The purpose of this research is to show that using the Think Pair Share technique can improve students' and students' reading comprehension skills. Regarding the research process, the researcher gave the pre-test for the students to know the result of reading ability. Furthermore, the change in students' comprehension ability score could be known through the post test that was given in each cycle.
Think Pair Share (TPS) technique is effective in improving students' reading comprehension in eleventh grade in MAN 1 Lampung Timur. This bachelor's thesis is titled "Improving Reading Comprehension Through Think Pair Share Technique on the Eleventh Grade of MAN 1 Lampung Timur".
INTRODUCTION
Problem Identification
The students have the difficulties to get main information from the text because they lack vocabulary mastery. The students have low motivation in reading because the teaching and learning activities are more teacher-centered. The students feel bored or not interested in studying English, especially in the reading subject.
Problem Limitation
Problem Formulation
Objective and Benefits of the Study
- Objective of the Study
- Benefits of the Study
Finally, it can be said that reading ability is the ability of students to understand the content of the text. In action, the researcher gave the students a treatment to understand their reading ability through the pair brainstorming technique. In this step, students' responses to the application of the think in pairs technique were observed.
In this research, the researcher gives the students two tests which are pre-test and post-test to determine the improvement in the student's reading comprehension ability. In this research, the researcher observes the use of Think Pair Share (TPS) technique and students' activities in the learning process to know how the learning process is going. The classroom action research material used the Think Pair Share (TPS) technique to improve students' reading comprehension skills.
Therefore, the researcher used the Think Pair Share (TPS) technique to improve the students' reading comprehension ability. The researcher also planned to give evaluation to measure the students' mastery on the given material. The result of the students' test in post-test 1 was better than test in pre-test before.
There was an increase in students' pre-test, post-test 1 and post-test 2 scores in cycle I and cycle II. The result of student activities in Cycle I & Cycle II No Student activity Cycle I Cycle II increasing. As a result, by implementing the Think Pair Share (TPS) technique, the reading comprehension ability of students in the eleventh grade of MAN 1 Lampung Timur can be improved.
As a result, Think Pair Share (TPS) technique can improve students' activities in teaching learning processes in eleventh grade in MAN 1 Lampung Timur. It is suggested that the teacher use Think Pair Share (TPS) as a teaching strategy because it can improve students' reading comprehension.
THEORETICAL REVIEW
Definition of Reading Comprehension Ability
Factors Affecting Reading Conprehension
The Levels of Reading Comprehension Ability
In addition, the researcher also analyzes the result of questionnaire of each cycle to know.. the students' responses regarding the application of think-pair-share technique. d. The researcher started the lesson by praying, greeting, checking the attendance list and asking the students' condition.
The Problems of Teaching Reading Comprehension Ability 13
Measurement of Reading Comprehension Ability
Concept of Think Pair Share
- Definition of Think Pair Share
- The Principle of Think Pair Share Technique
- The Process of Think Pair Share Technique
- Advantages of Using the Think Pair Share Technique
The use of Think Pair Share Technique to Teach Reading
- The Procedures of Think Pair Share Technique
- The steps of Think Pair Share Technique
According to Kagan, he makes a procedure of how this technique is applied.19 First, the teacher processes the questions to the class, gives the students a few minutes to think about the questions, comes up with individual answers, and the students make short notes about their thoughts. Then the teacher asks the students to pair up with other students nearby, the pairs will then talk to each other and use their notes to remind them of the points they want to make. The last one, the teacher asks the students to share their ideas or opinion in the whole class after the teacher randomly calls the students.
Think that the division in pairs has several steps that must be followed by the teacher such as: 20 Step 1: Thinking,. The teacher poses a question or issue related to the lesson and asks students to spend a minute thinking only about the answer or issue. The teacher asks the students to pair up and discuss what they thought about.
In the final step, the teachers ask the pairs to share with the whole class what they talked about. It is effective to simply go from pair to pair across the room and continue until about a quarter or half of the pairs have had a chance to report.
