improving reading comprehension through...

i

THESIS

IMPROVING READING COMPREHENSION THROUGH

THINK-PAIR-SHARE TECHNIQUE AT THE TENTH

GRADE STUDENTS OF SMAK SANTO YOSEPH

DENPASAR IN ACADEMIC YEAR 2013/2014

STANISLAUS GUSDIN

ENGLISH EDUCATION STUDY PROGRAM

FACULTY OF TEACHER TRAINING AND EDUCATION

MAHASARASWATI DENPASAR UNIVERSITY

DENPASAR

2014

ii

THESIS





STANISLAUS GUSDIN

NPM 10.8.03.5.1.31.2.5.3875




DENPASAR

2014

iii

PRE-REQUISITE TITLE





Thesis

As Partial Fulfillment of the Requirements for the

Sarjana Pendidikan Degree in English Education Study Program

Faculty of Teacher Training and Education

Mahasaraswati Denpasar University

STANISLAUS GUSDIN

NPM 10.8.03.5.1.31.2.5.3875




DENPASAR

2014

vii

ACKNOWLEDGEMENT

First of all, the researcher wishes to express his gratitude to the Almighty

God, Jesus Christ for His blessing so this thesis could be completed in due time.

Although there are many problems faced in the process of writing this thesis but it

can be overcome. The researcher wishes to express his appreciation to the

advisors, Dra. Ida Ayu Marthini, M.Hum, and I Ketut Wardana, S.Pd, M.Hum for

their willingness to guide and give valuable correction and suggestion during

writing this thesis.

He also wishes to express his thanks to the dean, vice deans, the head of

English Department, all staff and lecturers of the English Department, Faculty of

Teacher Training and Education of Mahasaraswati Denpasar University for their

valuable wisdom, permission, help and kindness during his study. His gratitude is

also due to the headmaster, all staff and teachers of SMAK Santo Yoseph

Denpasar and entire students especially the X IPS-1 students for their help in

collecting data needed for accomplishing this thesis. Without their help, this thesis

would never been accomplished.

Last but not least, he wishes to dedicate his sincere gratitude to his

beloved father Ubaldus Asbin, his mother Veronika Nisa and his old brother

Adrianus Asisi Ngoho also his entire family at Nggilat west Manggarai for their

love, support, and motivation all this time. Finally, he would to thank to all his

friends at Unmas Denpasar, English Class I 2010 and all the staff at Koperasi

Duta Sejahtera Denpasar.

Denpasar, 10th

February 2014

Stanislaus Gusdin

viii

ABSTRACT

Gusdin, Stanislaus. (2014). Improving Reading Comprehension through

Think-Pair-Share technique at the tenth Grade Students of SMAK

Santo Yoseph Denpasar in Academic Year 2013/2014. First Advisor:

Dra. Ida Ayu Marthini, M.Hum. And Second Advisor: I Ketut

Wardana, S.Pd., M.Hum.

The present classroom action research dealt with improving reading

comprehension through Think-Pair-Share technique of the tenth grade students of

SMAK Santo Yoseph Denpasar in academic year 2013/2014. The present study

was conducted by the fact that the subjects still faced problem in English reading.

The classroom action research study made use of pre-test and post-test in research

data collection. It consisted of two cycles and each cycles consisted of two

sessions. The classroom action research was started by administering pre-test that

clearly showed that the students ability was still low, with mean score 55.9. The

result of data analysis in cycle I increased. It figured out the increasing grand

mean score of cycle I was 69.5. Moreover, the result of data analysis in cycle II

clearly figured out the increasing grand mean score was 83. These findings clearly

showed that teaching reading comprehension through Think-Pair-Share technique

was effective in helping the tenth grade students of SMAK Santo Yoseph

Denpasar to increase their reading ability. The mean score of pre-test was much

lower the corresponding of mean score obtained for each cycle. It increased

significantly. The significant difference further suggested that cycle II was more

effective than cycle I. The result of the analysis of questionnaires score showed

that the comparative percentage figures for each option. Option 1 was 0%, option

2 was 0%, option 3 was 13.59%, option 4 was 32% and option 5 was 53.72%. The

result of comparative percentage clearly showed the subject‟s attitude and

motivation in improving reading comprehension through Think-pair-Share

technique.

Keyword: Improving reading comprehension and Think-pair-share technique.

ix

TABLE OF CONTENTS

COVER

INSIDE COVER……………………………………………………………….....ii

PRE-REQUISITE TITLE ...................................................................................... iii

APPROVAL SHEET 1 .......................................................................................... iv

APPROVAL SHEET 2 ............................................................................................ v

STATEMENT OF AUTHENTICITY ................................................................... vi

ACKNOWLEDGEMENT .................................................................................... vii

ABSTACT ........................................................................................................... viii

TABLE OF CONTENTS ....................................................................................... ix

LIST OF TABLES ................................................................................................ xii

LIST OF GRAPHS .............................................................................................. xiii

LIST OF APPENDICS ........................................................................................ xiv

CHAPTER I INTRODUCTION .......................................................................... 1

1.1 Background of the Study .......................................................... 1

1.2 Research Problem..................................................................... 3

1.3 Objective of the study .............................................................. 3

1.4 Limitation of the Study ............................................................ 4

1.5 Significant of the study ............................................................ 4

1.6 Definition of Key Terms .......................................................... 5

CHAPTER II THEORITICAL AND EMPIRICAL REVIEW .............................. 7

2.1 Theoretical Review .................................................................. 7

2.1.1 The conception of reading Comprehension ................... 7

x

2.1.2 Types of Reading ......................................................... 10

2.1.2.1 Intensive reading .............................................. 10

2.1.2.2 Extensive reading ............................................ 11

2.1.2.3 Reading Aloud ................................................. 12

2.1.2.4 Silent Reading.................................................. 12

2.1.3 Technique of Teaching Reading

Comprehension ............................................................ 13

2.1.4 Improving Reading comprehension through

Think-Pair-Share technique ......................................... 16

2.1.5 Assessing or Reading Comprehension ......................... 16

2.2 Empirical Review ................................................................... 18

CHAPTER III RESEARCH METHOD............................................................... 20

3.1 Subject of Study ..................................................................... 20

3.2 Research Design ..................................................................... 20

3.3 Research Procedure ................................................................ 22

3.3.1 Planning ....................................................................... 22

3.3.2 Action ........................................................................... 23

3.3.3 Observation .................................................................. 24

3.3.4 Reflection ..................................................................... 25

3.3.5 Point of Revision .......................................................... 25

3.4 Research Instrument ............................................................... 26

3.4.1 Test ............................................................................... 26

3.4.2 Teacher‟s Diary ............................................................ 27

3.4.3 Questionnaire ............................................................... 27

3.5 Data Collection....................................................................... 28

xi

3.6 Data Analysis ......................................................................... 28

3.7 Success Indicator .................................................................... 29

CHAPTER IV FINDING AND DISCUSSION ................................................. 30

4.1 Finding ................................................................................... 30

4.1.1 Pre-Cycle ...................................................................... 34

4.1.2 Cycle I .......................................................................... 35

4.1.3 Cycle II ......................................................................... 36

4.2 Discussion .............................................................................. 40

CHAPTER V CONCLUSION AND SUGGESTION ....................................... 42

5.1 Conclusion ............................................................................. 42

5.2 Suggestion .............................................................................. 43

REFERENCES ....................................................................................................... 45

APPENDICES ………………………………………………………………...48

xii

LIST OF TABLES

Table 4.1 Tabulation of Data Showing the Subject Progressing Scores

in Improving Reading comprehension through

Think-Pair-Share technique……………………………………………. 31

Table 4.2 Tabulation of Data Showing the Students Changing

Motivation and Attitude in Teaching Reading comprehension

through Thin-Pair-Share technique……………………………………. 32

Table 4.3 Summary of the Research Finding Showing Frequency

Distribution of Pre Test and Post Test in Improving

Reading comprehension through Think-Pair-Share technique……….. 37

xiii

LIST OF GRAPH

Graph 4.1 Depicting the Subjects‟ Progressing Comprehension in Reading

through in Think-Pair-Share technique cycle I……………………… 38


through Think-Pair-Share technique in cycle II…………………………………… 38

Graph 4.3 Depicting the Subjects‟ Progressing Grand Mean Taught in

Reading from pretest and posttest through

Think-Pair-Share technique………………………………………….. 39

xiv

LIST OF APPENDICES

Appendix 1 List of Subjects………………………………………………………... 49

Appendix 2 Pre-test………………………………………………………………… 50

Appendix 3 Lesson Plan 1………………………………………………………….. 55

Appendix 4 Post Test 1……………………………………………………………...59


Appendix 6 Post Test 2…………………………………………………………….. 67


Appendix 8 Post Test 3…………………………………………………………….. 75

Appendix 9 Lesson Plan 4…………………………………………………………. 79

Appendix 10 Post Test 4…………………………………………………………… 83

Appendix 11 Questionnaire………………………………………………………… 87

Appendix 12 Result of students Pre Test and Post Test

Appendix 13 SuratIzin Penelitian

Appendix 14 Surat Keterangan telah mengadakan penelitian

Appendix 15 Biography

1

CHAPTER I

INTRODUCTION

1.1 Background of the Study

Reading has an important role in learning process because the students‟

success in learning other subjects is very much determined by the high degree of

mastering reading. Therefore, teacher should try to make reading interesting,

enjoyable, meaningful and challenging.

Bernhard et al. (2000:6), reading is about understanding written text. It is

a complex activity that involves both perception and thought. Reading consists of

two related processes word recognition and comprehension. Word recognition

refers to the process of perceiving how written symbols correspond to one‟s

spoken language. Comprehension is the process of making sense of words,

sentences and connected text. Readers typically make use of background

knowledge, vocabulary, grammatical knowledge, experience with text and other

strategies to help them understand written text. What we know about reading is

mostly based on studies conducted in English.

Many reading methods have been used in classroom to help students have

better understanding when they read. The result shows that some are successful

with particular group students but some are not. Actually, what should be taken

into consideration now is the way the knowledge is presented. As we know,

teacher centre approaches in tradition all classroom learning activities do not

produce active recipients. It is not effective enough to promote language

acquisition.

2

After doing observation in the classroom of the tenth grade students of

SMAK Santo Yoseph Denpasar, the researcher found the problem of the students

in reading comprehension. The students had problem in finding the main idea,

textual references and lexical meaning of the text. In other words, the students'

ability was still low in reading comprehension. The problem that occurred was

explained by the fact that this senior high school still encountered problems in

presenting English. In teaching reading, the teachers still use the traditional

techniques in presenting the material to the students. Therefore, when the teacher

presents the material in front of the class, just a few students were paid attention

to the lesson.

Traditionally, the teacher uses the traditional setting or model. The teacher

does not need to divide his students into pairs, he just discussed the lesson in large

group or in classroom setting. Students have only a little chance to express their

opinion because the teacher speaks all the time. They get knowledge just from the

teacher‟s explanation. The students focus all attention upon the teacher and

discourage communication among students. All that they have to do is just listen

their teacher and make notes for useful information without explore the

knowledge themselves. If this continuous, it will affect student‟s achievement, so

teacher have to find a breakthrough in use of more innovative method, one of

which is Think-Pair-Share.

Think-Pair-Share technique is very simple to apply. It is observes that

Think-Pair-Share technique effects increasing the academic success in addition to

the social and intellectual abilities of the students. Various research have shown

that especially at the primary, secondary and university level that Think-Pair-

3

Share technique is effective in learning process of theoretical course, in the

development of critical thinking process of students, not only in their ability to

express themselves, but also in their communication skill. In Think-Pair-Share,

student may enjoy from time to time getting away from the usual pattern of

reading the story or article aloud at sight. This is particular true of better readers;

what may be undesirable as routine procedure has real value as an occasional

variation. By seeing the problem, it is important that study English especially

reading should be done.

Based on the background above, the researcher is very interested in

conducting the research to know the effectiveness of teaching reading

comprehension through Think-Pair-Share Technique to the tenth grade students of

SMAK Santo Yoseph Denpasar in academic year 2013/2014.

1.2 Research Problem

Based on the background of the research, the students still face crucial

problem in reading comprehension, therefore the innovative Think-Pair-Share

technique must be systematically applied to improve students reading

comprehension. The problem of the research can be formulated as follows: Can

the reading comprehension of the tenth grade students of SMAK Santo Yoseph

Denpasar in academic year 2013/2014 be improved through Think-Pair-Share

technique?

