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Background of the Study
The progress of science and technology demand us to always learn. One of the effective
process is reading. There is a quote said that reading is the window to the world. It means
through reading we can gain abundant knowledge and information we need. The more we read
the more knowledge and information we obtain and can be useful in our life. Having good
reading ability is the key to get success in education ( Khajavi, 2011).
Reading is an essential part in learning language especially English. Reading difficulties
are the most reason to be failed in class (Ergul, 2012). It is explained that reading is the most
factor that determine the successful of students in many subjects. Nowadays few children seems
do not like to read especially read a text book from the school. It caused some of them are having
difficulty in vocabulary or they do not have a good strategy in reading. In a study conducted by
Ergul (2012) it was found that children who have reading problems in first grade continue to the
next grade and will make more reading errors than the peer in the next level.
Reading is different from reading comprehension. Many people can read but not all of
them can understand what they read. Reading comprehension is not an ability to read, but ability
to understand about the text and to interpret the text based on both the features of the text and
their own knowledge (Leon at al 2012). Reading comprehension is a process of formation as a
result of compound text and message of the text with the reader’s knowledge and skills (Pardo,
2004). So, through the comprehension of the text we can get deeper information we need. In
addition, he states that without the ability to understand the text content, one is not able to absorb
or comprehend a lot of information quickly, accurately, and easily. Ability of comprehending a
message in the text is the goal of reading in a language instruction.
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The strong reason to do this study is to help junior high school students in SMP Negeri 3
Parongpong. From the information the researcher get, the teacher told that the students are low in
reading comprehension. There are many factors affect students reading comprehension such as,
vocabulary, reading fluency, teacher instruction, pronunciation, and others.
The researcher also has experienced having difficulties in reading comprehension. So,
she is really excited to find the best strategy to improve reading comprehension. A strategy that
can bring them out of the conventional method which are competitive, individual and teacher
center to a student-center that can improve students’ reading comprehension. Researcher tried to
improve reading comprehension in students using cooperative learning. Type of cooperative
learning can be used in school is Think-Pair-Share (TPS) method.
TPS is a strategy found by Lyman. Using this method insist students to be more active in
class because all of them should involve directly. Think -Pair-Share (TPS) as one of cooperative
learning consist of 3 parts, such as thinking, pairing and sharing. Teacher is not the one source of
knowledge anymore (teacher oriented) but students be induced to find and understand the new
concepts (Suryanita, at al, 2013). Learning environment of cooperative learning will produce
better achievement than the learning environment with full of competition and individualism
(Johnson, at al, 2000). TPS strategy has been done to improve students’ reading comprehension
by Buharsa (2011).
Research Question
The problem investigated in this research is stated in the following question:
Is there any significant effect using think-pair-share strategy to improve students’
reading comprehension?
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Hypothesis
This researcher will employ of the following hypothesis:
Null Hypothesis, H0 = There is no significant effect using TPS strategy to improve students’
reading comprehension.
Alternative Hypothesis, Ha = There is a significant effect using TPS strategy to improve
students’ reading comprehension.
If t-counted > t-table, the alternative hypothesis, Ha is accepted and the null hypothesis, Ho is
rejected
If t-counted < t-table, the null hypothesis, Ho is accepted and the alternative hypothesis, Ha is
rejected.
Scope and Limitation
The research will be conducted in SMPN 3 Parongpong. This study will be conducted on
70 seventh grade students from junior high school. The age range is from 12-14 years old. 35
students will be taken from grade VIII A as the experimental group and 35 students will be taken
from grade VIII E as the controlled group. The experimental group will be given TPS strategy
treatment. I will use narrative, descriptive and recount text, announcement, &letter as reading
materials in class. At the end of the class, the students’ development in reading comprehension
will be tested and compared to the controlled group using the pre-test and post-test method. The
teacher will teach students using TPS strategy which focus on the activeness of students in
studying English as foreign language.
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Significance of the Study
This research will be conducted hopefully be useful and give benefits to the following
category:
English teacher:
The result of this research hopefully can help teacher improve students’ reading
comprehension. TPS is a strategy that had been used in many countries to enhance
reading comprehension.
English learner:
This result hopefully can make learner easier in improving reading
comprehension. There are some problems put in this research for English learner to be
aware of, to be a lesson for English learner so they can improve their reading
comprehension.
Researcher:
They can do research based the result of this research that give them more
information about TPS. This research provide them references to do more study about
TPS.
