II. THEORETICAL FOUNDATION
2.1.8 Modified TPS
It has been explained in the two previous sub-chapters about Think-Pair-Share proposed by Lyman (1981) in Fauziyati & Istianah (2013) and Kagan & Kagan (2009). In this study, the researcher will conduct the modified TPS by adding 'outlining' after the 'thinking' process. An outline is a blueprint that shows the division and subdivision of your paper, the order of your ideas, and the relationship between the idea and supporting details.
A reading outline is used to get the main ideas of a text that is already written. It helps you understand the text's structure more critically because you will have to find its thesis statement and support. You will better understand how a writer connects and sequences the information in the reading. Supporting details in reading can help you understand a difficult reading. An informal outline is good for discovering the main idea and briefly sketching out the important points of the reading. According to Harmer (2001), written
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text has several conventions which separate it from speaking. Apart from differences in Grammar and Vocabulary, there are issues of letter, word, and text formation, manifested by handwriting, spelling, layout, and punctuation. It also helped us to write the paragraph quickly because the ideas had been arranged.
This is a reality in some classroom situations. A language teacher in this note should see to it that reading comprehension is reinforced as the teacher varies his instruction. One way to vary instruction is using outlining as a tool for a meaningful comprehension.
Outlining as a graphic organizer is a high-level skill that involves identifying relationships between concepts and arranging those concepts in an orderly manner . It presents a picture of the main and subsidiary ideas of any subject. Outlining strategies with reading comprehension are intended to include a variety of metacognitive strategies for explicitly representing text. aptly recognized outlining as a mapping tool. They expressed that it can be an important instrument for reading comprehension. Jose (2015)argued that there is strong evidence that using such a tool improves reading comprehension. Researchers also claim that outlines and graphic organizers are fundamental because they provide information and opportunities for understanding.
Muirhead (2006) also states that outlining promotes a deeper understanding of the material because it requires taking the time to create and arrange information into sentences that reflect distinct aspects of critical thinking. It can stimulate them to have logical thinking and an organizational structure of ideas. This is in line with the school curriculum, which emphasizes students' critical thinking.
So, the students will first be given questions to acquire their 'critical thinking. After that, the students will write down their thoughts using an outline to structure them. Read the entire text first. Skimming the text afterward Thus, they will feel easier to deliver it to their friends and construct the paragraph later on that Locates the main idea of the whole.
Then, the students will have to pair with their closest position friends. Afterward, the students could join with another pair to form a group of four and share their thoughts to get more ideas. Because the class would be too big and time-consuming for all to share
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what they have shared in pairs before the whole class, the teacher will ask some of them voluntarily to tell the class what they have got in the pairing session.
2.1.9 Procedures Learning Activities Original TPS and Modified TPS on Google Classroom
Original Modified Explanation
Teacher activities Student Activities Teacher activities Student Activities Think The teacher gives
story readings related to narrative text based on the subject matter sent in google Classroom
Downloadstudy materials, study them, and answer direct teacher questions
The teacher gives story readings related to narrative text based on the subject matter sent in google Classroom
Downloadstudy materials, study them, and answer direct teacher questions
the students first will be given question to acquire their ‘critical thinking
Outline The teacher asks
students to make an outline related to the story that has been given, this makes it easier for students to summarize the story that has been given
Students
immediately do their assignments by making an outline on their work, this is to make it easier for the rest to more quickly understand the content of the story that has been given
After that, the students will write down their thoughts by using outline technique in order to make it structured. Thus, they will feel easier to deliver it to their friends and to construct the paragraph later on.
Pair The teacher asks students to pair up discuss, solutions the problem and gives the students some question related of the narrative text assignment sent in google classroom.
Students pair up, discuss and complete the task about Narrative Text
The teacher asks students to pair up discuss, solutions the problem and gives the students some question related of the narrative text assignment sent in google classroom.