4

1.3 Objective of the Study

Any scientific investigation intends to answer the research question that

has been previously formulated and determined. In line with this rationale, the

objective of the study is to know whether or not Think-Pair-Share Technique can

improve reading comprehension of the tenth grade students of SMAK Santo

Yoseph Denpasar in academic year 2013/2014.

1.4 Limitation of Study

On account of the diversity, broadness and completely of the attitude on

English reading comprehension to be dealt with in a single study it is necessary to

limit the investigation on improve reading comprehension of the tenth grade

students of SMAK Santo Yoseph Denpasar through Think-Pair-Share technique.

The reading objectives are only focused on finding main idea, textual references

and lexical meaning.

1.5 Significance of the Study

The study can be used as feedback to the teaching learning process,

especially improving reading comprehension through Think-Pair-Share Technique

to the tenth grade students. There are two significances in this study: theoretical

and practical significance, as the following:

1.5.1 Theoretically, the findings of the present study are expected to enhance the

theory of teaching technique in English and support evidence to the existing

research findings which revealed the importance of having and experimenting

different concerning teaching reading comprehension.

5

1.5.2 Practically, the result of this study is intended as valuable informative

feedback to the English teacher, students and the school.For the teacher, the

present research study is extended to be used as reference in planning a better

technique in teaching reading comprehension. The teachers are expected to

improve their teaching technique to increase the students‟ reading comprehension

by using Think-Pair-Share technique. The findings of this study is expected to

motivate the tenth grade students learn reading comprehension. It also will

stimulate the students in remembering the meaning of the reading text. By

findings of this effective technique is expected to help the teaching reading

comprehension in SMAK Santo Yoseph Denpasar.

1.6 Definition of the Key Term

In order to avoid misunderstanding and confusion toward the terms used in

this study, the operational definition of the key terms will be presented as follows:

1.6.1 Improving Reading Comprehension

Reading comprehension is process of understanding the written text. The readers

expected to be able to extract information by using comprehension skills.

However, the successes of reading depend on the capability of the reader with

their language acquisitions and it is matched with the level of language

acquisitions and the knowledge of the writer.

In line of this study, reading comprehension is the ability of tenth grade

students of SMAK Santo Yoseph Denpasar in academic year 2013/2014 to find

out the main idea, textual references, and lexical meaning from the written text.

6

1.6.2 Think-Pair Share Technique

Think-Pair-Share was developed by Frank Lyman. It is a cooperative

learning strategy that includes three components; think, pair, and share.Think-

pair-share is a relatively low-risk and short collaborative learning structure, and

ideally suited for students who are new to collaborative learning.

In the line of this study, Think-Pair-Share is a technique applied to

improve the reading comprehension of tenth grade students of SMAK Santo

Yoseph Denpasar in academic year 2013/2014.

1.6.3 SMAK Santo Yoseph Denpasar

SMAK Santo Yoseph Denpasar refers to senior High School which is

located at Serma Kawi Street Denpasar where the present research conducted.

7

CHAPTER II

THEORETICAL AND EMPIRICAL REVIEW

2.1 Theoretical Review

Theory is a set of interrelated construct of concept, definitions and

preposition that present a systematic view of phenomena. Some concepts and

terms are used and required this study to avoid misunderstanding. The purpose of

the theoretical review is to demonstrate the researcher‟s knowledge and expertise

in the chosen field of research, concentrating on the research problem. The present

investigation is based on the following theoretical review: the conception of

reading comprehension, types of reading, technique of teaching reading

comprehension, improving reading comprehension through Think-Pair-Share

technique and assessment of reading.

2.1.1 The Conception of Reading Comprehension

Reading comprehension is a complex process which comprises the

successful or unsuccessful use of many abilities .When we read, we should be able

to recall information afterwards. There are some definitions of reading

comprehension according to the expertise bellow:

According to Dombey, (2003:6) reading comprehension is the process of

understanding written text. The readers expected to be able to extract information

by using comprehension skills. However, the successes of reading depend on the

8

capability of the reader with their language acquisitions and it is matched with the

level of language acquisitions and the knowledge of the writer.

Edmonds, (2002:1) states that to successfully read to learn, students must

be ableto read with comprehension; that is, they must get meaning from written

text. Reading comprehension is the essence of reading, involves higherlevel

cognitive skills and strategies which a reader has to integrate to make a meaning

out of what it is read. The students need many skills when reading in English are

the same skills and they use in their own language. For example, find out the main

idea, textual references, and word meaning. The student does not need to learn

how to do these things because they do them naturally in their first language.

What is helpful to raise their awareness of these skills and give them the

opportunity to practice and develop their English.

According to Graham, (2007:8) reading comprehension involves much more

than readers‟responses to text. Readingcomprehension is a multi component,

highly complex process that involvesmany interactions between readers and what

they bring to the text as well as variables related to the text itself. Besides, reading

in this study refers to comprehensive reading at the process of understanding

written text. Knowledge is the basic element for the comprehension. It is related

to what they do not know about information to they have already known. Reading

really depends on some information through the eyes to the brain.

Ommagio, (2006:14) states that comprehension is the process of deriving

meaning from connected text. It involves word knowledge as well as thinking and

reasoning. Therefore, comprehension is not a passive process, but an active one.

The reader actively engages with the text to construct meaning. This active

9

engagement includes making use of prior knowledge. It involves drawing

inferences from the words and expressions that a writer uses to communicate

information, ideas and view points.

Snow, (2002:11) states that reading comprehension as the process of

simultaneously extracting and constructing meaning through interaction and

involvement with writtenlanguage. We use the words extracting and constructing

to emphasize both the importance and the insufficiency of the text as a

determinant of reading comprehension. Comprehension entails three elements:The

reader to comprehend, a reader must have a wide range of capacities and abilities.

These include cognitive capacities, motivation, and various types of knowledge.

The features of text have a large effect on comprehension. Comprehension does

not occur by simply extracting meaning from text. During reading, the reader

constructs different representations of the text that are important for

comprehension.

Reading does not occur in a vacuum. It is done for a purpose, to achieve

something. Activity refers to this dimension of reading. A reading activity

involves one or more purposes, some operations to process the text at hand, and

the consequences of performing the activity.

Based on the reading comprehension conception above, the recent studies

have focused on how readers use their knowledge and reasoning to understand

text. The term comprehension strategy use to refer to the process of reasoning.

Good readers are aware of how well they understand a text while reading and also

take active steps to overcome difficulties in comprehension. Students can be

instructed in strategies to improve text comprehension and information use.

10

2.1.2 Types of Reading

As cited in Cooper, (2003:1), the use of different types of texts is most

significant at the beginning levels of reading. The purpose of this paper is to

identify and discuss the different types of texts that are needed for effective

reading instruction. Reading as it refers to comprehension has a broad and

complex coverage. Reading activities can be done at school, at home and at work

or whereever the readers want. In order to acquire reading skills the students

should read different kinds of reading text such as intensive reading, extensive

reading, reading aloud, and silent reading.

2.1.2.1 Intensive reading

According to Anderson, (2001:5), intensive reading is generally at a

slower speed andrequires a higher degree of understanding to develop and refine

word study skills, enlarge passive vocabulary, reinforce skills relatedto sentence

structure, increase active vocabulary, distinguish among thesis, fact, supportive

and non-supportive details, provide sociocultural insights.

Hedge, (2003:202) states that in intensive reading, students usually read a

page to explore the meaning and to be acquainted with writing mechanism. He

argues that, it is only through more extensive reading that learners can gain

substantial practice in operating these strategies more independently on a range of

materials. These strategies can be either text-related or learner-related the former

includes an awareness of text organization, while the latter includes strategies like

linguistic, schematic, and cognitive strategies. The differences between extensive

reading and intensive reading, in intensive reading activities learners are in the

main exposed to relatively short text which used either to exemplify specific

11

aspects of the lexical, syntactic or discourse system of the second language, or to

provide the basis for targeted reading strategy practice.

2.1.2.2 Extensive reading

According to Helgesen, (2005:1) Extensive reading is an important aspect of

any English as a Foreign / Second Language reading program. Extensive Reading

can be defined as: Students reading a lot of easy, enjoyable books. Each element

of this definition includes elements which contrast with skills-based

methodologies that focus on skimming, scanning and main idea identifications.

The first point is that the students spend most of their time actually reading, not

answering comprehension questions, writing reports or translating. They may do

those things, but such tasks are subordinate to actually reading. The second

element is that the students are reading a lot.

Hedge, (2003:203) states that there have been conflicting definitions of the

term extensive reading. Some use it to refer to describe skimming and scanning

activities others associate it to quantity of material. Extensive reading varies

according to students‟ motivation and school resources. A well motivated and

trained teacher will be able to choose suitable handouts or activities books for the

students and helps in developing reading ability.

In summary, learners can build their language competence, progress in their

reading ability, become more independent in their studies, acquire cultural

knowledge, and develop confidence and motivation to carry on learning.

2.1.2.3 Reading aloud

According to Wilson, (2006:6) reading aloud has a remarkable effect on

children. It enhances children‟s skills, interests and development in many ways

12

that reach far beyond just improving their own reading interests and abilities. One

of the main intentions of reading aloud is to recognize the sounds of words;

however, teachers may also vary their activities to develop their students‟ reading

comprehension. The teachers may ask some questions after the students have read

the text. When one student read aloud, the teacher asks the other students to pay

attention to the text rather than just listen to how their friend reads. This will assist

the students in finding the meaning of the text.

In addition Namdi, (2005:51) states that reading aloud stimulates listening

skills. It helps to familiarize pupils with the language of books and patterns. It

builds listening skills and provides examples for children in pronunciation and

expression. It is a good idea to incorporate and action as well as non-action texts.

The intonation and tone used by the teacher should be appropriate to the text

being read.

2.1.2.4 Silent reading

Silent reading is the opposite of reading aloud. This activity is really

intended to improve the students‟ comprehension. They have to find out the

content of the reading text. Broughton et al, (2003:92) state silent reading skill is

far from uniform. It use to which it is being put the effective oral reading requires

the use of the most of the techniques and skills employed in good silent reading:

word recognition, understanding of vocabulary and concepts, reading by thought

unit and comprehension.

Belin, (2003:155) states that silent reading is a private experience that plays

out in our imagination. Althoughwe might primarily read for content, recent

13

human brain neuroimaging andneuronal recording work is revealing the inner

processes at play. Some of theseinvolve experiencing voices.

Taylor, (2001:3) states that one reasonable definition of fluency in silent

reading is the ability to read with sustained attention and concentration, ease and

comfort, at adequate reading rates and with good understanding. One is then led to

ask what factors permit sustained attention and ease and comfort in reading.

Based on the indicator of the current study, silent reading is applying in

teaching learning process.Silent reading can improve thestudent‟s ability in

understanding the contents of a text.

2.1.3 Technique of Teaching Reading Comprehension

Nunan, (2003:68) defines reading is a fluent process of readers combining

information from a text and their own background knowledge to build meaning.

The goal of reading is comprehension. Strategic reading is defined as the ability of

the reader to use a wide variety of reading strategies to accomplish a purpose of

reading. Good readers know what to do when they encounter difficulties. Fluent

reading is defined as the ability to read at an appropriate rate with adequate

comprehension.

According to Klinger et al, (2007:140) there are some strategies in teaching

reading. They are predicting, questioning and answering, visualizing, seeking

clarifications, responding to text based on prior knowledge, and summarizing.

First, students predict what they think a selection will be about or what they

will learn. During reading, they can modify their predictions if they choose. After

14

reading, they verify if their predictions were correct. Bryant, (2001:31) Reading

comprehension is strongly predicted by other lower level language skills, such as

wordreading accuracy and verbal and semantic skills. Our aim here is to

determine whether the higher level skills make independent contributionsto the

prediction of reading comprehension over and above these other language skills,

within this age range.

Second, students answer questions about the passage. Day, (2005:65)

comprehension questions may take to stimulate students' understanding of texts.

This is not a discussion of all possible ways of questioning students. The teacher

may ask questions about the text at key points during and after reading. Students

may generate questions, either before reading, about what they would like to

learn, or after reading, about key points. Students identify the question – answer

relationship and answer the questions.