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Review of related literature & Studies
This chapter will discuss about TPS strategy based on literature review and related
studies to give evidences that using TPS strategy in class can improve reading comprehension on
students.
Reading Comprehension
Reading is obtaining information from written text ( Ferrel, 2012). Reading is the
construction meaning from print (Fazeli, 2010). The ability to read is the one determine students
to get success or failure. They must have excellent reading skill in many subjects. Student who is
good in reading has a better chance to get higher achievement. Reading skill can represent the
students’ skill in writing, listening and speaking ( Adeniji &Omele, 2010).
The ability to read the written text is very important to explore the world (Fazeli, 2010).
Reading is the basic for academic success in many aspects (Dail, 1991). Reading should be
taught since kindergarten level for educational purpose and learning new knowledge (Wright,
2011). Moreover, reading should begin to read since in pre-K or Kindergarten (Gibsob, 2009).
Students ‘reading skill do not develop easily in school system. The students often fail to interpret
messages of a context. Reading difficulties usually begin in elementary school but it cannot deny
the problem was continuing to higher level education. There are many of bilingual students are
failed to comprehend what they read because they lack of the important experience they need,
and most of the culture information is not included in the school ( Adeniji & Omele, 2010)
Reading is not an easy subject to teach and many researchers still make debates to find
the best method to be used (Ferrell, 2012). If teacher are good in reading does not mean her/his
student are good in reading also. If teachers understand reading comprehension, they will built
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and improve learning environment for students to read. Many parents agree that reading
comprehension is crucial in making success in all areas (Copasey, 2003).
Reading is thinking. Thinking to comprehend the written text (Gibson, 2009).
Comprehension is known as a skill that focus on understanding. Reading comprehension is the
important skill to live (shaywitz, 2003).Reading comprehension are affected by the strategy of
the teaching. It can be infer that learner are most successful if their teacher implement the right
strategies to teach reading.
Problems in Reading Comprehension
Anxiety
Anxiety is became a problem in reading. Learner are often have anxiety in reading
another language (Jafarigohar, 2012). Finally, they got poor language achievement. When they
are having such feelings it will be a hindrance for them to improve reading skill. If they cannot
read well, it is impossible to comprehend the text.
Lack of reading fluency
Fluency in reading also became a problem in reading. A study shown that reading fluency
is a factor that effect reading comprehension in elementary students (Neumann at al.,2008). In
the study, they explain students who are struggling to read have lower reading achievement than
students who read fluently.
Reading fluency is important in successful reading (Taguchi at al., 2004). Another study
show in US, 30-40% of fourth grades read below grade level (Zugel, 2009). In conclusion of his
study, lack of reading fluency is one cause for low reading comprehension.
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Lack of repeated reading
Repeated reading give big effect in improving reading comprehension (Homan,
1993).Repeated reading before performance can improve reading comprehension
(Rasinski,2001). In other word, without repeated reading in classroom will lower students’
achievements.
Lack of vocabulary
Students who have more vocabularies having higher achievement in reading
comprehension than those who have less vocabularies ( Brantmeier & Bishop, 2008). Student
with low vocabulary score had lower comprehension (Zugel, 2009. Mastering vocabulary play an
important part in understanding the word’s meaning (Hollongsworth at al., 2007). It can be
conclude that vocabulary determine students to be good in reading comprehension.
Another study explain that vocabulary is having strong correlation with reading
comprehension and conceptual understanding (Anynomous). To have adequate reading
comprehension learner need to have vocabulary (Laufer & Kalovski, 2010).
Since it is important to solve reading problem, a study shown that Cooperative Learning is the
most effective method to teach reading and enhance reading comprehension (Ofodu & Lawal,
2011).
Cooperative Learning
Cooperative learning is one of the innovative approach which give new paradigm in
language teaching. It is a strategy of study who has a concept consist of more than 2 students in a
group study language and the group performance is given reward in variety ways (Bolukbas., et
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al, 2011 ). They emphasize that cooperative is a learning process learning where students from
different background, nationality, sex, and knowledge ability are combined into one small group
to work together and helping each other in their learning style. It can help students to improve
and maximize their own knowledge even other students.
Cooperative learning is a type of learning that used generally to create learning and
teaching process which focus on students (studied oriented), especially to overcome the
problems found in class such as to handle the hyperactive student, student who has difficulty to
work in a team of study and to activate the students who tend to be silent in learning process in
the class (Farida, 2012). Through cooperative learning, students’ ability will be enhanced while
they can discuss each other and solve any problem together through sharing ideas and
knowledge.
