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Editor in GhiefMOHAMMAD ADNAN I-ATIEF, State University of Malang, Indonesia

Managing EditorHARI PMSTYO, Language Center of Islamic Instatute of Uluwiyah, Mojokerto,Indonesia

Executive EdltorsDWI ASTUTI WAHYIJ NURHAYATI, Institut Agama Islam Negeri, Tulungagung,IndonesiaAGUS WARDHONO, Professor at English Education Department of UniversitasPGRI Ronggolawe (UNIROW) TubanKHRISTIANTO KHRISTIANTO, Universitas Muhammadiyah, Punrvokerto.IndonesiaIKE REVITA. Universitas Andalas, Padang, Sumatra Barat, IndonesiaABDUL GAFUR MARZUKI, Institut Agama Islam Negeri (IAIN), Palu, [ndonesiaN URHAYATI N URHAYATI, Un iversitas Di ponegoro, Semaran g, I ndonsiaSITI MARIAM, Walisongo State Islamic University of Semarang, Indonesia

lnternational Advisoty Editorial BoardJOKO NURKAMTO, Universitas Sebelas Maret, Solo, IndonesiaRICK ARRUDA, University of New South Wales, Sydney, AustraliaDEDI SULAEMAN, UIN Sunan Gunung Jati, Bandung, IndonesiaUKE RASCOVA OKfABERUNA, UIN Maulana Malik lbrahim, Malang, IndonesiaTIEN RAFIDA, Universitas Islam Negeri (UIN) Sumatra utara, IndoneiaYANTI YANTI, Universitas Katolik Indonesia Atmajaya, Jakarta, IndonesiaYAZID BASTHOMI, Univercitas Negerl Malang, IndonesiaSTEFEN STEFEN, Lund UniversiU, SwedenGUSTAVO AGUILEM, University of San Carlos, Cebu City, PhilippinesSIAMET SETIAWAN, Universitas Negeri Surabaya, IndonesiaNiveen Mohammad Zayed, MENA College of Management, Unitd Arab EmiratesBRENTALIfN JONES, Konan University, JapanUMAR FAUZAN, lnstitut Agama Islam Negeri Samarinda, IndonesiaPETER MICKAN, University of Adelaide, Australia

Language Advisory Editorial BoaldBUDI AGUNG SUDARMANTO, Balai Bahasa Sumatra Selatan, IndonesiaUMMU FATIMAII RIA LESTARI, Balai Bahasa Papua, IndonesiaSYARIFAH LUBNA, Balai Bahasa Kalirnantan Barat, IndoneslaHELtfN ASTRIA, Kantor Bahasa Bengkulu, IndonesiaFERI PRISTIAWAN, Kantor Bahasa Bangka Belitung, IndonesiaILSA DEWITA PUTRI SORAYA, Kantor Bahasa Jambi, Indonesia

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Vol {, I{o 2 (20151

Table of Gontents

AiliclesREFTECTIVE ]OURNAUNG FOR ENGUSH AS A FOREIGNr-ANGUAGE (EFL) TEACHERS IN rAPAN

Brent Allen lones

SELF-ASSESSMENT AMONG YOUNG LEARNERS OF ENGUSHAmi Sukmiami

A MODEL OF EFL USTENING MATERIATS DEVELOPMENTMochamad Zaenuri

THINK ALOUD PAIR PROBLEM SOLVING (TAPPS) STMTEGY INTEACHING READING

Muhammad Zuhri Dj, Arman Ali

IMPTEMENTING SPEECH COMMUNITY STRATEGY ENHANCESTUDENTS' ENGUSH SPEAKING ABILITY

Huriyah Huriyah

THE IMPTEMENTATION OF GRAMMAR TRANSLATION METHOD{GTM) AND COMMUNICANVE LANGUAGE TEACHING (CLB INTEACHING INTEGRATED ENGUSH