T hird, visualizing. Allen (2002:6) Visual re presentations of text help a

reader see the information again. A graphic “re-presentation” allow readers to see

relationships,understand organization, connect ideas, and make abstract ideas

concrete. Students construct mental images that represent text content. Teach

students to visualize the content in a passage or imagine what is happening.

Fourth, students monitor their understanding. Stevenson, (2006:74)

comprehension monitoring is one aspect of metacognitive control in reading

comprehension. It is the process by which an individual evaluates the state of his

/ her understanding of information. When the text does not make sense, the

student selects a strategy to help clarify the confusing text. The idea that some

words in a text maybe ignored or skipped will certainly seem strange to the

15

students accustomed to reading word by word, but the technique of skimming and

scanning require this. Skimming is glancing rapidly through a text to determine its

gist, in order to decide whether a research paper relevant to our own work, or in

order to keep ourselves superficially informed about matters that are not of great

important to us. Scanning is glancing rapidly through a text either to search for

specific piece of information, or to get an initial impression of whether the text are

suitable for given purpose.

Fifth, students make connections between the text, their background

knowledge and personal experiences. Rapp, (2003:1) successful reading

comprehension depends primarily on the integration of readers‟ prior knowledge with the

information in the text. Encourage students to discuss their ideas with one another.

Ask how considering different points of view can broaden their knowledge.

Finally students summarize the passage. For information text, they restate

the most important ideas. Duke, (2002:4) Research suggests instruction and

practice in summarizing not only improves students‟ ability tosummarize text, but

also their overall comprehension of text content. For narrative text, they retell the

story. For expository text, students identify the text structure and use this

structure as a way to organize summaries.

2.1.4 Improving Reading Comprehension Through Think-Pair-Share

technique.

The followingare the procedures how to use the Think-Pair-Share

Technique in teaching reading:

16

1. Think

The teacher begins to spark student thinking with a question. The students

then pause to think about the question. The think step may require students

merely to be quiet for a few moments and ponder their thoughts about the

question. They may write some thoughts in response to the question.

2. Pair

Students pair up to talk about the answer each came up with. They compare

notes and identify the answers they think are the most interesting or best fit

the task at hand.

3. Share

Students share with one another first and then the teacher calls for pairs to

share their thinking with the others in the class.

2.1.5 Assessing of Reading Comprehension

Reading assessment is used to determine what skills are being learned and

what skills need to be strengthened. Brown, (2004:189) states that the various

assessment of task is depend on the type of reading. Reading assessment is used to

determine what skills are being learned and what skills need to be strengthened.

The various assessments of the tasks depend on the type of reading. In this study,

there are two types of tasks which are used in this study; they are multiple choice

and short answer task. Multiple choice task responses are not only a matter of

choosing one of four or five possible answer. Sometimes people think that in

multiple choice task, we only choose the right answer by crossing a, b, c, or d.

17

However here there are some other formats which are especially useful at the low

level of reading; include circle the answer, true or false, choosing the letter and

matching. Short answer task is usually when a reading passage is presented, and

the test taker reads question that must be answered in a sentence or two. Question

may cover the same specifications indicated above for a TOELF reading, but be

worded in question form.

The most common assessment of reading is usually identically with test,

involves asking the students to read passage of text in appropriately level, and

then asking some explicit, detailed questions about the content of the text. In

relation to this study, the students reading comprehension will be measure through

administering a series of post testing in the form of multiple choice tests. There

are two kinds of tests, named objective test and subjective test.

Objective test is a form of questioning which has a single or multiple

specific correct answers. The type of objective test includes true / false, multiple

choice, etc. An objective test item is becoming more popular as they are easier to

administer, a large area of subjects or topics can be covered and can be assessed in

small time. In objective test, multiple choice questions are most popular although

true and false, multiple response, fill in the blank and matching are also used in

some exams. These tests can be administered quickly, and the results are easily

interpreted.

Whereas subjective test is a form of questioning, which may has more than

one current answer. In an essay test, for example the tested must think of what to

say and then express his ideas as well as possible; in a multiple choice test he has

18

to weight up carefully all the alternatives and select the best one (Heaton,

1979:11). Subjective test include essays test.

2.2. Empirical Review

Empirical review is research that applies observation and experience as the

main modes of gathering data. Data collected in this way is referred to as

empirical evidence which is subjected to qualitative and quantitative analysis then

used to answer empirical questions. This process involves a great deal of planning

and is considered accurate as the researcher records what is observed. Some

studies which relevant with this current study are bellows:

1. Andik, in his thesis entitled ” Improving Reading Comprehension through

Think-Pair-Share technique to the tenth grade students of MA Miftahul

Ulum Karangpenang Sampang in academic year 2011/2012”. This

research was aimed at examining how TPS (Think, Pair, and Share)

technique can improve reading comprehension at the tenth grade of MA

Miftahul Ulum Karangpenang Sampang. The result of the study is the

students reading comprehension improved. In other words, improving

reading comprehension through Think-Pair-Share technique was effective.

It was proofed by the average of last test score. So, Think-Pair-Share

technique increased the students‟ reading comprehension and motivation

to learn reading skill.

2. Devhie Fuji Lestari, in her thesis entitled” Influence of Think-Pair-Share

technique on the Students Reading Ability at the tenth grade students of

19

SMA PGRI Batu Ceper Tangerang in academic year 2011/2012”. This

research aimed at finding out ability of the student reading comprehension

with Think-Pair- Share Technique, and also finding out the effectiveness

of Think-Pair- Share Technique in teaching reading.The result of this

study is, the Think-Pair-Share technique influenced on students reading

ability. So, the students have responsibility and feel enjoy the learning

process. It means that Think-Pair-Share technique can be used as one of

the alternative to teach reading.

3. Mei Lina Lestari, in her thesis entitled “ Improving Sudents Achievement

in Reading comprehension Through Thin-Pair-share technique of tenth

grade students at SMA Parulian I Medan in academic years 2012/2013”.

The study deals with improvement students‟ achievement in reading

comprehension through Think-Pair-Share technique. The result of the

study showed Think-Pair-Share technique can improve students‟

achievement in reading comprehension.

Based on that evidence above, it can be concluded that Think-Pair-Share

technique is a good technique in improving students‟ reading comprehension.

Regarding to the success by some researchers above, the researcher has an

intention to use the technique to help the students of SMAK Santo Yoseph

Denpasar, in improving their reading comprehension.

20

CHAPTER III

RESEARCH METHOD

3.1 Subject of the Study

The subject of this study was the X IPS-1 students of SMAK Santo

Yoseph Denpasar in academic year 2013/2014. There were 13 male and 23

female students. The researcher selected this class based on the result of the

interview with the teacher in which most of the students in this class had low

ability in reading comprehension. It could be clearly seen from the participation of

the students in every classroom activities where most of them were bored by

reading technique that has been implemented in every classroom activities

especially in reading.

3.2 Research Design

This study was aimed at improving the ability of tenth grade students in

comprehending reading text through Think-Pair-Share technique. The study made

use of a classroom action research design. According to Kember (2000:25) the

process of action research is a cy clical or spiral process where each cycle consists

of planning, action, observation and reflection, which usually leads to revise or

totally a new plan and the continuation of the action research process in the

second cycle, and so on until the students‟ achievement have reached a particular

limitation as purposed.

In this classroom action research study, the teaching and learning

processes were divided into cycles. Moreover, each cycle consisted of two

21

sessions. Each session consisted of four interconnected activities, namely:

Planning, Action, Observation, and Reflection. It was necessary to note that

Initial Reflection was a term normally use in classroom action study, which

referred to a pre-test in reading comprehension. The initial reflection was

administered to the tenth grade students of SMAK Santo Yoseph Denpasar in

order to measure the real pre-existing reading comprehension ability of the

subjects. The mean score was compared to the corresponding mean scores of the

administered at the end of each session for the sake of establishing to degree of

the increasing reading comprehension ability of the subjects. Further, the results

of the post-test in cycle I was used as valuable input and basis to accordingly

revise the planning in cycle II. Therefore, cycle II was started with revise

planning (RP) which was anticipated being much more effective and conductive

than cycle I. The degree of the effectiveness of improving reading comprehension

through Think-Pair-Share technique was figured out through comparing the score

obtained by the subjects with their corresponding mean score of the post-test in

both cycles, such as cycle I (XI) and cycle II (XII). To make it apparent, the

design of the present class action study can be described in the following model

(Kemmis and Taggart):

22

CYCLE I

Planning Action Observation

CYCLE IIRevised

PlanningAction

Observation

Reflection

Reflection

InitialReflection

3.3 Research Procedure

Research procedure is the sequence of actvities, steps and process to be

followed in solving a problem or accomplishing a task. The purpose of research

procedure is to make it easy for researchers in finding data which is valid and

accurate. The current study is based on the following research procedure:

planning, action, observation, reflection and revised planning.

3.3.1 Planning

Before the present classroom action study could be successfully carried

out, the researcher had to prepare instructional planning for all of sessions.

Deciding the material related to the topic to be taught in the class, planning time

allocation, preparing the test and setting up the teaching learning scenario. The

scenario could be as follow:

1. Determining the subjects of the study, and the researcher carried out a

preliminary study at SMAK Santo Yoseph Denpasar. In this case, the

23

researcher asked some questions to the English teacher that was about the

difficulties faced by the students in reading comprehension.

2. Preparing and administrating Initial Reflection to measure pre-existing

achievement of reading comprehension.

3. Designing the lesson plan or setting up the teaching scenario of the present

classroom action study. The researcher designed and planed four lessons

plans for four meetings (two cycles).

4. Seeking and preparing a series of teaching material which appropriately

used that could solve the problems faced by the teeth grade students of

SMAK St.Yoseph Denpasar.

5. Constructing and administrating reflection or post-test at the end of each

session on the basis of Think-Pair-Share technique which was being taught

at the time. The administration of the reflection was used to measure the

extent of the subjects‟ progress in reading comprehension.

6. Constructing and administrating the questionnaires to the subjects under

the study. The questionnaire was used to see the students‟ changing

learning behaviour after being taught using Think-Pair-Share technique.

3.3.2 Action

The action was the main part of this study. In action, the researcher gave a

treatment for the students to comprehend their reading skill through think-pair-

share technique. This part also become implementing the previous planned

teaching scenario in the classroom. During the processes of improving reading

comprehension the teacher gave the students a story or text. What the researcher

24

did successively in the classroom was classified into three main activities, such as

pre-activities, whilst-activities, and post activities.

In pre-activities, the researcher who also acted as a teacher greeted the

students nicely. Then, teacher lead the students‟ attention by asking some

questions related to the material which is going to be taught. This was done to

recall the student knowledge of the words and create positive attitude. This

activity was planned for each session.

In whilst-activities, the researcher who acted as classroom teacher applied

Think-Pair-Share technique for teaching. The researcher divided the students in

pair then gave the students text or a story. The researcher told the role to the

students. The roles were firstly, asking the students to think. The teacher begins

to spark student thinking with a question. The students then pause to think about

the question. The think step may require students merely to be quiet for a few

moments and ponder their thoughts about the question. They may write some

thoughts in response to the question. Second, the students pair up to talk about

the answer of the questions. They compared and identify the answer with their

pair then note it down. Third, researcher asks the students to share the answer of

the question. The students share with one another first and then the research calls

for pairs to share their thinking with the others in the class. The time allocation for

these whilst-activities was about 40 minutes in each session.

Post-activity, the researcher administered reflection. Reflection was

administered by the end of each session. The students submitted the test if they

have finished the test. Reflection was actually intended to measure the students

progressing ability in reading comprehension. The students‟ answers are collected

25

then scored dichotomously that in every correct answer was given one point and

zero for every incorrect answer. The post-test in each cycle was planned.

3.3.3 Observation

In this step, the students‟ responses towards the implementation of think-

pair-share technique were observed. The researcher analyzed the results of

students‟ ability in comprehending the texts after the implementation of think-

pair-share in each cycles. In addition, the researcher also analyze the result of

questionnaire of each cycle to know the students‟ responses toward the application

of think-pair-share technique.

3.3.4 Reflection

Reflection was an activity of reflecting and analyzing the action as it had

been recorded or based on the result of the action. This activity was intended to

study the strength and the weaknesses of the previous action. From the reflection,

the researcher decided whether or not the cycle process would be continued based

on the result. Reflection was given to the subject on the basis of teaching reading

comprehension through Think-Pair-Share technique. The researcher compared the

result of the post-test to the result of the pre-test and the standard passing score of

the students. In addition, the researcher tried to understand the process, the

strength and the weaknesses of the action in each cycles based on the result of the

observation. The researcher analyzed the result of the observation and find out

the improvement of the students after the treatment was given. The result of the

evaluation in cycle I would be used to improve the next cycle.