Moreover Cooperative learning is known as a learning process who believed it will be
most effective when the students are actively involved in sharing ideas and work together in
completing their assignments on their worksheet (Zakaria & Iksan, 2007). A study had proved
that cooperative is the best choice to solve reading comprehension problem (Leigh et al., 1998).
While cooperative learning are consist of some of students, it means each of them should
understand each other and help each other to get the best answer or idea in fulfil their
assignment. The students should have a tolerance to receive and give the ideas among them.
They must have a very good attitude in interact with each other.
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Values of cooperative learning
There are five of important values in cooperative learning:
Interdependency among the learners. When they are learning, they build the interaction
each other. They communicate each other to make a good result of their discussion. In this case,
the learners need each other. In doing tasks or assignments they have to discuss in a small group
to gain the best result (George, 2000).
Each learner having responsibility to share their ideas. The purpose of cooperative
learning is to evoke the spirit and motivation of the learner in study. In cooperative strategy each
learner insist to be active in sharing ideas/ knowledge with the rest of the group. As a good
member, learner should give contribution in achieving the best result (Thanh at al., 2008).
Helping each other using their collaborative skill. It is a good value while students can
help each other. In doing the tasks, students are participating in giving the best answer to the
question the teacher given to them. Student who are not understand about the task may ask to
person who understand the lesson. The smart one will help the one who do not understand
because it is not an individual competition. Their grade based on the group result (Brindley et
all., 2009).
Having equal chance to speak. For they are in one group, they have same right to talk.
They have duty giving information in solving their problem (Huang, 200).
Doing together
They all are in one group. It means all the activities will be done together. Study
together, getting knowledge together and improve together. In this case, they do it together
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because they have same goals and adjectives. Cooperative learning require students to work
together to achieve a purpose which benefit their selves with sharing their knowledge and ability
(Webb, 2002).
Cooperative learning is selected as a method to solve reading skill and vocabulary
problem ( Kazemi, 2012). In addition, A result of his study prove that using cooperative learning
to teach reading is better than conventional strategy. It improve reading comprehension because
the learning process are consist of heterogeneous students and ideas to make one best result.
It suggested to the teacher to use cooperative learning instruction in English Foreign
Learning (EFL) reading classes because it gives positive effects on student motivation to read in
English which improve reading comprehension. Moreover, cooperative learning brings positive
effects in many outcomes because it increase students’ confidence, enhance their scores and
motivate them in study.
The advantages of cooperative learning
Enhance critical thinking skill. Cooperative learning is very good for students because
this type of learning give them freedom to think more than usually. While they are work in team,
it give them time to share each other, giving and receiving information. Cooperative learning
develop higher level thinking skill (Mandal, 2009). A study by Gokhale (1995) on undergraduate
students at Western Illinois University, Macomb, Illinois proved that cooperative learning
enhance critical thinking.
Create an active environment. Students are asked to have a discussion, work together and
helping each other. The learning process makes students to be more active because each of them
should be involved in the discussion( Gokhale 1995)
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Improve language competence and social skill. In the discussion, student giving and
receiving information. It can help the weak students to improve their knowledge from the
strength one. They have chance to learn from their group. A study by Klimoviene &
Statkeviciene (2006) showed that using cooperative learning develop language competence and
social skill. In the learning process, can build their interpersonal skill. The teacher taught
students leadership, trust building, decision making and communication skill.
Improve reading comprehension and learning motivation. It is proven by Pan & Wu
(2013) on their study on EFL Freshmen students that cooperative learning can improve reading
comprehension and learning motivation. They said that student receiving cooperative learning
treatment performed significantly better on English reading comprehension examination than
students who weren’t taught with cooperative learning. Their result also showed significant
difference on dedication, self-efficacy and extrinsic motivation.
TPS is a type of cooperative learning used to improve reading comprehension (Copasey,
2003). It works because TPS lead students to work together, communicate each other and seek
answer together (Dewitz at al., 2003).
Think-pair-share
TPS is a cooperative learning strategy develop by Lyman in 1978. It can be interpret as
multi-mode discussion cycle where learner have time to listen to a presentation or question, have
time to think individually, working in pair, and sharing ideas in a large group ( Tuan, 2010). In
addition, he explain that TPS is a strategy to improve vocabulary. TPS is a strategy engage
students to think about their response first, then allow them to discuss their ideas with the entire
class (Ngozi, 2009).
