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Lia Yulianingsih
(lia.yulianingsih94@yahoo.com)
Abstract
The study was conducted to determine the use think-pair-share technique is effective in
teaching descriptive reading that improved students’ achievement in reading
comprehension. This objective is supported by Frank Lyman’s theory, “Think-pair-share is
a learner centered and highly effective collaborative teaching strategy that is widely used
in higher education”. That statement was proven and can be seen from the students
activities during the implementation of think-pair-share in teaching learning activities. This
study used quantitative method, and experimental with one group pre-test – post-test as the
design. There were thirty five students from the seventh grade of SMPN 1 Palimanan
Kabupaten Cirebon were used as the sample. In the experimental class, the writer used
think-pair-share as the treatment, it has been done in three meetings. Pre-test and post-test
was used to gain the data. There were ten question of essay students’ sheet was used as
intruments of the test. The experiment class showed a significant reading comprehension,
it shows that taccount is higher than ttable (18.13 taccount > 2.032 ttable). Based on the reasult the
writer concludes that use of think-pair-share technique in teaching descriptive reading is
effective in improving students’ reading comprehension.
ISSN: 2354-7340 99
Academic Journal PERSPECTIVE: Language, Education and Literature Vol 5(2) September 2017
know about the content of the text. In learning model was developed to achieve
order to be a good reader, he or she at least three important instructional goal:
should be able to share about what the academic achievement, acceptance of
content in the text. Because while reading diversity and social skill development.
and sharing that contents in reading, it Although cooperative learning
will be more helpful to remember what encompasses a variety of social
the text is. Becoming a reader is a objectives, it also aims at improving
continuous process that begins with the student performance on important
development of oral language skills and academic tasks.
leads, over time, to independent reading. A lot of number cooperative
Reading activity should be an essential learning strategies, TPS (Think, Pair, and
skill for students to enrich their Share) is chosen to be applied in this
understanding about the contents of the research. It is a simple technique of small
text. According to Snow, Cahterine discussion. Think-pair-share is
(2002: xv) stated that it is important for cooperative learning technique which
comprehension that the reader contructs promotes students participation to be
various representations of the text. active class. This technique was made by
According to the research that was Frank Lyman the professor of the
conducted by Listiani (2014), on her University of Maryland in 1981.
research, she found many students who According to Lyman in the journal Slone
are still hard to read and understand a and Mitchell (2014: 102) Think-Pair-
passage in English. Some techniques Share activity is a learner centered and
have been tried for them while teaching highly effective collaborative teaching
reading comprehension, because of in strategy that is widely used in higher
large class teacher seems difficult to education.
overcome the problem because they are The intention of this technique is to
very poor in reading skill. It is same with make the students think independently
the writer’s interviewing to a teacher in about the problem that given by the
SMPN 1 Palimanan, the teacher is Mrs. teacher and they deliver by verbal about
Yunani S. Pd. She taught four classes of what they have learned to the other
first grade students. She has teaching student. Moreover, think-pair-share is
reading for four meetings. She found the one of the techniques that can be applied
same problems that most of students in teaching reading comprehension
difficult in learning reading because think-pair-share technique is one
comprehension because students who are of potential activity that gives students
still hard to understand a passage in text feeling of freedom to understand English
English. Moreover in the learning by themselves.
activity, most of students said that Based on the explanation above,
students were more interested in learning the writer conducted a pre-experimental
groups. research entitled “The Use Think Pair
In teaching reading, there are some and Share Technique in Teaching
strategies and techniques were used. Reading to The Seventh grade of SMPN
Cooperative learning is one of strategy 1 Palimanan”
that divide students into small groups
from which students engage in learning RESEARCH QUESTION
activities using structures designed to This study purposes to answer the
require each group member to contribute following question:
with the assistance and encouragement of
other team members. The cooperative
the research lead most clear clear-cut Pair and Share technique in teaching
interpretation” reading comprehension, this
The One-Group
Group Pretest
Pretest-Posttest questionnaire was gave to the students
design was used by the writer to gain after the pre-test and post-test
test finish.
data. This design belong to experimental
because they provide little or no control Technique of Data Analysis
of extraneous variables. In the one
one-group a. Test data analysis
pretest-posttest
posttest design, a single group is The writer used independent t-test
t to find
measure or observed not only after being out the effect from the use of think
think-pair-
exposed to a treatment of some sort, but share technique on teaching reading. This
also before (Fraenkel and Wallen 2009: research applied use t-test
test formula from
265). McMillan(2001: 620). The element of the
Furthermore, the pre-test
test and post
post- formula is described on the following sub
test group design which is the part of chap:
experimental design will be conducted. A t-Test formula
diagram of this design is as follows:
The One-Group
Group Pretest
Pretest-Posttest
Design (Fraenkel&Wallen, 2009: 271)
O1 X
O2 Note:
t : The value of test
D : The mean difference for all pairs
Technique of Collecting Data of score
a. Test ∑D2 : The sum of the squares of the
A test is a set of stimuli presented to an differences
individual to elicit responses on the basis (∑D)2 : The square of the sum of the
of which a numerical score can be differences
assigned (Ary, 2010: 201). In collecting N : The number of pairs of score
the data, the writer used pre-test
test and post
post- N-1 : The degrees of freedom (one
test. Test was held to allow the students less than the number of pairs of score).
assess
ess the effects of experimentation and
to know how far the students can b. Questionnaire data analysis
understand what they have learned. The The writer applies percentage formula
construction and administration of tests is stated by Fraenkel (2008: 207)
207). The data
an essential part of the experimental was interpreted on the frequency
model of research, where a prepre-test and a students’ answer and from data of
post-test have given to the pre pre- questionnaire to know the
experimental groups. implementation from the use Think pair
b. Questionnaire and Share in Teaching Reading.
