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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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Research Paradigm

Independent Dependent

Think

Pair Reading Comprehension

Share

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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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If, Sig ≥ α, it means Ho is accepted (There is no significant difference scores between

experimental and control group)

Variable

In this study there are two variables:

1. TPS strategy or conventional strategy (x) as Independent Variable

2. Reading Comprehension (y) as Dependent Variable