26

3.3.5 Point of Revision

Looking at the result of first cycle, the researcher revised the weakness of

the planning in making new teaching scenarios. The teaching scenarios formulated

must be in the term of solving the problem in the previous cycle. Some revisions

that were done by the researcher for the two sessions in cycle II were:

1. Giving more attention and motivation to the students who still had low

in comprehending the text.

2. Asking the students to use their dictionaries to find some difficult

words from the text. In cycle I, many students were difficult in

understanding the meaning of some words in the text, so that the

existence of the dictionaries was very important for helping the

students in understanding the text.

3. Giving the clearer information of the text included its definition,

purpose, generic structures and characteristic of the text to make the

students really understand what the text is.

4. Giving more homework to the students to practice their reading

comprehension skill.

3.4 Research Instrument

The research instruments were tools which were used by the researcher to

collect the required data. The researcher could not collect the data without the

instruments. The valid and reliable data for the study was based on the instrument

that would be used. Therefore, there were some instruments that were used in this

study in obtaining the data, namely: test and questionnaire.

27

3.4.3 Test

In this study, there were two kinds; there were pre-test and post-test. The pre-

test was administered in order to find out the students‟ pre-existing reading

comprehension before researcher conducted the research by applying Think-Pair-

Share technique. Furthermore, the post-tests were administered in the end of the

each session the function of administering post-test was to evaluate the Think-

Pair-Share technique. It was in the form of multiple-choice and open ended

questions which consisted of 15 items. The multiple choice score was ranging 1 –

0 and for each correct answer was scored 1 point and 2-0 for open ended question.

3.4.4 Teacher’s Diary

Teacher‟s diary was used to observe the result of applying the action in the

class. Researcher took some note about the student‟s action in form of diary

during the teaching and learning process. Besides that teacher‟s diary also was

used to note what happen in the classroom for every session of the treatment in

detail and also information and the condition of the class.

3.4.5 Questionnaire

These subjective answers were collected to find out the students‟ problem

in responding towards the collection. It was also used to support the reflection

components and to find out the students‟ motivation in studying reading

comprehension ability. It was administered in the end of the cycle II to know the

changing of students‟ motivation with reading comprehension with points: 5, 4, 3,

2, and 1, the answer of the questionnaire was scored using the rating scale 5-1.

The scale 5 was considered for the best answer , 4 was considered for the good

28

answer , 3 was considered for the enough answer, 2 was considered for the bad

answer and 1 was considered for the badly answer .

3.5 Data Collection

In measuring the students‟ comprehension on reading, the researcher used

multiple-choice test and administered at the end of each session. The process of

collecting data was as follow: firstly, the researcher gave pre-test to know their

ability. This test was used as initial reflection to find the problem faced by

students. In addition, at the end of every each session, the researcher concerned

with improving the students‟ achievement by Think-Pair-Share technique. The

researcher administered post-test at the end of the each session to find out the

result of the action. Finally, the researcher gave questionnaire to the students at

the end of session in cycle II.

3.6 Data Analysis

The obtain data showing changing learning behaviour of the subjects

under study and data showing the reading comprehension of the subjects were

descriptively analysed. The qualitative data showing the subjects progressing

achievement in reading comprehension after they have been taught through

Think-Pair-Share technique were analysed data involved two stages:

1. Correcting the students‟ answer of each session in every cycle.

2. Computing the data with the following formula

M =

29

Notes:

M = Mean score of the students‟ achievement reading comprehension.

X = the sum of the total score.

N = the total number of the students.

3.7 Success Indicator

Based on the curriculum used in the SMAK Santo Yoseph Denpasar in

which the minimum passing grade that must be achieved by the students in

English subject is 75. It means that all students included X-IPS 1 students as the

subject of investigation must be get at least 75 to pass the lesson. In conducting

this study, the researcher hoped that all students would achieve it well since the

score was very useful to their educational level. However, in limitation of time,

the study considers successful and can be ended if 80% of students have already

obtained the minimum passing grade > 75 in comprehending the reading text.

30

CHAPTER IV

FINDING AND DISCUSION

1.1 Finding

Data under present classroom study were accumulated from sets of

numbers of sums of the test results attained by students of SMAK Santo Yoseph

Denpasar in the process of improving reading comprehension through Think-Pair-

Share technique as how research question has been formulated. There were three

kinds of instruments used to collect data in this present classroom action study;

they were pre-test, post-test, and questionnaire.

The pre-test in reading comprehension was administered to the subject under

study to get their pre-existing ability in reading comprehension. In pre-test, the

subjects were given 20 items of multiple choice and 5 open ended questions to

determine their ability in reading comprehension. In this classroom action study,

there were two cycles which consisted of two sessions in every cycle. Post-test

was given in every session; therefore, there were four post-test administered at the

end of the session. Furthermore, the result of the post-tests after the first cycle

became the reference for the researcher to revise the planning for the second

cycle. In addition, the quantitative data were taken from the result of the pre-test

and post-test.

The data found were put in the table as the following which consisted of five

columns. The first column showed the pre-test scores which showed the pre-

existing students‟ reading comprehension; in addition, the second, third, fourth

and the fifth were post-test scores which showed the scores after the teaching and

learning process.

31

By the end of the tabulation we could find the total score which showed how

significant Think-Pair-Share technique improves the reading comprehension of

the tenth grade students.

Table 4.1

Tabulation of Data Showing the Subjects‟ Progressing

Scores in Reading Comprehension through Think-Pair-Share technique

No

Pretest

Cycle

Cycle 1

Cycle 2

X0 X1 X2 X3 X4

1 75 75 80 80 90

2 60 70 70 75 80

3 60 70 70 90 90

4 80 75 80 85 90

5 40 60 70 60 75

6 60 75 80 70 80

7 60 60 70 80 90

8 50 60 70 90 90

9 50 70 70 85 90

10 50 60 70 80 80

11 75 75 80 80 90

12 50 60 70 85 85

13 50 60 70 80 90

14 50 60 70 70 90

15 60 65 70 75 90

16 65 60 70 85 90

17 50 75 80 85 95

18 60 65 70 80 90

19 50 60 70 85 90

20 45 60 70 75 70

21 50 65 70 85 80

22 50 65 70 80 90

23 50 60 70 90 90

32

24 60 65 75 75 85

25 50 75 80 80 80

26 40 60 70 75 75

27 50 60 70 75 80

28 80 70 90 85 80

29 50 60 70 85 85

30 40 60 70 75 80

31 80 75 80 80 85

32 50 70 70 80 85

33 60 65 70 80 85

34 50 75 80 70 85

35 60 70 70 90 90

36 50 70 70 75 80

Total 2.010 2.380 2.625 2.875 3.080

The additional data required for the present class action were collected through

administering questionnaire to the subjects under study at the end cycle I. The

answers of the questionnaire were quantitatively scored using the rating scale 1-5.

The scored gathered from administering questionnaire showed the subjects‟

changing attitudes and motivation in reading comprehension through Think-Pair-

Share technique. The obtained data showing the subjects‟ total scores for items of

the questionnaire was tabulated as the following:

Table 4.2

Tabulation of Data Showing the Subjects‟ Changing Motivation and Attitudes in

Learning Reading Comprehension Through Think-Pair-Share technique

No. 1 2 3 4 5

1 0 0 0 12 25

2 0 0 6 16 20

3 0 0 9 16 25

4 0 0 6 8 30

5 0 0 3 12 30

6 0 0 6 8 30

33

7 0 0 6 16 20

8 0 0 3 16 25

9 0 0 3 12 30

10 0 0 6 12 25

11 0 0 3 9 30

12 0 0 6 8 30

13 0 0 9 16 15

14 0 0 9 8 25

15 0 0 6 8 30

16 0 0 9 16 15

17 0 0 9 12 20

18 0 0 6 16 20

19 0 0 6 16 20

20 0 0 3 12 30

21 0 0 6 16 20

22 0 0 3 16 25

23 0 0 9 16 15

24 0 0 3 12 30

25 0 0 6 16 20

26 0 0 3 20 20

27 0 0 9 12 20

28 0 0 6 16 20

29 0 0 3 16 25

30 0 0 6 12 30

31 0 0 3 16 25

32 0 0 6 16 20

33 0 0 6 20 15

34 0 0 6 16 20

35 0 0 6 20 15

36 0 0 9 16 15

Total 0 0 210 505 830

Total 1 + 2 + 3 + 4 + 5 = 0 + 0 + 210 + 505 + 830 = 1.545

The tables above were the results of the test which show the improvement of

students‟ reading comprehension after the implementation of Think-Pair-Share

technique in teaching learning process.It also shows the respond of students‟

behavior and attitudes in improving reading comprehension after the

34

implementation of Think-Pair-Share technique. On the other hand, it shows the

success of the implementation it technique in teaching learning processTo make

the tables more understandable, the following is the detailed discussion of the

research‟s finding.

4.1.1 Pre- Cycle

Administering pre-test also was done by the researcher to make sure the problems

occur in the study. In the pre-test, the subjects were asked to answer 25 questions

which identifying main idea, specific information, textual reference and word

meaning in the text in the form of 20 multiple choices test and 5 open ended

questions. From the data which was presented in table 4.1 above, the data of the

pre – test showed that the students‟ reading comprehension were low and needed

to be improved. It showed that 13.89% of subject of the study got the minimum

standard passing score of tenth grade students of SMAK Santo Yoseph Denpasar

that was 75. In addition, for the mean score of the pre- test can be analyzed as

following:

M= X = X

N =

36 = 55.9

The results of the student‟s answer were scored by the answer key provided. The

mean score of the pre-test which was followed by 36 subjects was 55.9. This

result also clarified that their weaknesses in identifying main idea, specific

information, textual reference and word meaning of the text. These results

indicated that their reading comprehension urgently needs further improvement.

Therefore, the researcher tried to improve their reading comprehension by

implementing Think-Pair-Share in the cyclical process.

35

4.1.2 Cycle I

Cycle I was conducted based on the result of the pre-test. In cycle I, there were

four steps which were done namely planning, action, observation and reflection.

In planning, the researcher prepared the topic for the subject of the study,

designed the lesson plans and constructing post-test and constructing

questionnaire. In action and observation, Think-Pair-Share technique was used in

teaching learning process in the classroom. In addition, the researcher did it based

on the lesson plan which had been made. Finally, in reflection, the researcher

administered the post-test. These steps were done in two sessions where the time

of each session was 80 minutes.

There were two instruments which were administered in this cycle, they were the

post-tests. Post-tests were administered to determine the students reading

comprehension after the implementation of Think-pair-share technique. In post-

test, the students were asked to find out the main idea, textual references and

lexical meaning from the text through Think-Pair-Share technique. The post-test

was administered in multiple choice test and open ended question.

From the data which was presented in table 4.1 above, the data of the post- test

cycle 1 showed that only 27.78% students could reach the minimum standard of

passing grade for tenth grade students of SMAK Santo Yoseph Denpasar that was

75. However, there was improvement in students‟ reading comprehension. The

improvement could be seen by calculating the mean score of post – test cycle 1 as

following:

The main score of reflection 1 and 2 in cycle 1:

36

X1 = X1

N =

36 = 66.11

X2 = R2

N =

36 = 72.92

The mean score of reflection in cycle 1:

X1 X2

2 =

2 = 69.5

It showed that the mean score of the post-test in cycle I was 70. This result

showed the improvement from the result of the pre-test, even though it was still

low, therefore the research was continued in the next cycle.

4.1.3 Cycle II

Cycle II was started with planning which had already been revised from the

previous version. This revision was made based on the results of the post-test in

cycle I. The researcher revised the lesson plan which was made in the first

planning and the additional material presentation was prepared. After the

preparation was complete, cycle II was carried out as it was planned on the course

plan. In action, the researcher used Think-pair-Share technique in teaching

learning process in different variation with cycle I. During the teaching learning

process, the students were asked to be more active in the classroom.

After the teaching learning process which was followed by 36 subjects, post-test

was administered. The form of post-test in the cycle II was same in the cycle I that

was multiple choice tests and open ended questions; however, the degree of

difficulties both the cycle I and cycle II were different. The post test was

administered in the cycle II more difficult and the text which was provided in the

text is longer. They were instructed to identify 15 questions related with the text

which had given.