Hari Prastyo

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82-100 LANGUAGE

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Indonesian EFL fownalllvolumell I lllssuell2llPagesll 1 3 I - I 49 ll20 I sll

ava;labte,pliae strttp:iiejoqrual.korertais F-ISSN: 246&0938; E-ISSN:2460-2604J

THII\IKALOUD PAIR PROBLEM SOLVING (TAPPS) STRATEGYIN TEACHING REAI}ING

Muhammad ZahrlDi; Atmen AfizuhrigHiie@ grnailcom; muh.arman.ali@-Smail.com

STAIN WatarporrcJL Hos. Cokroaminoto'Wdampone TS/Fax: 0481-21395 Fax: M8l-23928

Articb Histoty:Received: Octobtr 27, 2015Accepted: November 16, 2A$

Corresponding AuthonTet +6282187364502

Abctract:This research [s aim to know what extent theachievement of students' reading comprehensbn by using

Think Aloud Pair Probhm Solving (TAPPS) strategy at thetetrh grade students of $MKN 3 Watarnpore. the objectivesof the research is to know what extent tk achievement ofstudent's reading corryrehension by using Think Aloud Pairhoblem Solving (TAPPS) stratery. Tlre population of thisresearch is tk ter[h grade students of SMKN 3 Watampone

which has 149 students. The writers applied randomsamplin& because the school has students more than 100

students. The X Muftimedia Class is taken as the satryle,because it has many students who have low values inEnglish subject hsod on their teacher report. This research

employs an instnrrent based on the prcblem statementsinvestigate4 It is Reading comprehension test. After severalmeetingg this research finds out the achievement ofstuderts' reading comprehension significantly effective toimprove the student's reading comprehensbn The resuft ofthis research shows that the mean score ohained by thestudents through pretest was 46.545 and posttest was

8E.364; thE t-test value was higher than the t-table (49.385> 2.080). It reans that there is a signifrcant differencebetween the rezult of ths students' prete$ and posttest.

Ke;rwords. Think Aloud PairProblem Solving Strategr,Teaching Reading

INTRODUCTION

Englishmust betaughtto give nrpplies forthe firtrne. Tlrere aretwo reasons why

we shouH learn English, first is English has become m intentrional hnguage that b used

as the main language or one ofthe main languages in many cormtries and tte second is

peopb need a common laaguage in order to commudcate each othsr (Baker,20m).

Studying English is needed at least abilfy in writing spealdng, listening ard reading

MuhammadZuhriDjlndonesian EFL lournal 7,Isr;rue 2, Dqen$er 2A15

Ilag* 1132

Reading as the one of the four hnguage is a receptive skill, like listening. This meam it

involves responding to tefi, rdhrthan producing it. It involves making sense ofwritten

text (Spratt, 2005).

Bemg able inreading English is very important, because tbere are many books and

literatrres written in English (tlilmi 2011). So it is very importaat forthe student to know

how to comprehend the reading text. Readirg comprehersion involves much more than

reader's respo$es to text. Reading compretrension is a multi-component, htghly complex

process tlat involves many interactions between read€rs and whal they bring to the text

(prevbus knowhdge, strategy use) as well as variebles nelated to the text itself (interest in

te:re, understanding ofthe texttypes Glarriq 2AAT. Reading is an active process whish

corsists ofrecognition and comprehensbn skill Readfury is an importmt rctiviry in life

with which one can update student's knowledge. Reading skill is an important tool for

academic success (Patel, 2008).

Whenever we uso hnguage we create and interpretterds. When wo read we

interpret texts creded by others. These tarts are created to achieve partkular purposes.

Different kinds oftarts arc crededto achieve differ€tr puposes. A funstional, or social,

approach to hngrrage focuses on how language works in different contextsto achieve

particular purposes. Everyone slpuH have the ability to read, especielly in English because

the frct shows most ofthe scientific books ae written in English. It beornes essential for

everyooe to increase his or her knowhdge. This fulea is supported by the ftct that reading

has become a part of our daily activities. There are two main reasons for reading: reading

for pleasrne and reading for information. As we know one characteristic ofgood readers

that has been noted in the litenture is that thy are able to make prediction about the text

they read while they are reading.