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TPS is a strategy that makes students think individually to answer the question given by
the teacher and then discuss the answer with a partner (exchange thought) and finally share the
answer to the whole students (Thapaliya, 2012; Castillo, 2007; Maxwell, 2013). TPS also used to
prepare students for reading the new concepts in the text. In other word TPS is one of the
strategies that useful to improve reading comprehension (Baecher, 2010).
TPS is a good method to evaluate and develop conceptual understanding and critical
thinking (Vicens, 2012). In other point, TPS also is a strategy that can help students to improve
their attention in study and to enjoy schooling (Olusakin & Obi, 2008). Another function of TPS
is to improve social skill ( Dollman at al., 2007; Bowering, 2007)
TPS is a good strategy because students should have maximum opportunities to learn
new ideas by participating in group discussion in the L1. TPS create chance to assess the
meaning of key knowledge when the discussion happened. In TPS, it emphasize students to have
critical thinking, for example through questions or tasks which will improve reading
comprehension.
The following are the steps of TPS
Here are the steps of TPS by Lyman ( Jones, 2012; Wichadee, 2012)
1) Think. Students are given question that provokes students’ thinking. They only given few
minutes to think about the answer
2) Pair. With a partner or nearby friend they will discuss and compare their answers to get
the best answer.
3) Share. After working in pair, they should share their result to the class. The teacher can
do it by calling the group’s names or by raising hand. Teacher will record their answer.
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The Implementation of TPS in Classroom:
This is procedure in doing TPS (Othman & Othman, 2012)
Create a question challenges students thinking and can foster deep discussion in a group.
Present the question to students. Ask students to think individually for few moment. After few
moment, ask them to work in pair to discuss about the question to get the best answer. Then,
teacher asks students to take turns in sharing the result for the whole class
Definition of Terms
There are some terms used in this study, so that the reader can understand when they
read the study.
Vocabulary : a list or collection of the words or phrases of a language,
technical field, etc., usually arranged in alphabetical order
and defined.
TPS : is a cooperative learning technique that encourages
individual participation and is applicable across all grade
levels and class sizes.
Comprehension : the ability to understand something
Anxiety : a feeling of worry, nervousness, or unease about
something with an uncertain outcome
Fluency : the quality or condition of being fluent, in particular
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Methodology of research
This chapter explains what method and procedures to be used in this study. That includes
Research Design, Population and Sampling Technique, Instrument of the Research, Data
Gathering and procedure, and Statistical Treatment of Data.
Research design
The research method in this study is quantitative method. This is experimental research
design using pre-test and post-test to know the result if this method gives significant effect on
students’ reading comprehension.
The design of experiment is presented in the following table.
Table 1
Group Pre-Test Treatment Post-Test
Experiment T1 X T2
Control T1 _ T2
Experimental design
Description:
X = Using TPS method to teach
T = Test
Population and Sampling
According to Statistic Glossary, a sample is a group of people that will be selected from
the population to do the study. Researcher use purposive sampling to choose the sample.
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Purposive sampling is a nonprobability sampling method with sample are selected for a purpose,
usually because of their unique position of the sample (Schutt, 2008). It means that sample is the
total of people which the researcher has chosen to be the participants in the study because the
target is the group who are suitable to do the study.
The sample of this study are two classes of students from grade VIII A and VIII E in
SMP Negeri 3 Parongpong. The researcher chooses the sample with a purpose they have similar
knowledge in English as their foreign language. Class VIII A will be an experimental group
which will receive the treatment of using TPS while class VIII E will be a control group where
there is no treatment or receive the conventional method.
Instrument of Research
The instrument will be used in this study is a Multiple Choice test. The test are taken
from Ujian Nasional Bahasa Inggris tahun 2012. The test consists of 50 questions. It includes
reading about various text such as: announcement, letter and story (descriptive, recount, &
narrative). Each question will have one point. So, the total points are 50 which is perfect point.
The first test will be given as the pre-test before they receive the treatment. The second test
will be given as the post-test after they receive the treatment of using TPS strategy to improve
students’ reading comprehension.
Data Procedures
Pre-test
Pre-test will be conducted in January 2014. There will be about 70 students who will join
the test. The purpose of this test is to measure how far the knowledge of students on English
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reading comprehension before they will be given a treatment. The pre-test consists of 50 multiple
choice questions which has standardized.