From the data which was presented in table 4.1 above, the data of the post-test

cycle II showed that 91.67% of the students could reach the minimum standard of

37

passing grade for seventh grade students of SMAK Santo Yoseph Denpasar that

was 75. However, there was improvement in their reading comprehension

especially in identifying specific information, main idea, textual reference and

word meaning of the text. The improvement can be seen by calculating the mean

score of post teat cycle II as following:

The main score of reflection 1 and 2 in cycle 2:

X3 = X3

N =

36 = 80

X4 = R4

N =

36 = 86

The mean score of reflection in cycle 2:

X3 X4

2 =

2 = 83

The result of the above analysis was considered as the findings of the present

classroom study, could be summarized as the following:

38

Table 4.2

Tabulation of the Data Showing the Frequency Distribution on Pre Test and Post

Test Scores in Reading Comprehension through Think-Pair-Share technique

Pre-test S0 X0 = 55.9 Grand Mean

Cycle I S1 X1 = 66.11 XI = 69.5

S2 X2 = 72.92

Cycle II S2 X3 = 80 XII = 83

S4 X4= 86

The main findings of this study was derived from the comparison the mean

of pre-test scores and post-test scores that were obtained by subjects under study

for cycle I and cycle II which showed the raise of learning achievement. To make

the findings of this study clear, therefore it was presented graphically as follows:


through in Think-Pair-Share technique cycle I

0

10

20

30

40

50

60

70

80

X0 XI XII

55.9

66.11 69.5

39


through Think-Pair-Share technique in cycle II

Graph 4.3 Depicting the Subjects‟ Progressing Grand Mean Taught in Reading

from pretest and posttest through Think-Pair-Share technique.

The questionnaire was also administered to know the respond of students‟

behavior and attitudes toward the application of Think-Pair-Share technique in the

0

10

20

30

40

50

60

70

80

90

100

X0 XI XII

55.9

80

86

0

10

20

30

40

50

60

70

80

90

X0 XI XII

55.9

70

83

40

teaching learning process.The data which was presented in table 4.2 above

showed the student‟ total score of option 1, 2, 3, 4, and 5 in the questionnaire. For

the computation of the comparative percentages for the options‟ score of the

questionnaire which showed the subjects‟ total answer for option 1, 2, 3, 4, and 5

were shown as following:

1. The total percentage of option 1 = 0

x 100 = 0%


1545 x 100 = 0%


1545 x 100 = 13.59


1545 x 100 = 32.69


1545 x 100 = 53.72

4.2 Discussion

The present study was intended to improve reading comprehension

through Think-Pair-share of the tenth grade students of SMAK Santo yoseph

Denpasar in academic year 2013/2014. The data analysis that derived from

present study showed that only 13.89% of subject of the study got the minimum

standard passing score of tenth grade students of SMAK Santo Yoseph Denpasar

that was 75. The mean of pre-test scores which were obtained by the subjects

under study in reading comprehension showed the figure 55.9. This mean figure

clearly indicated that the ability of the subjects under study in reading

comprehension were low.

41

The result of the post-tests in cycle I (S1 and S2) show that 27.78% students

could reach the minimum standard of passing grade for tenth grade students of

SMAK Santo Yoseph Denpasar that was 75. The main scores was increased from

66.11 to 72.92. The grand mean figure of obtained by the students for each

session in cycle I was obviously much higher than the mean figure of pre-test

scores. The grand mean figure derived in cycle I was 69.5 . The result of grand

mean figure of cycle I obviously showed the improvement obtained by subjects

under study in reading comprehension.

The result of the post-test in cycle II (S3 and S4) respectively showed the

significant increase of students percentage got the minimum passing grade that

was 91.67%. The significant increase showed by the progressing scores 80 and

83. The grand mean figure of the reflection or post-test scores that was derived by

the subjects under study in the cycle II was 83. The significant improvement

scores of cycle II indicated that improving reading comprehension through Think-

Pair-Share technique in the cycle II was more effective than the cycle I. It was

evidence of the revision that had been done for the cycle II by analyzed and fixed

the weaknesses that students face in the cycle I in reading comprehension.

Moreover, the proportional percentage figures of the questionnaire showed that

there were 53.72% of the subjects really agreed, 32.69% agreed, 13.59% doubtful,

0% disagreed and really disagreed on the implementation of the technique. It

obviously indicated the changing of students‟ learning behavior had been changed

positively and that was their attitude and learning motivation heightened

significantly.

42

Based on the previous data could be concluded improving reading

comprehension through Think-Pair-share technique was acceptable and effective.

In the other words, the students‟ reading comprehension significantly improved

after the implementation of Think-Pair-Share technique. It was proofed by the

average of last test score. In addition, Think-Pair-Share technique also increased

the students‟ attitude and learning motivation.

43

CHAPTER V

CONCLUSION AND SUGGESTION

The study which dealt with improving reading comprehension through

Think-Pair-Share to the tenth grade students of SMAK Santo Yoseph Denpasar in

academic year 2013/2014 could finally be concluded in this chapter. Some

practical suggestions in reference to the significance of the established research

finding of this research provide some benefits for English teachers, for the

academic Institution and the tenth grade students of SMAK Santo Yoseph

Denpasar.

5.1 Conclusion

In this study, the researcher concluded that reading comprehension of the

tenth grade students of SMAK Santo Yoseph Denpasar in academic year

2013/2014 increased after the implementation of Think-Pair-Share technique. It

was stated from the grand mean of the post-test in cycle II that was 83, and 91,67

% of the students obtained the standard required score that was 75. During the

process of teaching learning, the students were active and enthusiastic. They

thought individually then they shared their ideas in pair and in whole discussion.

The class was enjoyable and interesting during teaching and learning process. The

motivation of students to read English text increased as well. It could be seen

from the activities in pair group, and they shared about their understanding of the

text. This activity increased students‟ motivation. All of the students participated

44

in these activities and made the class alive and cooperative, and the students were

more confident to study reading skill.

The findings of this research could not be extended and generalized to

other students, even though of the fact that a classroom action research mainly

undertaken for helping particular students who had problems reading

comprehension. Therefore, the findings of this research were mainly valid and

reliable for tenth grade students of SMAK Santo Yoseph Denpasar. The English

teachers can use the findings of this research as a guidance to devise their teaching

technique.

5.2 Suggestion

The researcher would like to give some suggestion that might be useful in

applying the Think-Pair-Share technique in improving the students reading

comprehension to the teacher, the students and the academic institution:

1. For the teacher

The teacher should realize that there are many techniques for teaching

reading skill, one of which is Think-pair-Share technique. Think-Pair-Share

technique is important not only in improving reading skill, but also in speaking

and writing skill. So, teachers can develop their technique to teach students in the

teaching and learning process. It will be better to the teachers if they use any kind

of techniques to be used for teaching the students in class. Generally, teachers

should be creative and innovative to avoid the monotone teaching technique in the

class. And the teacher should have many ideas to make the students active and

enthusiastic in order that they feel comfortable and spirit in the class. Practically,

45

the English teachers of the X IPS-1 students of SMAK Santo Yoseph Denpasar

are suggested to keep up this technique particularly for improving reading

comprehension.

2. For the students

The students are expected to focus their attention during the teaching and

learning process so that they can get the point of learning. Furthermore, the

students may use the Think-Pair-Share technique as a means for practicing their

reading skill.

3. For the academic Institution

The academic institution of SMAK Santo Yoseph Denpasar is also

suggested to add English literary books in their school library where the students

able to borrow some books and have more references about reading text.

46

REFERENCES

Allan, Marry B. (2002). Guided Comprehension. Washington, D. C: U. S.

Government Printing Office.

Anderson, R. C. (2001). The Report of the Commission of Reading. Washington,

DC: The National Institute of Education.

Beatrice, S. (2008). Teaching Reading in Second Language. Boston: Pearson

Education, Inc.

Belin, Pascal. (2003). Adaptation to Speaker’s Voice in Right Anterior Temporal

Lobe. Newcastle: Upon Tyne.

Bernhardt, B & Pang, Muaka. (2000). Teaching Reading. Chicago: International

Academy of Education (IAE) Press.

Bryant, Peter. (2001). Children’s Reading Comprehension Ability. Oxford:

University of Oxford.

Broughton, G Et Al. (2003). Teaching English as a Foreigner Language. London:

Routledge Education, Inc.

Brown, H. Douglas. (2000). Teaching by principles: An interactive Approach to

Language Pedagogy. New York: Pearson Education, Inc.

Burke, J. (2004). Reading Remainders: Tools, Tips, and Technique. Portsmouth:

Boyton/Cook Publisher.

Cooper, J. David. (2003). Using Different Types of Texts for Effective Reading

Intruction. Boston: Houghton Mifflin.

Day, Richard R. (2005). Developing Reading Comprehension Question.

Combridge: Combridge University Press.

Dombey, Henrieta. (2003). Teaching Reading What the Evodence Says. Brighton:

University of Brighton.

Duke, N. K. (2002). The Genre Specific Nature of reading Comprehension. New

York: Routledge.

Edmonds, Meghan. (2002). Reading Comprehension for Older Readers.

Longmont, Sopris West.

Graham, Steve. (2007). Teaching Reading Comprehension to Students with

Leaning Difficulties. New York: The Guilford Press.

47

Harmer, Jeremy. (2007). The Practice of English Language Teaching. London:

Longman Group, Ltd.

Hedge, Tricia. (2003). Teaching and Learning in The Language classroom.

United Kingdom: OUP Publisher.

Helgesen, Marc. (2005). Extensive Reading Reports. Tokyo: Miyagi Gakuin

Women‟s University.

Hunt, A. Russel. (2009). Pragmatic and Cognitive Dimensions of Literary

Reading. Halifax: Dalhousie University.

Kamil, Michael & Pearson, D. (2002). Handbook of Reading Research: Volume

III. Erlbaum Associates.

Klinger, J., Sharon, Vaughn & Boardman, Alison. (2007). Teaching Reading

Comprehension to Students with Learning Difficulties. New York: The

Guilford Press.

Loucky, John P. (2003). Combining Intensive and Extensive Reading Strategies

with Cooperative and Communicative Learning Activities. Oxford: Oxford

University.

Mikulecky, B.S. (2003). A Short Course in Teaching Reading Ability. London:

Oxford University Press.

Mikulecky, Larry J. (2001). Adult Literacy and Education in America. U. S:

Department of Education.

Namdi, Kemba A. (2005). Guide to Teaching Reading at the Primary School

Level. France: United Nation Educational.

Nunan, David. (2003). Dynamic Text Comprehension An Integrative View of

Reading. New York: Phoenix ELT.

Ommagio, N. (2006). Understanding Reading. New York : Holt Rinehart and

Winston. Inc.

Rapp, David N. (2003). Dynamic Text Comprehension of Reading. Mahwah, NJ:

Lawrence Erlbaum Associates, Inc.

Rasinski, Timothy. (2001). Comprehension that Works: Taking Students Beyond

Ordinary Understanding to Deep Comprehension. Huntington: Shell

Educational.

Rebeca, Mok. (2001). Read and Understand: Sharpens Your Reading

Comprehension. New York: Learner Publishing.

48

Schorkhuber, Verena. (2008). Extensive Reading. Germany: Norderstedt Press.

Schumm, Jeane. (2002). Reading Assessment and Instruction for All Learners.

New York: Scholastic Inc.

Smith, F. (2004). Reading Technique. Britain: Cambridge University Press.

Snow, Catherine. (2002). A Critical Consumers’ Guide to Reading

Comprehension Assessments for Adolescents. New York: Carnegie

Corporation of New York.

Stevenson, Marie. (2006). Comprehension Monitoring in First and Foreign

Language Reading. Sydney: University of Sydney Papers in TESOL.

Taylor, Stanford E. (2001). Fluency in Silent Reading. New York: EDL/McGraw

Hill.

Wilson, Jacqueline. (2006). Great Books to Read Aloud. Britain: Random House

Children‟s Books.

.