Reading is a complex proces which invofues inte,ractbn between the reader and

the language and ideas ofthe text. It involves reders in drawing upontheir existing

knowbdge ofthe workl, of hnguage and oftbe written code in order to dtend to the visual

informatbn oftk terd (Department of Educatbq 1997). Th rask ofthe reader is to

constnrt meaning fiom a text by interpreting it within a parthular coatext. A ftnctbnal

approach to language helps usto understad how apartfoulartext worls to achieve its

purpose ard so lrcps us to interpret, or rea{ the text. Teaching readfug is about

establishing effective and affective communication rehtbnships with studerts. They are

those who uderstand communicatbn ad brning are interdeperdent and tlre kmwkdge

and attitudes students take with them fiom the shssroom are selectively dralm from a

complex assortment of verbal and nonverbol messages abors the subject, the tacher, adMuhammadZuhriDjIndonxian EFL J ounruI Valume L Issl.re 2, Dqsnbq 2A 7 5

!

I'age ll33

themselves. They are those who are more concerned with what the students have learned

than with what they have taught, recognizing those two Sings are not necessari$

$ylpnyrnous. They are those who conscbusly and strategically make decisions about both

what is communicated ard how it is communicated (Wrensb 2009)-

Reading as e nessage-getting p,robkm-sohing activity which increases in power

and flexibilfi the more it is practiced. My definition $des that within the directional

constraints ofthe printer's code, hnguage and visuelperception respoffies are purposefully

directed by the reader in sorne integfated way to the problem of extracting meaning Aom

cues in a text, in sequence, so that th reader brings a msximum of understanding to the

author's message (Department ofEducation, 1997). Reading irs a conscious and

unconscious thinking pfoe€ss. The reader applbs many strategim to recoffibust the

mening that the agthor is assurned to harre intended" The reader does this by oomparing

information inthe te*to his or her background knowhdge ard prbr e:Qefbnce

(Mikulecky, 2008).

So that, the researche$ try to research an actbn research in SMKN 3 Waampone

to he$ both thc teashers ad students for finding out a proper way in teching rcading

which can increase the studelrts reading abillty. In this opportunity, the researchers are

interested to choose one ofcoopadive learning it is tlre Think Aloud Pair Problem

Solving (TAPPS) Strdegy. Cooperative harning seems to provkle a classroom

environment in which such needs can be rnet in a way that is beneficial for both academic

achievement and the devebpment ofttre harning skills. Th main problem ofthb study is

how to increase student's reading coryreheosion by implementing the Think Aloud Pair

Problem Solving (TAPPS) strategy. Based onthe srylanatb& the researchers attemptto

carry out a research under the titt€, "Teaching Reading by Using Think Abud Pair

Problem Solving (TAPPS) Statery at the tenth gnde students of SMKN 3 Watatryore".

Concept of RcadlngReading is a complex cognitive process of decoding symbols frr the intentbn of

deriving meaning or corstructing meaning. Reading is a rneans of lauguage acquisition, of

communicatbu and of sharing infrrmation and ideas. Reading defined as a process of

thinkin& evaluating, judging; imagin& reasoning a probbm solving (Worther, 1993)-

Reading can be defined as a process of hoking at ard understanding what b written but it

is not as simFle as that, frl rruny undsrstand sorre things and not others snd still be

reading compard to someone who is reading in his own languagg the foreign hnguage

reader rnay rtot understand many things ad will havoto develop strateghsto overcome the

MuhammailZuhriDjIndonesian EFL Journal Volume 7, lstte 2, December 2075

Pase ll34problems encountered yet, the frct is that, despite this vierv of what reading is, the reader

does not have to look d or understanding every word in a text to be able to understand it in

some nrcasurc ahhough there are differences in the way people read research shws that

the efficient reader does not read word by word but in groups of words, taking what he

needs to discover the rcaning ofthe te$ in an activity which hs been cslled a

psycholingUistic guessing galne. However, mean randomguessm& hrt principled and

guided by two main murces (Bottitro, 199).