Students pair up,
discuss and
complete the task about Narrative Text
Then, the students will have to be in pair with their closest position friends. They will share what they have written earlier and give their opinion about their friends idea. Then the students could take a note of their friends’
recommendation and opinion. Afterward the students could join with another pair to form a group of four and share their thoughts together to get more ideas
Share Teacher asks for some partner to report results their discussion and upload the results of their work regarding the
Students present the results of their discussions and upload the task about Narrative text from
Teacher asks for some partner to report results their discussion and upload the results of their work regarding the Narrative text from the
Students present the results of their discussions and upload the task about Narrative text
The next step is the students get back to their seats and prepare to write some paragraphs to form a text. The students will
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Narrative text from the discussion to google classroom.
Teacher asks for some partner to report results their discussion and upload the results of their work regarding the Narrative text from the discussion to google classroom.
the discussion to google classroom
discussion to google classroom. Teacher asks for some partner to report results their discussion and upload the results of their work regarding the Narrative text from the discussion to google classroom.
from the discussion to google classroom
use the outline they wrote earlier to
have some guidelines of what they will write.
They also can use the opinions shared with their friends to add various views that they cannot see
Table 2.1. Procedures Learning Activities Original TPS and Modified TPS on Google Classroom
Based on the "Think" process in this step the "main idea" aspect is increased. because here students are trained to think critically.
Meanwhile, in the "Outlining" stage, the improved aspect is the "main idea" because at this stage students are asked to conclude the story narrative text. Meanwhile, in the
"Outlining" stage, the improved aspect is the "main idea" because at this stage students are asked to conclude the story narrative text.
In the "pair" stage, the aspect of students that increases is specific information because at this stage students understand the content of the text given.
At the "share" stage, the aspect that is most improved is "vocabulary" because students are asked to rewrite and discuss using their own language, so that students can improve their vocabulary.
2.1.10 Theoritical Assumption
The Use of Modified Think-Pair-Share (TPS) technique might be the solution to increase students’ interest in reading. Moodified Think-Pair-Share (TPS) technique has four steps that the researcher assumed that the technique is effective in improving students' reading comprehension achievement. The previous researchers prove that Modified Think-Pair Share (TPS) technique successfully improved students’ skills, not only in reading comprehension but also in another skill such as speaking. Modified Think-Pair-Share
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(TPS) technique provides students time to think about a given topic by giving them an opportunity to formulate their individual ideas before they share them with other students.
The implication of Modified Think-Pair-Share (TPS) technique in this research was expected to develop students’ achievement especially in reading. Since this technique focuses on how students’ develop their reading ability and how the students maximize their thinking capability to construct a conceptual understanding of a text, the researcher deemed that it can give more benefits to the students in reading comprehension. By using this technique, the students will have a chance to share their idea, at least with one student.
This activity will improve their sense of involvement in teaching and learning process.
Outlining can aid the students in the process of reading and it also can help the students to organize their own ideas. The students then could develop a paragraph from just one or two points stated in the outlines. A sentence outline also allows you to include those details in the sentences instead of having to create an outline of many short phrases that goes on page after page. Outlining will help the writer put thoughts on paper and generate ideas to find the best onesby using this technique, the students will have a chance to share their idea, at least with one student. This activity will improve their sense of involvement in teaching and learning process.
2.1.11 Hypothesis
Based on the theoretical assumption above, the researcher formulated the hypotheses in this research as follows:
1. H0: There is no a significant difference between the students' reading taught through modified Think Pair Share on google Classroom and those taught through original Think Pair Share on google Classroom.
2. H1: There is a significant difference between the students' reading taught through modified Think Pair Share on google Classroom and those taught through original Think Pair Share on google Classroom.
The researcher also analyzed what aspect of reading skill that improves the most after being taught by using Modifid Think-Pair-Share (TPS) technique. The researcher used
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One-Way ANOVA in SPSS 22.0 for windows to analyzed the data. This hypothesis was analyzed at significance level of 0.05 in which the hypothesis is approved if sig <α. It means that the probability of error in the hypothesis is only about 5%. The hypothesis can be seen as follows:
1. H0: There is no aspect of reading that a significant difference between the students' reading taught through modified Think Pair Share on google Classroom and those taught through original Think Pair Share on google Classroom.