49

Appendix 1

Names of X IPS-1 students of

SMAK Santo Yoseph Denpasar in

academic year 2013/2014

1. Ade Putri Laksmi Ni Wayan

2. Adi Paramartha I Nyoman

3. Agung Mega Mas Sari Ida Ayu

4. Angela Fransisca Jaury

5. Arwinda Benedicta mailenzun

6. Ariyandi Singa Gothama Made

7. Avelya Hostiadi

8. Bernando Ricky

9. Chrizzilia Rosalina

10. Diana Purnama Sari

11. Elizabeth Christy Chandra

12. Erika Mulyasih Kadek

13. Erlangga Nugraha Lakstyadiva Ida Bagus

14. Erwin Seputro

15. Gabriela Angel Sumual

16. Imelda Ayu Arista Keytimu

17. Jaya Ardana I Komang

18. Krisna Manika Partiwi Ni Putu

19. Lanang Rizky Supranada I Gusti

20. Lisa Yoneyama Ni Putu

21. Marcho Darmawan Pranata

22. Miranda Alexandra Taku Mau

23. Natasha Gunawan

24. Orlando Oscar Serhalawan

25. Pamela sanjaya

26. Prinska Inglib Dwitama

27. Rama Dwi aryo Dewantara

28. Rosamaria grace Vianda Hapsari

29. Tifany Audina

30. Tri Prasetya Komang

31. Vania Jesslyna

32. Vincentia Suchika Prima Putri

33. Yenita Sari

34. Yoanna Evageline Dedi Keiku

35. Yogi Pratama Budiarto

36. Yudha Pranata Kadek

50

Appendix 2

PRE-TEST

School : SMAK Santo Yoseph Denpasar

Subject : English

Class : X IPS 1

Date and time : 12th

December 2013

Skill : Reading

Read the text bellow and choose the correct answer by crossing A, B, C or D !

Text 1 (number 1-10)

The Library

Library is located on the second floor. It has books, newspapers,

dictionaries, and magazines. If we want to borrow books, we must show our

library cards to the librarians. They will tell us when we must return the books. If

we are late, we‟ll be fine.

There are many high shelves, stand in rows. The librarians arrange the

books alphabetically. The arrangement is very neat. Although some books are old

but their condition is still good.

The library is very busy during the break time. Some of students are

watching TV; some are reading, and others checking the new books. But,

sometimes, behind the shelves, in the corner, some students are sleeping. Why?

There is no reason, because the library has air conditioner, and it becomes the

most comfortable place at school.

(Taken from: http://www.english-for-students.com )

1. The text above tells us about…..

A. the school library.

B. the books arrange in the library.

http://www.english-for-students.com/

51

C. the rule to borrow the books in the library.

D. the student‟s activities in the library.

2. What does the first paragraph tell about?

A. The books arranged in the library.

B. The condition of the library.

C. The students do in the library.

D. The location of the library.

3. Which the following statement is not according to paragraph three?

A. Some students are not watching TV.

B. Other checking the new books.

C. The library is very busy during the break time.

D. The library has conditioner air.

4. What are the students doing in the library? Except…..

A. reading the books.

B. check the new books.

C. watching television.

D. singing in the library.

5. Why the students are sleeping in the library?

A. There is no reason.

B. The library is busy place.

C. The library has corner.

D. The library has conditioner air.

6. “If we want to borrow books, we must show our library card”. The opposite

meaning of the underline word is?

A. get.

B. return.

C. back.

D. find.

7. “They will tell us when we must return the books”. The same meaning of the

underline word is?

A. back.

B. get.

C. borrow.

D. find.

8. How is the condition of the old book? It is…..

A. neat.

52

B. broken.

C. bad.

D. good.

9. The library is very busy during the break time. The word “busy” means…

A. quiet.

B. calm.

C. crowded.

D. relax.

10. The library becomes the most……….place at school.

A. good

B. busy

C. neat

D. comfortable

Text 2 (11-15)

Tanah Lot

Tanah Lot is a well-known tourist resort in Bali. It really has a very lovely

scenery with its natural beach. The rocks on the beach make it more beautiful. On

one of the rocky there is a pura called „Pura Tanah Lot‟. It is the place where the

Hinduism followers do their prayer.


11. Tanah Lot is a well-known as.... resort in Bali.

A. tour

B. tourist

C. tourism

D. touring

12. Based on the text, which statement is correct?

A. Tanah Lot is a popular tourist resort in Bali.

B. Tanah Lot is not a popular tourist resort in Bali.

C. Bali is a well-known tourist resort in Tanah Lot.

D. Bali is not well-known because of Tanah Lot.

13. Tanah lot has a very lovely view. 'View' has a similar meaning with ...

A. scenery

B. beach

C. pura


53

D. rock

14. Where is the Pura Tanah Lot?

A. beside a rocky hill

B. behind a rocky hill

C. under a rocky hill

D. on a rocky hill

15. The identification of the text is….

A. Tanah Lot is a well-known tourist resort in Bali.

B. It really has a very lovely scenery with its natural beach.

C. The rocks on the beach make it more beautiful.

D. On one of the rocky hills there is a pura called Pura Tanah Lot.


Borobudur is a Hindu-Buddhist temple. It lies in Magelang. The temple is

constructed on a hill 46 meters high and consists of eight step like stone terraces,

one on top of the other. The first five terraces are square and surrounded by walls

adorned with Buddhist sculpture in bas-relief; the upper three are circular, each

with a circle of bell-shaped stupas. The entire edifice is crowned by a large stupa

at the center of the top circle.


16. What is the purpose of the text?

A. to give information

B. to entertain people

C. to tell a past event

D. to tell steps to build a temple

17. Which one of the following statements is the identification of the text?

A. Borobudur lies in Magelang.

B. Borobudur is a Hindu-Buddhist temple.

C. The temple is constructed on a hill.

D. The entire edifice is crowned by a large stupa.

18. How high is Borobudur temple?

A. 16 meters

B. 26 meters


54

C. 36 meters

D. 46 meters

19. Borobudur consists of ... step like stone terraces, one on top of the other.

A. five

B. six

C. seven

D. eight

20. What is there at the top of Borobudur temple?

A. some small stupas

B. bas relief of Buddhist sculpture

C. a large stupa

D. step like terraces


SAFARI PARK

Safari Park or Taman Safari is a quite unique zoo. It lies about 90

kilometers from Jakarta. It lies in Cisarua, Bogor, about two kilometers from

Puncak. This zoo reminds us of the similar park in Kenya, Africa. Although it is

not as large as the one in Kenya, we can still enjoy the park which is about one

hundred hectares. In conventional zoos, the animals are in cages, but not in the

Safari Park; they wander freely. Visitors are in buses or cars. They are not allowed

to get off the cars or buses. Visitors who don't have cars can use the touring buses

available at the park.


Answer the question bellow in your own words according to the text above

(text 4)

21. What is Safari Park?

22. Where is Safari park located?

23. What is the different between conventional zoos and Safari Park?

24. Is Safari Park larger than the park in Kenya?

25. How is the visitor enjoy the park?


55

Appendix 3

LESSON PLAN

Session 1 Cycle 1


Subject : English

Class/Semester : X IPS-1 / II

Skill : Reading

Theme : Reading Comprehension

Topic : The Pets

Time allotment : 2 x 40 minutes

A. Standard Competence:

Understanding the meaning of short functional texts to interact with social

life.

B. Basic Competence :

Responding the meaning and rhetoric step in essay written text accurately,

fluent, and acceptable in daily life context and to access knowledge.

C. Indicators:

- Finding the main idea, specific information and textual reference of each

paragraph in the text

- Deducing the main idea, specific information and textual reference of each

paragraph in the text.

D. Learning Objectives:

At the end of teaching learning process, the students are expected to be able

to :

- Find out the main idea, specific information, textual reference and word

meaning of each paragraph in the text.

56

- Deduce the main idea, specific information, textual reference and word


E. Character Building

Trustworthines

Respect

Diligence

Responsibility

F. Learning Material: Descriptive text

Definition

Descriptive Text is a kind of text with a purpose to give information.

The context of this kind of text is the description of particular thing,

animal, person, or others, for instance: our pets or a person we know

well. It differs from Report which describes things, animals, persons, or

others in general. The Social Function of Descriptive Text is to describe

a particular person, place, or thing.

Generic Structure

The Generic Structure of Descriptive Text consists of Identification,

Description and conclusion.

Identification: Identifies phenomenon to be described.

Description: Describes parts, qualities, characteristics, etc.

Conclusion: personal comments about the description

Language features

Descriptive often uses 'be' and 'have'. Tense which is often used is

Simple Present Tense. However, sometimes it uses Past tense if the

thing to be described doesn‟t exist anymore.

57

G. Learning Method/Techniques:

- Think-Pair-Share Technique

- Triple read outline technique

H. Learning Steps/Procedure

Teacher‟s Activities Student‟s Activities

Pre-activities :

1. Greeting to the students.

2. Checking the students‟ present list.

3. Brainstorming (Asking leading

question and showing a picture).

Whilst-activities:

Exploration

1. Giving statements to the students

related to the reading text.

2. Inviting the students to discuss

related their statement.

3. Reading the text My Timmy for the

students several times.

Elaboration

1. Inviting the students to read the text

with correct pronunciation,

compression, and intonation.

2. Inviting the students to think the

questions individually.

3. Asking the student to discuss the

questions in pair.

4. Sharing the answer of the questions

Pre-activities:

1. Responding to the greeting and

listening to the teacher.

2. Showing attendance.

3. Expressing background of

knowledge and the ideas.

Whilst-activities :

Exploration

1. Giving respond to the statements

whether they agree or not with.

2. Discussing their statement on

their earlier prediction and

answer the question.

3. Reading and repeating after the

teacher.

Elaboration

1. Reading the text with correct

pronunciation, compression, and

intonation one by one

2. Think the questions individually.

3. Participating in discuss the

questions in pair.

4. Participating in sharing the

answer of the questions to the

58

to the whole class.

Confirmation

1. Giving feedback to students‟

work.

2. Asking for the difficulties that

were encountered.

Post-activities :

1. Leading the students to make

conclusion about the lesson.

2. Giving homework to the students.

whole class.

Confirmation

1. Listening to the feedback.

2. Asking questions to the teacher.

Post-activities :

1. Participating in making

conclusion.

2. Noting down the homework.

I. Learning Source, Media:

- English book for tenth grade students

- Dictionary

J. Evaluation/Assessment:

No Indicators Technique Form Instrument Items

1.

2.

Finding out the specific

information from the

text.

Responding the specific


text

Written

test

Written

Test

Multiple

-Choice

Essay

test

Choose the correct

answer by

crossing A, B, C,

or D

Answer the

questions correctly

in your own

words.

Students of Research

Stanislaus Gusdin

NPM: 10.8.03.51.31.2.5.3875

59

Appendix 4

POST TEST I


Subject : English

Class : X IPS-1

Date and time : 2nd

January 2014

Skill : Reading

Topic : Pets

Read the text bellow and choose the correct answer by crossing A, B, C or D!

My Timmy

I have some pets. There are male and female pets. However, my favorite

pet is Timmy. Timmy is a male cat. He is very adorable with his soft stripes fur. I

love my Timmy. He makes me happy when I spend my time with him. He is one

of the best pet between the others.

Timmy is smooth cat with round eyes and feeble sweet voice. He always

meows when he feel hungry, until his voice is not suitable with his giant body.

When I come home, he usually gives me a kiss.

Timmy is a nice playmate. I am happy to spend time with him. Most of the

time, he is a good boy. It is impossible for me to be angry at him. In the morning,

he always wakes up early. When he wakes up earlier, he waits quietly beside my

bed until I wake up.

(Adapted from: http://descriptive-text.blogspot.com)

1. What is the main idea of paragraph one?

A. The favorite pet is Timmy.

B. I have some pets.

C. He is very adorable.

D. Timmy is a cat.

2. Second paragraph tells about…….

60

A. He always meows when he feel angry.

B. His voice is not suitable with his giant body.

C. Timmy has round eyes and feeble sweet voice.

D. He usually gives me a kiss.

3. Which is the following statement according to paragraph three?

A. I am happy spend my time with him.

B. Timmy is a nice playmate.

C. He always wakes up earlier.

D. He waits quietly by my bedside

4. When does he usually give a kiss to the writer?

A. When the writer comes home.

B. When the writer plays with him.

C. When the writer wakes up.

D. When the writer sleeps.

5. Why is the writer almost impossible to be angry at his cat?

A. Because Timmy is a male tabby cat.

B. Because Timmy is very adorable.

C. Because Timmy is a good boy.

D. Because Timmy always gives the writer kiss.


Brownie

I have a pet. It is a dog and I call it Brownie.