Questionnaire is the second instrument in The formula is:
this research. It is one of research
instruments which consist of a series of P= F/n X 100%
questions or statements to obtain the
information from the participants. Descriptions:
P : Percentage
The writer used questionnaire sheet F : Frequency
to know the implementation of Think N : Respondent
Based on the formula, the square of sum experimental class and taccount accept the
of the differences between pre-test and hypothesis. If taccount > ttable , the
post-test was 1.932.100 hypothesis was accepted. The result of
post test of experimental class was higher
Subtitute T-test Formula than the result of pre-test. Therefore, the
1) Found taccount writer concludes that there is an
In this research, the formula by Mc improvement of students’ reading after
Millan (2001:620) is needed to calculate the implementation of Think-Pair-Share
the significant differences score of technique in teaching descriptive reading
treatment by using t-test. The formula t- to the seventh grade Palimanan Junior
test is as follow: High School.
t= D Questionnaire result
After the teaching and learning
√ ∑D2 - ( ∑D )2 process the writer gave questionnaire
N sheet to students in the classroom. In
giving the questionnaire, the writer asked
N ( N-1 ) the students to answer the question after
the implementation of Think-Pair-Share
t = 39.71 = 18.13 technique in teaching descriptive reading
to the seventh grade Palimanan Junior
2.19 High School Kab Cirebon. The writer
gave the students a questionnaire
In this section the writer have checklist from which must be filled out
already known the result of taccount. Based based on after the implementation Think-
on the formula, taccount was 18.13. after Pair-Share technique. In the
that the writer have find ttable. The next questionnaire sheet to know how the
step is finding df is for determining the responses given by students of
degree of freedom in ttable. Based on the implementation Think-Pair-Share
formula ttable was 2.032. Critical value of technique in reading class, there are some
(t) at 0.05 significant level from taccount scales of questionnaire sheet that the
18.13, so ttable 2.032 from calculation and scale of questionnaire writer used 1=
looked the table t, it can be seen that Strongly disagree, 2 = Disagree, 3 =
value of taccount is 18.13 it means taccount is Neither agree nor disagree, 4 = Agree, 5
higher than ttable 2.032. Based on the data = Strongly agree. This is adapted by
above, it shows that there was an Cohen (2007).
influence of the students’ result. taccount as
the result of pre-test and post-test in
Table 1
The percentage of the questionnaire
increased to 81.71 and the writer gets education. USA & Canada:
taccount is higher than ttable (18.13 > Routledge
2.032). it means that hypothesis is Fauziyati, D. Reni., & Wiwiek. 2013. The
accepted. effect of Think-Pair-Share
Second, the data of questionnaire. technique. Vol. 2. No. 2
From the data of questionnaire could be Fraenkel, Jack R., & Norman E. Wallen.
seen that the students liked learn reading 2009. How to design and evaluate
descriptive text using Think-Pair-Share research in education. American
technique from the question more of & new york: Mc. Graw-Hill
students choosed the strongly agree and Hinkel, Eli. 2011. Handbook of research
agree of each statement. This refers that in second language teaching and
teaching reading descriptive text using learning. New york & London:
Think-Pair-Share technique is effective Routledge taylor
and also more of students gave positive Jolliffe, Wendy. 2007. Cooperative
response of Think-Pair-Share technique. learning in the classroom. London:
Paul Chapman.
Suggestion Kothari, C.R. 2004. Research
The writer attempts to give some methodology. One world: New Age
suggestions. The other educator had to International
put Think-Pair-Share technique as McMillan, james H. 2001. Assesment
alternative technique to be applied in concepts for teachers and
teaching and learning process. Not only administrators. California: Cowin
in teaching reading but also in teaching press
speaking, teaching writing. Think-Paie- Patel, M. Dr & Praveen M. Jain. 2008.
Share technique can create better English Language Teaching. Jipur:
classroom where the students were free to Sunrise publishers&distributors.
deliver their ideas and opinions in pairs, Slone, Norah. C & Nathanel G. Mitchell.
before the implementation the Think- 2014. Technology-based adaption
Pair-Share technique, the teacher to on Think-Pair-Share utilizing
explain the steps of this technique and the Google drive. Vol.3: 102-104
teacher has to monitor and control the Snow, catherine. 2002. Reading for
class while doing the discussion. And this understanding. Santa monica:
study may become one of references that RAND.
is providing useful information that my
help in doing research.
REFERENCE