research
The subject of the research was the first grade students of
accounting program, class 1, Vocational High School Diponegoro Salatiga
in the academic year 2015/2016. The subject was chosen purposively by
the teacher based on the lowest score in English reading test from all the
31
students were 27 students that consist of 6 boys and 21 girls. The list of
X-Accounting 1 class could be drawn as follows:
TABEL 3.3
The List of X-Accounting 1 Class of Vocational High School
Diponegoro Salatiga in the academic year 2015/2016
NO NIS NAME
1 151610001 Ade Cahya Prasetyo
2 151610002 Ahmad Khoirudin Dian Pangestu 3 151610003 Anggita Widya Sari
4 151610004 Ani Dzuriah Kusniawati 5 151610005 Cindy Nur Arifah 6 151610006 Dewi Retno Wati 7 151610007 Dwi Purwaningsih 8 151610009 Fatma Listiana 9 151610010 Febriyati
10 151610011 Filia Trian Oscar Rina 11 151610012 Haniam Maria
12 151610013 Heri Pamungkas 13 151610014 Iin Parlina 14 151610015 Inayatul Karimah 15 151610016 Kamil Setiawati 16 151610017 Lina Setyawati
17 151610018 Muhamad Badrun Nafais 18 151610019 Novi Kadarwati Muniroh 19 151610020 Rahayu Setia Wati 20 151610021 Ricka Aktari Amelia 21 151610022 Riska Andriyani 22 151610023 Rini Novitasari 23 151610024 Rizca Sri Dwiyana 24 151610025 Rofi'in
25 151610026 Rosiana
32 C. Method of The Research
In this research methodology, the writer used Classroom Action
Research (CAR).
1. Definition of Classroom Action Research
According to Ebbut (1983) as quoted by Atmadja (2009: 12),
Classroom action research is about the systematic study of attempts to
improve educational practical actions and by means of their own
reflection upon the effects of those actions.
Whereas, Kemmis as quoted by Atmadja (2009: 12),
Classroom Action Research is a form of self-reflective enquiry
undertaken by participants in social (including educational) situations
in order to improve the rationality and justice of (a) their own social or
educational practices, (b) their understanding of these practices, and (c)
the situations in which the practices are carried out.
Based on John Elliot as quoted by Atmadja (2009: 12),
Classroom Action Research might be defining as ‘the study of social
situation with a view to improving the quality of action within it.
From the definitions above, the writer can conclude that CAR
is educational research that undertaken by teacher (researcher) in order
to improve quality of learning, social practice, and other aspect of
33
2. The Principles of Classroom Action Research
Hopkins (1993: 57) suggest the following six principles for
CAR:
a. The teachers’ primary job is to teach, and any research method
should not interfere with or disrupt the teaching commitment.
b. The method of data collection must not be too demanding on the
teachers’ time.
c. The methodology employed must be reliable enough to allow
teachers to formulate hypotheses confidently and develop startegies
applicable to their classroom situation.
d. The research problem undertaken by teachers should be one to
which the are committed.
e. Teacher-researchers to pay close attention to the ethical procedures
surrounding their work.
f. As far as possible classroom research should adopt a ‘classroom
exceeding’ perspective.
3. The Procedure of Classroom Action Research
The writer will apply classroom action research in her study. It
consists of two cycles, each cycle consists of 4 steps, and they are
34
Figure 3.1 Model of Action Research ( Kemmis & McTaggert: 1988)
a. Planning
The writer would organize some preparations to start the
action (the teaching-learning process using Think Pair Share
method), such as :
1) Making of the schedule of the research.
2) Preparing material and making a lesson plan.
3) Designing the steps doing action.
4) Preparing list of the students’ name and scoring.
5) Making an observation sheet.
6) Making pre-test and post-test each cycle.
b. Action
1) Giving pre-test.
2) Teaching reading using Think Pair Share method.
3) Giving occasion to the students to ask any problems.
35 c. Observation
During the teaching learning process, the writer invited an
observer to observe the activities of teacher and students. The aim
of this observation was to know whether using Think Pair Share
method could improve the students’ reading comprehension. The
writer knew the students’ activities and something occurs during
the teaching learning process through observation sheet.
d. Reflection
A reflection is an effect to inspect what has or has not been
done, what has or has not yet resulted offer having an alternative
action. The result is used to establish the next steps of the research.
In the other words, a reflection is the inspection effort on the
success or the failure in reaching the temporary purposes in order
to determine the alternative steps that are probably made to get the
final goals of the research (Hopkins, 1993:48). The writer’s
reflection is done by discussing with observer involves analysis of
observation, identification of the problem and find out the
alternative decision of problem solving. Then the next cycle can be
36 D. Technique of Collecting Data
1. Observation
Observation is used to observe the teaching learning process. In
the observation, the writer used technique which is field note. The
writer invited an observer to observe the activities of the teacher and
students in the classroom.