Brownie is a Chinese breed. It is small, fluffy and cute. It has got thick brown fur.

When I cuddle it, the fur feels soft. Brownie does not like bones. Everyday it eats

soft food like steamed rice, fish or bread. Every morning I give her milk and

bread. When I am at school, Brownie plays with my cat. They get a long well, and

never fight maybe because Brownie does not bark a lot. It treats the other animals

61

in our house gently, and it never eats shoes. Brownie is really a sweet and friendly

animal.


6. “It is small, fluffy and cute”. The same meaning of the underline word is…

A. ugly

B. lazy

C. big

D. funny

7. “Brownie is really a sweet and friendly animal”. The opposite meaning of

small is….

A. funny

B. ugly

C. big

D. cute

8. “Every morning i give her milk and bread”. The underline word refers to…

A. the cat

B. the writer

C. the fish

D. brownie

9. What does Brownie do while the writer at school?

A. eat the bread

B. treat the other animals

C. play with the cat

D. fight the fish

10. Why does the cat play with Brownie?

A. because brownie is cute

B. because brownie is small

C. because brownie is bad

D. because brownie is friendly


My Cat Gregory

62

Gregory is my beautiful gray Persian cat. He walks with pride and grace,

performing a dance of disdain as he slowly lifts and lowers each paw with the

delicacy of a ballet dancer. His pride, however, does not extend to his appearance,

for he spends most of his time indoors watching television and growing fat.

He enjoys TV commercials, especially those for Meow Mix and 9 Lives. His

familiarity with cat food commercials has led him to reject generic brands of cat

food in favor of only the most expensive brands.

Gregory is as finicky about visitors as he is about what he eats, befriending

some and repelling others. He may snuggle up against your ankle, begging to be

petted, or he may imitate a skunk and stain your favorite trousers. Gregory does

not do this to establish his territory, as many cat experts think, but to humiliate me

because he is jealous of my friends.

After my guests have fled, I look at the old fleabag snoozing and smiling

to him in front of the television set, and I have to forgive him for his obnoxious,

but endearing, habits.


Answer the questions bellow in your own words according to the text above

(text 3)!

11. What is the text tells about?

12. What does Gregory do to spend his time?

13. How is Gregory‟s feeling to the writer‟s friend?

14. How is it showing his feelings?

15. What does the writer do to the Gregory?

63

Appendix 5

LESSON PLAN

Session 2 Cycle 1

School : SMAK. Santo Yoseph Denpasar

Subject : English


Skill : Reading


Topic : Place


A. Standard Competence:


life.

B. Basic Competence :


fluent, and acceptable in daily life context and to access knowledge

C. Indicators







to :





64


Trustworthines

Respect

Diligence

Responsibility

F. Learning Material: Descriptive texts

Definition







Generic Structure






Language features





65



H. Learning Steps/Procedures:


Pre-activities :





Whilst-activities :

Exploration





6. Reading the text At School for the


Elaboration







questions in pair.


Pre-activities :






Whilst-activities :

Exploration


whether they agree or not with

the statement.





teacher.

Elaboration






questions in pair.



66

to the whole class.

Confirmation


work.


were encountered.

Post-activities :




whole class.

Confirmation



Post-activities :


conclusion.


a. Learning Source, Media:


- Dictionary



1.

2.

Finding out the specific


text.

Responding the

specific information of

the text

Written text

Written text

Multiple-

Choice

Essay test

Choose the correct

answer by crossing

A, B, C, or D

Answer the

questions correctly

in your own words.

Students of Researcher

Stanislaus Gusdin

NPM: 10.8.03.51.31.2.5.3875

67

Appendix 6

POST TEST II


Subject : English

Class : X IPS-1

Date and time : 8th

January 2014

Skill : Reading

Topic : Place


Text 1(number1-5)

Jakarta

Jakarta, formerly Batavia, is the capital and largest city of the Republic of

Indonesia. It is located on the northwest coast of Java Island at the mouth of the

Ciliwung River. Jakarta dominates Indonesia's administrative, economic, and

cultural activities, and is a major commercial and transportation hub within Asia.

The climate is hot and humid. Rainfall occurs throughout the year. The heaviest

rainfall occurs from November to May. The city lies on a flat and low plain. That

is why flood disaster often happens during the periods of heavy rainfall.

Jakarta is a magnet for migrants from other areas of Indonesia; during the

late 1980s an estimated two hundreds and fifty migrants arrived daily. At the 1990

census, DKI Jakarta had a population of 8,259,266. The 1997 population was

9,341,400. These figures do not include seasonal residents who may number more

than1 million.

(Adapted from : http://mmursyidpw.files.wordpress.com/2011/02/learning-

description.pdf)

http://mmursyidpw.files.wordpress.com/2011/02/learning-%20%20%20description.pdf

http://mmursyidpw.files.wordpress.com/2011/02/learning-%20%20%20description.pdf

68

1. One of the following statements is the identification of the text…

A. Jakarta is the capital and largest city of the Republic of Indonesia.

B. Jakarta is located on the northwest coast of Java Island.

C. Jakarta lies on a flat and low plain.

D. Jakarta is a magnet for migrants from other areas of Indonesia.

2. How is the climate in Jakarta?

A. cool and fresh

B. hot and fresh

C. hot and humid

D. cool and humid

3. Heavy rain fall possibly takes place in Jakarta on ….

A. December, January, February

B. April, May, June

C. May, June, July

D. June, July, August

4. Flood often happens in Jakarta, because ….

A. Jakarta is located on the northwest coast of Java Island.

B. Jakarta is the capital city.

C. Jakarta is high populated.

D. Jakarta lies on a flat low plain.

5. The city lies on a flat and low plain. The closest meaning to the underlined

word is ….

A. mountain

B. land

C. river

D. climate


Monica’s School

This is Monica‟s school. It is on Jl. Nusantara, Yogyakarta. It is SLTP

Taruna Bakti. It is big and clean. At the back of the rooms, there is a school

garden. Many flowers and others plant there. In front of the school yard, with

grass on it the middle. The teachers and the students use it for a ceremony,

physical exercises and some other activities.

69

The classroom is around the field. There are some rooms. The teacher‟s

office is near the library. The laboratory is besides the teacher‟s office. The

cafeteria is behind the garage. The mosque and some toilets are at the back.

New, the students are students are still studying in their classrooms and the

teachers are teaching them. Mr. Bryan, the headmaster, in his office, Bono, the

school attendant, is sweeping the yard. Some students are at the schoolyard. They

are playing basketball and volleyball.

(Adapted from: http://mmursyidpw.files.wordpress.com/2011/02/learning-

description.pdf)

6. How is the Monica‟s school?

A. It is big and dirty.

B. It is large and clean.

C. It is big and wide.

D. It is clean and good.

7. X : Does Monica study at public school?

Y : ……………..

A. Yes, she is.

B. No, it isn‟t

C. Yes, she does.

D. No, she doesn‟t.

8. What is the main idea of the first paragraph?

A. Monica‟s school.

B. SLTP Taruna Bakti.

C. The big school.

D. School Garden.

9. Where is the library located?

A. It is near the teacher‟s office.

B. It is around the field.

C. It is beside the laboratory.

D. It is behind the garage.

10. The topic sentence of second paragraph is ……

A. The classrooms are around the field.

B. There are some rooms.

http://mmursyidpw.files.wordpress.com/2011/02/learning-%20%20%20%20description.pdf

http://mmursyidpw.files.wordpress.com/2011/02/learning-%20%20%20%20description.pdf

70

C. The teacher‟s office near library.

D. The cafeteria is behind the garage.


Safari Park

Safari Park or Taman Safari is a quite unique zoo. It lies about 90

kilometers from Jakarta. It lies in Cisarua, Bogor, about two kilometers from

Puncak. This zoo reminds us of the similar park in Kenya, Africa. Although it is

not as large as the one in Kenya, we can still enjoy the park which is about one

hundred hectares. In conventional zoos, the animals are in cages, but not in the

Safari Park; they wander freely. Visitors are in buses or cars. They are not allowed

to get off the cars or buses. Visitors who don't have cars can use the touring buses

available at the park.

(Adapted from: http://mmursyidpw.files.wordpress.com/2011/02/learning-

description.pdf)


(text 3)

11. What is Safari Park?

12. Where is Safari park located?

13. What is the different between conventional zoos and Safari Park?

14. Is Safari Park larger than the park in Kenya?

15. How the visitors enjoy the park?

http://mmursyidpw.files.wordpress.com/2011/02/learning-%20%20%20%20%20description.pdf

http://mmursyidpw.files.wordpress.com/2011/02/learning-%20%20%20%20%20description.pdf

71

Appendix 7

LESSON PLAN

Session 3 Cycle 2


Subject : English


Skill : Reading


Topic : People/Person


G. Standard Competence:


life.

H. Basic Competence :



C. Indicators :







to :





72


Trustworthines

Respect

Diligence

Responsibility

F. Learning Material:

Definition







Generic Structure






Language features







73



Pre-activities :





Whilst-activities :

Exploration





9. Reading the text My Hobbies for the


Elaboration







questions in pair.


to the whole class.

Confirmation

Pre-activities :






Whilst-activities :

Exploration



the statement.





teacher.

Elaboration






questions in pair.



whole class.

Confirmation

74


work.


were encountered.

Post-activities :






Post-activities :


conclusion.



- English book for tenth grade students.

- Dictionary



1.

2.

Finding out the

specific

information

from the text.

Responding the

specific

information of

the text

Written test

Written test

Multiple-

choice

Essay

test

Choose the correct

answer by crossing A,

B, C, or D

Answer the questions

correctly in your own

words.

Students of Research

Stanislaus Gusdin

NPM.10.8.03.51.31.2.5.3875

75

Appendix 8

POST TEST III


Subject : English

Class : X IPS-1

Date and time : 15th

January 2014

Skill : Reading

Topic : People / Person


Text 1 (number 1-5)

My Mother

My mother is a beautiful person. She is not tall but not short, and she

has curly hair and brown. Her eyes color are like honey and her color skin

color light brown, and she has a beautiful smile. Her weight is about 50 kg.

She is a very kind person. She is very lovely, friendly, patient, and she

loves to help people. I love my mom, because she is a good example to me. She

loves being in the Church, and she loves sing and dance too.

She is a very good child, wife and mother. She always takes care of her

family. She likes her house to be clean and organized. She is a very organized

person, and all things in the house are in the right place. She doesn't like messes.

She always has a smile on her face. She is so sweet and lovely. I like when

i am going to sleep or went i wake up or when i am going to go to some places,

she always give me a kiss, and when the family have a problem she always be

with us to helps us and to give us all her love.

(Adapted from: http://www.slideshare.net/Junk_Assasaqi/descriptive-text-

muhammad-zuljanahain )

http://www.slideshare.net/Junk_Assasaqi/descriptive-text-muhammad-zuljanahain

http://www.slideshare.net/Junk_Assasaqi/descriptive-text-muhammad-zuljanahain

76

1. The text above tells us about…

A. the writer‟s mother

B. the writer‟s child

C. the writer‟s wife

D. the writer‟s sister

2. What is the main idea of first paragraph?

A. My mother is a beautiful person.

B. My mother has a beautiful smile

C. My mother has curly hair

D. My mother weight about 50 kg

3. Which the following statement is not according to paragraph three?

A. She take care of her family

B. She love to help people

C. She is a very organized person

D. She is a very good wife

4. “She is a very good child, wife and mother”. The opposite meaning of the

underline words is…

A. kind

B. polite

C. care

D. bad

5. “My mother is a beautiful person”. The same meaning of the underline words

is…

A. good

B. polite

C. ugly

D. pretty


Sule

His name full name is Entis Sutisna. People call him Sule. He is a famous

comedian in Indonesia. Sule was born on 15 November 1976 in Bandung, West

Java. He speaks Sundanese fluently. He also learn Javanese. Sule is very unique.

77

His hair is long with brown and yellow colour. He has oval face, flat nose and

slanting eyes.

People knows Sule as a ridiculous man and full of jokes. He is very

funny. His joke makes everyone smiling even belly laughing. Sule plays in several

TV shows such as Opera Van Java (OVJ), Awas Ada Sule, PAS Mantab, and

Saung Sule. He also can sing very well. He has very famous song entitled Susis

(Suami Sieun Istri).

