According to William Grabe, reading is one of the four language skills that can be classified into two types; beginning reading and reading comprehension.2 Beginning reading is the effort of those who could not read to learn to read (eg how to read the alphabet and combination of letters or simple words), while reading comprehension is an activity aimed at understanding the message of a particular texts. Reading is useful for other purposes as well: any exposure to English (whether students understand it more or less) is a good thing for language students. At least some of the language sticks in their memory as part of the process.
As descriptions of the researcher's idea design poured into this experiment, the researcher organizes it which is divided into three parts and all parts and all parts consist of sub connected to each other and a whole unit. Reading is really crucial. Our knowledge is usually broadened and informed by reading activities, and the reading activity can be found on the Internet, in books, magazines, etc. According to David Nunan, “Reading is a fluid process where readers combine information from the text. and their own background.
From the explanation above, we can conclude that the general purpose of reading is to search and get information and also understand the meaning of the reading text.
Reading Comprehension
The process is interactive, with top-down and bottom-up processes playing complementary roles. This comprehension is the process of making sense of words, sentences, and related texts.15 And it is an extraordinary feat of balancing and coordinating many skills in a highly complex and rapid set of routines, making comprehension for fluent people a seemingly effortless and becomes an enjoyable activity. readers.16 It can be concluded that reading comprehension is the goal of reading, which must be mastered by the learners in order to communicate through the text with the writer to obtain information. Understanding was once seen as a passive process in which the primary mission of the reader was to understand the author's message.17 In fact.
Comprehension is an active process in which the reader plays a very active role, constructing meaning based on his/her cultural background and experience, the purpose of the reading, and the general environment. 15. discrete processes. 18.
The whole selection consists of words, sentences and paragraphs, and the understanding of the whole selection depends on the understanding of the smaller units. 19. According to Jerry Gebhard, a fluent reader is said to be successful in comprehending the reading material. Reading is essentially the decoding of a series of written symbols into auditory equivalents.22 It begins with the smallest unit, either letters or letter features.
According to Caroline, “a bottom-up (or systematic) meaning-building skill consists of analyzing the language form used.”23 It means the. It assumes that reading is primarily directly determined by the reader's goals and expectations.24 According to Goodman, “it is processing that uses one's own intelligence and experience to make sense of a text. 25 Bambang Yudi Cahyono, The Teaching English of English Language Skill and English Language Components, (Malang: State Universitas of Malang Press, 2011), 56.
Cooperative Learning
Olsen and Kagan argue in Ricards and Rodger that Cooperative Learning is a group learning activity organized in such a way that learning depends on the socially structured exchange of information between students in groups and where each student is held accountable for his or her own learning and is motivated to increases the learning capacity of others.28. But it's not group configuration that sets cooperative learning apart; It is the way students and teachers work together that is important. In cooperative learning, the teacher teaches students collaborative or social skills so that they can work together more effectively.
We encourage students to think in terms of positive independence, which means that students do not think competitively and individualistically, but rather cooperatively and as a group. The teacher usually divides the students into groups so that the groups are mixed, male and female. Of course, because social skills involve the use of language, cooperative learning of the teacher's language for academic and social purposes.30.
The primary role of the learner is as a member of a group who must work together with other group members on a task. Pair grouping is the most typical cooperative learning format, which ensures the maximum amount of time that both learners spend on learning task, pair task in which learners alternate their roles, involve partners in the role of tutors, controllers, recorder and information sharing. The role of teacher in cooperative learning is significantly different from the role of teacher in traditional teacher-centered lesson.
The teacher must create a highly structured and well-organized learning environment in the classroom, set goals and structure tasks, establish the physical layout of the classroom, assign students to groups and roles, and select materials and time. In his or her role as a facilitator, the teacher should move around the classroom and assist students and groups as needed. The teacher may also be tasked with restructuring and collaborating on the lessons.
Think-Pair-Share
Thinking pair sharing is a pedagogical best practice because it provides students with thinking time, behavior rehearsal time, and five safe options, including sharing a learning partner's thoughts. This learning strategy promotes class participation by encouraging high levels of student response, rather than using a simple recitation method where the teacher asks a question and one student provides an answer. Think-Pair-Share is a collaborative learning strategy in which students work together to solve a problem or answer a question on an assigned reading assignment.
There are some principles to distinguish between the think-pair-share strategy and traditional classroom activities:33. The teacher decides which text to read and develops a series of questions or prompts that focus on key content concepts. Based on an article updated by TeacherVision.com requiring how to make Think-Pair-Share work properly for the teacher, it reads as follows; The Think-Pair-Share strategy is ideal for teachers and students new to collaborative learning.
The "think" step can simply ask students to be quiet for a few moments and ponder their thoughts about the question. In the "share" step of the strategy, students can share their ideas in several ways. The result should be discussed in front of the students and the teacher gives explanations about the topic collecting the students' ideas.
Using TPS learning methods requires students to use the time to complete tasks or problems given by the teacher at the beginning of the session, so that students are expected to understand the material well before the teacher passes it on in the next session. In addition to the active involvement of students in the learning process, the task that the teacher sets at each meeting is also intended to ensure that the students always try to be present at each meeting. Think-Pair-Share always gives the student an opportunity to reflect on what their thinking is being questioned by the teacher.
The Disadvantages
For the students who did not attend, the student did not do the work and this affects their learning outcomes. The TPS learning model is expected to motivate students in learning, so that student learning can be better than conventional models. Based on Budd-Rowe's claims, one advantage of TPS is that students have a longer wait time, the ability to think about their answer before thinking about who to share with.35 Information with low consensus, unfamiliar topics or analysis “higher order” , synthesis or evaluation application may require more thinking time than high consensus information.
Since there are many groups in the classroom, some teachers work hard to help the student work in groups. The students work in groups, when discussing the text or topic, they can talk to each other and make noise with other students. Thus, a teacher must have the ability to manage time, monitor students during the discussion in pairs or groups, and ensure that each student works in group.
Previous Research Finding
The result of the post-test in the cycle showed that there were significant improvements regarding the reading comprehension ability of the subjects. The current classroom action study proved that the think-pair technique can improve the reading comprehension of the tenth grade students of SMK PGRI 4 Denpasar; Also, the subjects responded positively to the implementation of the technique of separating thought pairs. She conducted the research entitled Improving students' speaking ability using thinking pair separation technique in tenth grade students of SMA Bakti Ponorogo in academic year 2013/2014.
The classroom action research was carried out by means of thinking pair sharing technique in three planned cycles. From the result, the researcher concludes that teaching speaking through thinking pair sharing technique helped students to improve their speaking ability. She conducted the research titled The Use of Think Pair Share Method in Teaching to improve students' writing ability for the tenth grade.
The classroom action research was conducted using the think-pair technique in two planned cycles. In cycle I, the average score of the students' writing performance is 68 and 80 i. So, the researcher concluded that there is a significant improvement in the students' writing ability by using the thinking pair sharing method.
Related to this research, the previous research findings became a contribution and references to the researcher. From this, the researcher now well realizes that successful teaching indeed depends on the professional teacher and the technique used. In this case, the researcher tries to apply the think-pair-share strategy to reading instruction.
Theoretical Framework
Hypothesis