2. H1: There is an aspect of reading that a significant difference between the students' reading taught through modified Think Pair Share on google Classroom and those taught through original Think Pair Share on google Classroom.
These are the explanation of some theories related to the research. The theories are used as references to conduct the research.
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III. RESEARCH METHODS
This chapter discuss, setting, research design, population, and sample, variables, data collecting technique, research procedure, instruments, level of difficulty, discrimination power, scoring system, data analysis, and hypothesis testing.
3.1. Setting a. Time
The second semester of SMK Negeri 1 Braja Selebah's first-graders students take place in East Lampung. This research conducted the treatments three times, 2x45 minutes per meeting.
b. Place of the Study
The Place of the study at SMK Negeri 1 Braja Selebah which is located on East Lampung.
Jln Raya Braja Kencana, Braja Selebah East Lampung.
3.2. Research Design
This research was quantitative. There were two classes used; the experimental group and the control group. The experimental group was given treatments using the modified Think-Pair-Share technique, and the control group was given the original Think-Pair- Share. The researcher used the Control Group Pre-test Post-test Design for the first research question. The research design is presented as follows:
G1: T1 X T2 G2: T1 O T2 Notes:
G1 : Experimental group G2 : Control Group T1 : Pretest
T2 : Posttest
X : treatments (modified Think-Pair-Share) O : treatments (original Think-Pair-Share)
(Setiyadi, 2006)
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The pre-test was conducted to measure the student's ability before the test. After giving the pre-test, the treatment was conducted three times, 2x45 minutes per meeting. To get the result of the treatment, the researcher also used a post-test on the students. It aims to determine whether or not the students improved their ability after using the treatment.
3.3. Population and Sample
The population of this research was the first grades students of SMKN 1 Braja Selebah.
This research used two classes: X TKJ 1 as the control class and X TKJ 2 as the experiment class. Both classes were regular classes on the same level and consisted of 20 students. In determining the experimental group, the sample of this research was one class chosen purposive sampling. This study was conducted on the first grade of SMKN 1 Braja Selebah because the students were fully aware of their vocabulary and grammatical forms.
3.4. Research Instruments
This study finds out the students' reading achievement by giving several reading tests to the students. The reading tests were pre-test and post-test to see the significant difference in the students' reading. The pre-test was used to investigate the students' reading achievement before the treatment. Besides, the post-test aims to evaluate how far the students' vocabulary achievement is before the treatment. Furthermore, the other tests which are conducted during the treatments were the test based on the concept of reading tests such as multiple-choice questions.
3.4.1 Pre-test
This test was given to know the students' improvement after the implementation of the treatment. The test will use by the teacher the objective in the form of multiple choices.
A pre-test was given before presenting the treatment to know how far the students' ability.
The test will have multiple choices for a reading test. The test was given in the first meeting to know the students' reading before being given the treatment used to Modified Think Pair Share on Google Classroom.
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3.4.2 Post-test
Post-test was given after the treatment. For reading, the students were given multiple- choice tests. They do the same activity in the pre-test. This test will determine the increase in students' reading and know the increase in students' reading achievement after conducting the treatment.
In collecting the data, the researcher conducted the following procedures:
1. Determining the research problems
The problems of the research were significant difference between the students’ taught through modified TPS and those taught through original TPS is able to improve students reading narrative text
Preparing the instruments for collecting the data. The researcher prepared reading test, which consisted of a try-out test, pre-test, and post-test.
2. Determining the class for the sample
The population of this research was all students of the first grade of SMKN 1 Braja Selebah in the second semester of 2021/2022 academic year.
3. Administering try-out test
The try-out test was administered to choose which items should be presented in the pre-test and the post-test. The try-out test consisted of 60 multiple-choice items with five alternative answers (A, B, C, D, and E) for each, one was the right answer and the others were the distracters. The test was conducted in 90 minutes.