2. Test
The writer used test as one of research instrument in order to
know the students’ ability and how the students can improve their
reading comprehension. According Arikunto (2002: 198), test is a set
of question or exercise or other instrument used to measure
knowledge, intelligence, ability or attitude of groups or individual.
First conducted before getting data, the writer used pre-test and
post test. Pre-test was given to the students before the writer
implemented Think Pair Share method in teaching and learning
process, then post-test is given after the method is implemented.
Pre-test and post-Pre-test used to knowledge the differences of the students’
improvement before and after the writer used the method.
3. Documentation
The writer took documentary during research, to add the data
collection. The documents include profile of school, list of first grade
students’ name, pre- and post-test answer sheet, the students’ score,
37 E. Technique of Data Analysis
There are two ways to analyze the data, there are:
1. Descriptive Technique
A descriptive technique is used to know students’ behavior
during the teaching learning process. In this case the writer used field
notes in which record all activities in the classroom.
2. Statistical Technique
A statistical technique is used to collect the data writer. It
consists of quantitative and qualitative data. The writer used the
qualitative data to analyze. It described the process and the result of
improving students reading comprehension. Beside qualitative data,
the writer used a quantitative data. It used to know the result of
students pre-test and post-test. This technique is applying t-test
analysis. The steps as follows:
a. Mean is average from divisions between sums of students total
scoring a total number of respondents.
M = ∑
M = Mean of the students’ score
ƩX = The sum of students’ score
38 b. SD (Standard Deviation)
SD = ∑ 2− ∑ 2
SD = Deviation Standard for one sample t-test
D = Different between pre-test and post-test
N = The total number of students
c. Calculation of t-test
To be able to know whether there is a significant
improvement or not between pre-test and post-test, the writer uses
t-test after calculate the SD. The formula is:
T =
∑
√
T = The result of t-test calculation
SD = Deviation Standard for one sample t-test
D = Different between pre-test and post-test
39 CHAPTER IV
DATA ANALYSIS
This chapter focuses on analyzing the collected data. The writer gives the
details of the findings. This chapter is the main discussion of the research
conducted. It displays the findings of the collected data since in the beginning
until the end of the research. The findings consist of the results of the cycle 1 and
cycle 2. The two cycles are treatment of the implementation of the Think Pair
Share method in the reading comprehension.
A. Research of Findings
In the research, the writer acted as a teacher and learning process
observed by her partner Nurul Kusuma Wardani. The writer arranged two
cycles, each cycle consist of planning, action, observation and reflection. The
whole steps of this research are explained in the description below:
1. Cycle 1
a. Planning
Before conducting the research, the writer prepared the
instruments of the research, there are as follows:
1) Lesson Plan
In order to control the teaching learning process, the writer used
40 2) Material
In the first cycle, the writer used the theme about “descriptive
text”. She used several books as a resource and looking for the
material in the internet.
3) Sheet for Classroom Observation
Sheet for Classroom Observation was prepared in order to know
the condition of teaching learning process.
4) Test (pre-test and post-test)
Pre-test was a test that was given to the students before the
teaching learning process. Meanwhile, post-test was a test that was
given to the students after teaching learning process was
conducted. The test was the teacher asked to the students to answer
some questions about descriptive text.
b. The Implementation of Action
The writer did the research on Monday, Oktober 05th 2015 at
09.20. It was in the class of X-Accounting 1 which consists of 27
students. The condition of class was quiet when the English teacher,
the writer, and the observer came to the class. Then, the English
teacher gave greeting and introduced the writer and observer for the
students. The writer told the reason why she did this research. The
writer said that she did the research to get the data for finished her
41
Before the lesson is begun, the writer gave pre-test for students
for 15 minutes about Descriptive text without Think Pair Share
method. She divided sheets and walked around the class to check the
students along the test. Actually, she found that most of students were
confused in doing the test. Some of them asked their friends and others
asked to the writer.
When pre-test going on, the students still often asked
vocabulary to the writer and they also discussed with other friends
doing the pre-test. Then, the writer said to the students to do by
themselves as they can. After the students finished the pre-test, they
collected their sheets for the writer, and then the writer began the
teaching learning process.
The writer told the students about the topic that day. The topic
was Descriptive text. After that, the writer asked the students about the
topic. It such as: the definition of descriptive text, the purpose of
descriptive text, the generic of descriptive text, and the language
feature of descriptive text. But most of the students didn’t answer the
question. Then, the writer gave the detailed explanation of descriptive
text. After that, the writer gave exercise for them by using Think Pair
Share method. The procedure like Agus Suprijono said (see Chapter
II).
The writer asked the students to do exercise. She gave
42
to pair each other and discuss about the question and answer. It hopes
the students comprehensively their answer by pairing. Then, the result
of discussion from every pairing will be shared for all of student in the
class. It hopes will be held asking and giving opinion each other to
improve their skill and knowledge.