(Adapted from: http://namakuaziza.blogspot.com/2012/08/contoh-descriptive-

text_9839.html)

6. What is Entis Sutisna‟s occupation?

A. Politican

B. Magician

C. Comedian

D. Actor

7. “People know Sule as a ridiculous man and full of jokes”. The underline

words means…

A. crazy

B. smart

C. funy

D. lazy

8. Which the following tv shows is not related to Sule?

A. OVJ

B. Saung Sule

C. Ups salah

D. Pas mantap

9. The text above tells us about…

A. Sule‟s song

B. Sule‟s joke

C. Sule‟s carrer

D. Sule‟s life

10. The following statements are related to the text, except….

A. sule is the famous comedian in indonesia

http://namakuaziza.blogspot.com/2012/08/contoh-descriptive-text_9839.html

http://namakuaziza.blogspot.com/2012/08/contoh-descriptive-text_9839.html

78

B. Sule speaks sundanese unfluently

C. Sule plays in some tv show

D. Sule has a famous song entitled susis


Lionel Mesi

Lionel Messi His full name is Lionel Andres Messi. He was born in

Rosario, Argentina, on 24 June 1987. His father's name is Jorge Horacio Messi,

and his mother is Celia Maria Cuccittini. He has 2 brothers and 1 sister. His

brother‟s names are Rodrigo and Matias. His sister's name is Maria Sol.

Lionel Messi is a famous footballer playing for Barcelona FC in Spain.

He is a very talented footballer. He can dribble well like dancing. He can also run

very fast although his body is too short for a footballer. He can pass the ball well

and help his team winning a game. Beside those abilities, Lionel Messi is also an

excelent goal getter. He often goals in every game he plays.

Lionel Messi has several achievements. He has ever won the best

footballer in the world 3 times. In Spain he has several achievements such as the

best goal scorer and top goal scorer. He brings Barcelona to win throphy of La

Liga and Champions League many times.

Unfortunately, his achievement in La Liga doesn't bring anything to his

career in Argentina's team. Since he has joined the national team, they never win a

throphy.

Messi is well-known as a very kindhearted person. He is very polite in and

outside the pitch. He founds an institution of charity to help children in health and

education.

(Adaptedfrom: http://www.sekolahoke.com/2012/11/descriptive-text- lionel-

messi.html)


(text 3)!

11. Who is Lionel Messi?

12. What does Lionel Messi achievement?

13. How is Lionel Messi dribell the ball?

14. Does Lionel Messi give the trophy to the Argentina‟s team?

15. What does Lionel Messi do to help the children in health and education?

http://www.sekolahoke.com/2012/11/descriptive-text-%20%20lionel-messi.html

http://www.sekolahoke.com/2012/11/descriptive-text-%20%20lionel-messi.html

79

Appendix 9

LESSON PLAN

Session 4 Cycle 2


Subject : English


Skill : Reading


Topic : Things


I. Standard Competence:


life.

J. Basic Competence :



K. Indicators:





L. Learning Objectives:


to :



80



M. Character Building

- Trustworthines

- Respect

- Diligence

- Responsibility

N. Learning Material:

Definition

Descriptive Text is a kind of text with a purpose to give information. The

context of this kind of text is the description of particular thing, animal,

person, or others, for instance: our pets or a person we know well. It

differs from Report which describes things, animals, persons, or others in

general. The Social Function of Descriptive Text is to describe a

particular person, place, or thing.

Generic Structure

The Generic Structure of Descriptive Text consists of

Identification,Description and conclusion.




Language features





81





Pre-activities :


11. Checking the students‟ present

list.



Whilst-activities:

Exploration





12. Reading the text The Library for the


Elaboration







questions in pair.


Pre-activities:

10. Responding to the greeting

and listening to the teacher.




Whilst-activities :

Exploration



the statement.





teacher.

Elaboration






questions in pair



whole class.

82

to the whole class.

Confirmation


work.


were encountered.

Post-activities :




Confirmation



Post-activities :


conclusion.




- Dictionary


N

o

Indicators Technique Form Instrument Items

1.

2.

Finding out the

specific information

from the text.

Responding the

specific information

of the text

Written test

Written test

Multiple

-Choice

Essay

test

Choose the correct

answer by crossing A, B,

C, or D

Answer the questions

correctly in your own

words.

Students of Researcher

Stanislaus Gusdin

NPM: 10.8.03.51.31.2.5.3875

83

Appendix 10

POST TEST IV


Subject : English

Class : X IPS-1

Date and time : 22nd

January 2014

Skill : Reading

Topic : Things


Text 1 (number 1-5)

Ondel-Ondel

Ondel-ondel is a very popular giant doll with a horrible face. We can find

it in Jakarta. The male ondel-ondel is dressed like a man. He has a sword at his hip

and a shawl over his shoulder. Its head is decorated with colourful paper strings.

Ondel-ondel is made of bamboo structure. Its face is made of wood-mask.

Its hair is made of palm-fibre. A man inside the structure moves it. The movement

is very clumsy. Its arms are dropping.

A pair of ondel-ondels is usually performed to celebrate a child

circumcision. Traditional music, i e. gambang kromong, gasidah, tanjidor, or

gendang pencak, accompanies the procession. Of course children are interested in

following it.

In the old days people believed that a couple of ondel-ondels were the

manifestation of a god and a goddess who would protect the circumcised boy from

danger or evil. Now ondel-ondel is performed to welcome guests in opening

ceremonies held in Jakarta and places nearby.

(Adapted from : http://mmursyidpw.files.wordpress.com/2011/02/learning-description.pdf)

1. What is the purpose of the text?

A. To give information about ondel-ondel

B. To entertain people with ondel-ondel

http://mmursyidpw.files.wordpress.com/2011/02/learning-description.pdf


84

C. To frighten children with ondel-ondel

D. To tell steps of the ondel-ondel show

2. Which one of the followings is the identification?

A. Its head is decorated with colourful paper strings.

B. Ondel-ondel is a very popular giant doll with a horrible face.

C. He has a sword at his hip and a shawl over his shoulder.

D.Its hair is made of palm-fibre.

3. What does 'it' (2nd paragraph) refer to?

A. wood-mask

B. bamboo

C. hair

D. ondel-ondel

4. Based on the text, the following statements are correct, except ...

A. Ondel-ondel is made of bamboo

B. Ondel-ondel's face is made of wood-mask.

C. Ondel-ondel is welknown in Jakarta.

D. Ondel-ondel is not popular in Jakarta.

5. Ondel-ondel is a very popular giant doll with a horrible face. 'Horrible' means

…

A. happy

B. sad

C. frightening

D. handsome

Text 2 (number 6-10

The rafflesia arnoldi is the biggest flower in the world. It is unusual

because of its large size. The flower is almost 100 centimeters in diameter and 140

centimeters in height.

"Rafflesia" is derived from the name of the British Governor General, Sir

Thomas Stamford Raffles, who once governed and built the Botanical Garden in

Bogor. Though it is called Rafflesia after Raffles, the man who discovered the

plant was Beccary, an Italian botanist who visited Sumatra in 1928. Rafflesia

consists of two parts: the stick-like part which grows in the middle and the petals

around and below it.

While the flower is blossoming, it has a very unpleasant smell which

affects insects, especially green flies. They seem eager to explore the flower. But

if the flies touch the bottom part of the sticklike centre, they die.

85

(Adapted from : http://mmursyidpw.files.wordpress.com/2011/02/learning-

description.pdf)

6. What is the suitable tittle for the text?

A. Stamford Raffles

B. Italian Botanist

C. Rafflesia Arnoldi

D. Botanical Garden

7. The identification of the text can be found in .....

A. 1st sentence of paragraph 1

B. 2nd sentence of paragraph 1

C. 1st sentence of paragraph 2

D. 2nd sentence paragraph 2

8. Which statement is correct based on the text?

A. Rafflesia Arnoldi has a very nice smell.

B. Beccary built the Botanical Garden.

C. Stamford Raffles is an Italian botanist.

D. Berccary discovered Rafflesia Arnoldi.

9. Rafflesia arnoldi is unusual because of its.... size.

A. small

B. tiny

C. big

D. long

10. The word 'They' in the last paragraph refers to ....

A. the green flies

B. the parts of rafflesia

C. the petal

D. Stamford Raffles and Beccary


Oranges

Orange, the popular fruit which is easy to find and relatively cheap, in fact

contain much nutrition, which is good for our health. The fruit has widely been

known as not only vitamin and mineral-rich fruit but also containing essential

substances, which cannot be produced by human body. As a matter of fact, those

substances are necessary since they are used in the process of the growth and

development of human body.

The non-nutrition compounds in orange can minimize the risk of some

dreadful diseases, such as cardiovascular, cancer, and eyes problems.

Unfortunately, for many years people see the fruit only as the source of vitamin C

while actually it also produces carbohydrate, potassium, calcium, thiamin, niacin,



86

vitamin B, phosphor, magnesium, riboflavin, another natural chemical

compounds.

Consuming orange is also suggested for those who have diet programed

since there are only 60-80 calories in one fruit. Therefore, by having this fruit in

daily menu, someone can reduce his or her weight.

(Adapted from: http://www.slideshare.net/Junk_Assasaqi/descriptive-text-

muhammad-zuljanahain)


(text 2)!

11. What things are contain in orange?

12. Why orange is good for human body?

13. How much calories are containing in one orange?

14. Why orange is suggested for diet programe?

15. Is orange only minimizing the cancer diseases?

http://www.slideshare.net/Junk_Assasaqi/descriptive-text-%20%20muhammad-zuljanahain

http://www.slideshare.net/Junk_Assasaqi/descriptive-text-%20%20muhammad-zuljanahain

87

Appendix 11

QUESTIONNAIRE

Nama :

Kelas : X IPS-1

Hari / tanggal : 17 Januari 2014

Petunjuk :

1. Bacalah dan cermati setiap pertanyaan-pertanyaan berikut ini sebelum

memilih jawaban.

2. Tentukan skor masing-masing pertanyaan dengan mencentang ( ) pada

angka 5, 4,3,2,atau 1 dengan pasti tanpa rasa ragu ataupun takut.

3. Gunakan kejujuran anda dan jangan terpengaruh oleh jawaban teman anda.

Pertanyaan-pertanyaan

point

5

4

3

2

1

1. Apakah anda menyukai model pembelajaran

dengan menggunakan tehknik “Think-Pair-

Share”?

2. Apakah anda menyukai materi yang

diberikan?

3. Apakah anda menyukai media pembelajaran

yang dipakai?

4. Apakah anda menyukai penampilan saya dalam

menyampaikan materi?

5. Apakah tehknik “Think-Pair-Share”

membantu anda berpartisipasi aktif dalam

kegiatan belajar mengajar di kelas?


membantu anda dalam menemukan ide

pokok paragraph dari suatu teks?


88

Keterangan

Pertanyaan-pertanyaan Point

Sangat suka / sangat membantu 5

Suka / membantu 4

Cukup suka / cukup membantu 3

Tidak suka / tidak membantu 2

Sangat tidak suka / sangat tidak membantu 1

membantu anda dalam menemukan

informasi tertentu (specific information) dari

suatu teks?


membantu anda dalam menemukan makna

kata/frasa dari suatu teks?

9. Apakah tehknik “Think-Pair-Share

“membantu anda dalam memahami isi teks?


membantu meningkatkan kemampuan

membaca anda?

102

BIOGRAPHY

His name is Stanislaus Gusdin. He was born in Nggilat,

West Manngarai on November 23th

1990. He live in Bali

since 2010 and I stayed in Denpasar. His father is Ubaldus

Asbin. He is a farmer. His mother‟s name is Veronika

Nisa. She is housewife. For his parents, Education is an

important aspect of life. He is the youngest child in his family. He has two

brothers and one sister. They are Adrianus Asisi Ngoho, Aloysius Gonzaga Asbin

and Edita Halum. In the age of 8, he started his elementary school at SDK Nggilat

for 6 years in 1998 until 2003. He went to a state junior high school named SMPK

Santo Markus Pateng, 3 years in 2003 until 2006. He continued my study in

SMAK Santo Ignatius Loyola Labuan Bajo, West Manngarai. There he studied

for 3 years in 2006 until 2009. He started his study at Mahasaraswati Denpasar

University in 2010. he concentrated at English Education Study Program, Faculty

of Teacher Training and Education. During his study, he got lot of knowledge and

experiences from class and student‟s organization. He took English because he

knows beside he can be a teacher, English are one of advantages that required

nowdays.

improving reading comprehension through...

Documents