4. Administering the Pre-test
The Pre- test was given to significant difference between the students’ taught through modified TPS and those taught through original TPS is able to improve students reading narrative text. The test consisted of 50 multiple-choice items. It had five 3.4.3. Research Procedures for Collecting Data
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alternative answers (A, B, C, D, and E); one was the right answer, and the others were the distracters. The test was conducted in 90 minutes.
5. Conducting the treatment
After giving the Pre-test to the students, the researcher conducted the treatment three times by using the Treatment was conducted in 40 minutes.
6. Administering the post-test
Post-test was conducted to given to significant difference between the students’ taught through modified TPS and those taught through original TPS is able to improve students reading narrative text. This test was conducted from 50 multiple-choice items that are similar to items in the pre-test. It had five alternative answers (A, B, C, D and E); one of them was the right answer, and the other was the attention solver. However, item formation was distinguished from the Pre-test. The test was conducted in 90 minutes.
7. Analyzed the data
The data from the Pre-test and the Post-test were analyzed by using SPSS 22.0.
8. Reporting the result of data analysis.
After analyed the data, the result was reported in the script.
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Table 3.1. Specification of the Try Out Test
No. Skills of Reading Items Numbers Total Percentage 1. Main Idea 1, 10, 16, 21, 22, 30, 31,
36, 37, 46, 54, 55
12 20%
2. Specific Information
2, 3, 12, 17, 18, 25, 28, 34, 39, 41, 56, 57
12 20%
3. Inference 4, 7, 8, 11, 13, 23, 38, 45, 48, 49, 51, 59
12 20%
4. Reference 5, 9, 14, 19, 20, 26, 32, 35, 42, 44, 50, 52
12 20%
5. Vocabulary 6, 15, 24, 27, 29, 33, 40, 43, 47, 53, 58, 60
12 20%
Total 60 100%
3.5 Data Treatments
Validity and Reliability Testing
In this subchapter, the researcher would explain about the validity and reliability of this research.
3.5.1 Validity
Test is considered valid if the test measures the object to be measured and suitable with the criteria. It means that a test can be considered to be valid if the test can accurately measure the quality of a test. The test should reflect all the areas to be assessed in suitable proportions and represent a balanced sample. The researcher used face, content and construct validity to measure whether the test had good validity. Criterion-related validity is concerned with measuring the success in the future, as in replacement test. Three types of validity that will use in this research are:
a. Face Validity
Face validity could easily be called surface validity or appearance validity since it merely a subjective, superficial assesment of whether the measurement procedure we use in a study appears to be valid measure of a given variable or construct. If the redaction of the content is appropriate and gramatically correct, then the test has fulfilled face validity.
b. Content Validity
Content validity is the extent to which a test measured a representative sample of the subject matter content, the focus of content validity was adequacy of the sample and
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simply on the appearance of the test. In this study, the try-out, the pre-test, and the post- test were in form of multiple choices. Furthermore, narrative text is in the second semester of the first year of Vocational High School. The test was based on English curriculum and the syllabus K-13 for Vocatinal High School. It meant that the instrument has fulfilled content validity. Content validity is the extent to which a test measured a representative sample of the subject matter content, the focus of content validity was adequacy of the sample and simply on the appearance of the test. In this study, the try-out, the pre-test, and the post-test were in form of multiple choices. Furthermore, narrative text is in the second semester of the first year of Vocational High School. The test was based on English curriculum and the syllabus K-13 for Vocational High School. It meant that the instrument has fulfilled content validity.
C. Construct Validity
Construct validity measures whether the construction has already referred to the theories meaning that the test construction has already in line with the objective of the learning.
Construct validity is used to measure certain aspects of reading which are supposed to measure. Construct validity can be measured by evaluating all item in the test. The researcher made five indicators of the test, they were determining the main idea, finding specific information, infrence, refrence and vocabulary. The test compared to the table of specification to know whether the test has a good reflection of what had been taught. If the items on the test have measured students' reading comprehension, this instrument has fulfilled construct validity.
The lecturer checked the test at Lampung University, and the results showed that the test was valid.