Treatment
In giving treatment, the researcher use TPS steps to improve students’ reading
comprehension on experimental group classroom. Below are 3 steps will be used as a treatment:
1. Think
In this step, teacher gives reading text to the students. From the text, teacher
makes a question or more and present it to the students. The question should be a type of
question that provoke students to think. They should think what the answer is. They do
not allowed to ask helping from another students. Each students should do it individually.
For this steps time is limited to prevent students to make noisy in classroom.
2. Pair
This steps is time to look for a partner. It can be neighbor nearby or choose them
randomly. After all of the students having their pair, teacher will ask them to discuss the
answer in pair. They should find and decide the best answer of the question. They are free
to asking and sharing ideas each other. The teacher should limit the time to discuss so the
discussion will not out of the context. This step help students to interact and know each
other to build their relationship.
3. Share
After doing the discussion in partner, students are giving time to present their
answer in front of class. The purpose of this steps is helping students to improve their
cooperative skill. Teacher can choose them randomly or in order. After all of them
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finished in sharing to class, the teacher can give the conclusion as the answer of the
question.
Post-test
Post-test will be conducted in March 2014. There will be about 70 students who will join
the test. The post-test is different from the pre-test, but they are same in difficulties with has
function to measure the improvement students’ reading comprehension on VIII grade junior high
school. There are 50 multiple choice test. The result of the test will be recorded carefully for data
analyzing statistical.
Statistical Treatment of Data
Normality Test
Normality test is used to determine if data have normal distribution or not. The test is also
to find out what type of test will analyzers use. If data have normal distribution, parametric
statistic will be use. If data have no normal distribution (abnormal data), non-parametric data will
be use. The normality test use Kolmogorov-Smirnov Test.
Dmax=|FT−FS|
FT=0.5± Z
FS=ni
n
D = Kolmogorov-Smirnov Test
FT = Normal cumulative probability
FS = Empirical cumulative probability
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H 0 = There is no significant difference with normal population (data is normal)
H 1 = There is significant difference with normal population (data is abnormal)
RejectH 0, if the D-value ≥ D-table
AcceptH 1, if the D-value < D-table
Homogeneity Test
Homogeneity test about two class has the same distribution or not. The test is also to
provide confidence that the data set is derived from a population that is not very different its
diversity.
F=S1
S2
F = F value (variance variable data)
S1 = variance of experiment class
S2 = variance of control class
H 0 = There is no significant difference between experimental class and control class (homogeny)
H 1 = There is significant difference between experimental class and control class
(Inhomogeneous)
Reject H 0, if the F-value ≥ F-table
Accept H 1, if the F-value < F-table
T-test
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Distribution t used to examine differences in mean values of two independent samples
that representing the two populations and has total data n ≤ 30 so formula that will be used is as
follow:
t=X1−X2
√ (n1−1 ) S12+(n2−1)S2
2
n1+n2−2 ( 1n1
+1n2 )
t = value of t-test
X1= Mean of experiment class
X2= Mean of control class
S1= Standard deviation of experiment class
S2= Standard deviation of control class
n1= the number of data in experiment class
n2= the number of data in control class
H 0 = There is no significant difference between experimental class and control class
H 1 = There is significant difference between experimental class and control class
RejectH 0, if the t-value ≥ t-table
AcceptH 1, if the t-value < t-table
Gain
This formula will use to see the significant difference of pre-test and post-test on students’
reading comprehension.
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g =
S post−Spre
Smaks−S pre
Spre = Skor Pre-test
Spost = Skor Pos-test
Smaks = Skor Maksimum
With category: High : g > 0,7
Average : 0,3 < g < 0,7
Low : g < 0,3
Data Analysis
The researcher wants to prove whether the alternative hypothesis is accepted or not. If the
alternative hypothesis is rejected and the null hypothesis is accepted, it means there is no
significant difference between experimental and control group after the experimental class
receive the treatment. However, if the alternative hypothesis is accepted and null hypothesis is
rejected, it means there is significant different on students achievement on reading
comprehension after they receive the TPS treatment. In other word, TPS strategy is effective in
improving students’ reading comprehension.
The Criteria to Reject the Hypothesis
If, sig. ≤ α, it means Ho is rejected (There is significant difference scores between experimental
and control group)
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