Action Hypothesis
RESEARCH METHOD
Subject of the Study
Classroom Action Research
Data Collecting Technique
Research Instrument
Data Analysis Technique
Indicator of Success
RESULT OF THE RESEARCH
The History of MAN 1 Lampung Timur
MAN 1 Lampung Timur's name had been changed due to the division of districts in Central Lampung. In 1999, Central Lampung divided into three districts namely Central Lampung, East Lampung and Metro City.
Building Condition and School Facilities
Total of the Students at MAN 1 Lampung Timur
At this stage, the class situation was effective because the colleague handed over to the researcher to make sure about the students. effectiveness before the researcher researched in the classroom. The researcher gave a text on Is smoking good for us? and asked the students to read it. Although only 20 students achieved the minimum score, the test score of the students was better than the students. before starting treatment.
The researcher and the colleague prepared a lesson plan, an observation sheet of the students' activities, identified the problem and looked for the causes of the problem in the first and last learning activities. The researcher greeted the students and checked on them. list of attendees, then the researcher verbally asked a question related to the topic. From the increase of each cycle, it could be concluded that the use of Think Pair Share (TPS) technique could improve the students' reading comprehension ability because the students understood the information in the text.
Based on the pre- and post-test result, it could be seen that the Think Pair Share (TPS) technique was able to improve the students' reading comprehension significantly related to the students' average before and after the treatment. Based on the explanation above, the researcher concluded that the research was successful because the students' result score had achieved the indicator of success which was 80% with MMC was 75. Based on the above data, it could be inferred that the students felt comfortable and active in following the teaching and learning process.
Most of the students showed good improvement in learning activities when Think Pair Share (TPS) technique was applied in the teaching and learning process from cycle I to cycle II. The average of the eleventh grade students' reading score in MAN 1 Lampung Timur in pretest is 63, posttest 1 is 73 and in posttest 2 is 77. The percentage of students' activities in 11th grade in MAN 1 Lampung Timur in cycle I is 58%, and there is an improvement in cycle II, it is 81.72%.
Vision and Mision of MAN 1 Lampung Timur
School Map of MAN 1 Lampung Timur
Organizational School
Description of the Research
- Action and Learning at Pre-Test
- Cycle I
- Cycle II
Based on the pretest result, the researcher got the average of 63, so the result was unsatisfactory. The researcher explained that the text used in teaching learning was organized in the form of an analytical statement. Then, when the discussion time was over, the researcher asks the students to share their ideas in the whole classroom, after the researcher randomly calls the students system.
In observation, the researcher presented two meetings in cycle I of learning to find information about the text in the reading lesson. In the second meeting, the researcher explained the Think Pair Share (TPS) technique before giving tasks. The researcher continued the material in the last meeting, explained the generic structure and tenses of the text.
Afterwards, when the discussion time was over, the researcher asked the students to share their ideas in the whole classroom after the researcher randomly called students. After that, the researcher discussed and gave the explanation to all the students about the problem of reading comprehension ability that students often face through the effective technique. The observation was done by the researcher who represented approximately two meetings in cycle II.
From the result of learning process in cycle II the researcher analyzed that generally by using Think Pair Share (TPS) technique, the reading comprehension ability would improve.
Interpretation
- Action and learning Result in Cycle I and Cycle II
- Result of the Students’ Activities
The researcher concluded that this research was successful and would be not continued in the next cycle. It means that the students could achieve the target, the target is 80% students could gain score ≥75. There was an improving of the students who got score up to the standard from the pre-test to the post test 1 and from post test 1 to the post test 2.
Based on the above graphic, it can be concluded that there has been an improvement in the learning activity of the students during the course due to the use of the Think Pair Share (TPS) technique in improving the reading comprehension skills of the students. Therefore, this research was completed and could be carried out in II. the cycle was interrupted, as the results of the students' activities reached the performance indicator, which was 80%. This means that more than 80% of students are successful and that the research indicator is achievable.
It is suggested that the English teacher include Think Pair Share (TPS) in the teaching process. Teachers must creatively use TPS in teaching, especially the reading class, to engage students to be active in the learning process.
CONCLUSION AND SUGGESTION
Suggestion
It is suggested to other researchers who want to develop this study to include another skill in English learning, such as speaking, listening or writing, and to include different subjects and also different texts.