Some of them are very enthusiastic when it is done. They could
know and understand about the exercise. After it have finished, the
writer gave post-test for them to know their comprehension about
descriptive text. She gave 10 minutes to finish it. The students
submitted their answer then the writer closed the meeting.
c. Observation
In the first cycle, the writer and her partner observed the
teaching learning process by monitoring the students’ activity and
attention during the action. Observation is made at the time of learning
descriptive text before and after using Think Pair Share method,
observation focused on students’ reading comprehension.
For the results of this action, the writer could see that the
students were not ready yet in learning descriptive text. Almost of
them looked confused in doing pre-test. Some of them asked their
friends’ answer. Furthermore, the writer also used the rubric of reading
comprehension as a standard to know the result from Cycle 1. The
43
Table 4.1
Rubric of Reading Comprehension
Category 4 3 2 1
Interpretation Answers are mostly correct
Detail Answers are mostly complete,
Information Answers mostly include supporting
44 d. Reflection
Based on the observation of the cycle I, the writer had to reflect
the weakness that happened in the learning process to maximize the
students’ comprehension of reading.
1) The researcher needs to ask the students to bring dictionary to help
their vocabulary difficulties.
2) The writer should give more explanation the way to use Think Pair
Share method because some of them still confuse to do it.
3) The writer has to motivate the students to answer the teacher’s
questions using English.
Furthermore, to know there is a significant improvement in
reading comprehension, the writer analyzes by using t-test calculation
from the result of pre test and post test. Before analyzing t-test, the
writer will show the data presentation of pre test and post test.
Table 4.2
The Data of Pre-Test Cycle 1
NO NAMA ANSWER CATEGORY NUMBER TOTAL OF NUMBERS
PRE-TEST 1
I D UI C M (X) (Y) (Y/2)
1 Ade CP
1 3 2 1 1 2 9
100 50
2 3 1 2 1 2 9
3 2 3 2 1 2 10
4 3 2 2 3 3 13
5 2 3 1 2 2 10
6 3 2 2 1 2 10
54
Table 4.3
The Data of Post-Test Cycle 1
61
The result of pre test and post test cycle 1
NO NAMA Pre-Test 1 (X) Post-Test 1 (Y) Pre (D) Post- D2
1 Ade Cahya Prasetyo 50 70 20 400
2 Ahmad Khoirudin Dian Pangestu 60 80 20 400
3 Anggita Widya Sari 70 80 10 100
62
5 Cindy Nur Arifah 70 80 10 100
6 Dewi Retno Wati 50 70 20 400
7 Dwi Purwaningsih 60 80 20 400
8 Fatma Listiana 70 75 5 25
9 Febriyati 65 70 5 25
10 Filia Trian Oscar Rina 70 80 10 100
11 Haniam Maria 40 65 25 625
12 Heri Pamungkas 60 50 -10 100
13 Iin Parlina 40 50 10 100
14 Inayatul Karimah 70 80 10 100
15 Kamil Setiawati 70 90 20 400
16 Lina Setyawati 55 50 -5 25
17 Muhamad Badrun Nafais 70 80 10 100
18 Novi Kadarwati Muniroh 75 60 -15 225
19 Rahayu Setia Wati 70 75 5 25
20 Ricka Aktari Amelia 60 60 0 0
21 Riska Andriyani 40 55 15 225
22 Rini Novitasari 70 80 10 100
23 Rizca Sri Dwiyana 40 60 20 400
24 Rofi'in 60 65 5 25
25 Rosiana 70 70 0 0
26 Syarofuddin Muhammad Busyiri 70 80 10 100
27 Wulandari Setiyaningrum 80 70 -10 100
1685 1895 210 4700
a) Mean of pre test 1
M = ∑
M = 27
= 62.41
63 M = ∑
M = 27
= 70.19
Mean of pre-test = 62.41
Mean of post-test = 70.19
Mean of pre-test ≤ than post-test
There is an improvement of reading comprehension through
Think Pair Share method between pre-test 1 (before the action)
and the post-test 1 (after the action).
c) SD (Standard Deviation) of pre-test and post-test
From the data above, the writer calculates SD pre-test and
post-test
SD = ∑ 2− ∑ 2
SD = 27 − 21027 2
SD = 174.07−7.782
SD = √174.07− 60.49
SD = √113.58
SD = 10.65
64
T =
∑
√
T =
210 27
. √
T = ..
√
T = ..
.
T = .
.
T = 3.72
T-calculation is 3.72
T-table < T-calculation = 2.77 < 3.72
e) Percentages score:
P = × 100%
Explanation :
P = percentage
F = frequency
65
Table 4.5
Percentages students score in Cycle 1
Cycle 1
Percentages students score in Cycle 1 The students who
standardized score (kriteria ketuntasan minimal) in score 70. It means
that there were only 18 students who pass the standardized score
(kriteria ketuntasan minimal) and 9 students could not pass the
standardized score (kriteria ketuntasan minimal). The target of writer
was 75% of students could pass the KKM. It means that the successful
of cycle 1 was not reached yet. Finally, the writer would take the
Cycle 2 so that the target of writer 75% students could pass the KKM