Reading is one ofthe basic communicative skills that are very complex process. It

can be said thnt reading is a process in which reader to find information given by the

researchers in ttre written form. Whih reading someotte c,an guess, predict, checlq and ask

questbns about what the text b about (Merilt, 1984). Tb effective reader brings a number

of very important things. Knowing tle tryriting system can recognize ktters in a pnted and

hadwritten form, and is familiar with the spelling of a wide variety ofwords (Bofiino,

199). Based on that definitiorL it can be eorcluded that rcading is interaction between tlrc

reader and the researchers where tk reader tackles what the researclrcrs meart. The reader

expresses it by giving attention, e'ncoding and retricval with eyes and brain

Reading is not straightforward proccss of lifting the words offthe page. It b a

complex process ofprobkm solving in whioh the reader works to malce sense ofa ters not

just from the words and sentences on tlre page but also &om the ideas, rnernories, and

knowledge evoked bythose words aod se,rtences. Afthough at fnst ghrrce, reading may

seem to be passive, solitary and simple, it ir in tru& active, popuhted by a rfoh mix ofvoices and vbws (Sshoenhch, 1999).

Thre are four kinds of readrng (Hail, 1983) tht b known as reading for

infonnatioq reading for every term ofwhbh wilt be discussed bebw:

a Reading for Informtba Readiog is to learn abort a tradg or politics, or how to

accomplish something. Readirry a rrwspper this way, or most textbooks, or

directions on how to assemble a bicycle. With most ofthis sort of materbl, the

readercan barnto scanthe pagp qubkty, coming up withwhd he needs atd

iporing n'h* is irrelevant to hirn, like the rhythm ofthe sentence, orthe play ofmetaphor. Courses in speed rcading can he$ us read br this prpose, training the

eye to jump quickty across the page. Quick eye-reading is a rccessity to anyone

who wants to k@p up with what's happening; or harn much ofwhst has happened

intlrc past

b. Reading for ldeas. With a phihmpher one reads slowly, as if it were literature, but

much time must be spent with tlrc eyes tunrcd away from tlrc pages, reflecting on

MuhammadZuhrtDjIndonesian EFL Journal Valume 1, Isue 2, Decemher 2015

Pag.e 1135

the text. Intellectual writing requhes intellectual reading which is slow because it

is reflective and because the reader must pause to evaluate concepts.

Reading forEscape. This reading b the automated daydream, the mild trip ofthe

housewife and the tired businessman, interested not in experience and feeling but in

turning offthe possibilities ofexperienoe and feeling. The reader is in control:

once the characters reach into the reader's feelings, he is able to stop reading, or

glance away, or superimpose his own daydreams."

Reding for Engage. If we read a work of literature ProPerU, we read slow$, ard

we hear all the words. Ifour lips do not actually move, it's only laziness. Ttp

muscles in ourthroats move, and come tggether when we see the word "squeezs."

We hear the souds so accurately that ifa syllable is missing in a line ofpoety we

hear the laclq though we may not know what we are lacking. In prose we accept the

rhythmss and hear the adjacefit souds. We also register atack of feeting though

the metaphors and associ,atbns ofwords.

The gred writers rewrd this attelrtion Only by the full exercise of our powers to

receive language can we abeorb tlrir intenigence andtheir imagination. This kind of

reading goes through the ear-thougb the eye takes in the print, ad decodes it into sormd-

to the throat and the understanding and it can never be quick. It is slow ard sensual, a deep

pbanre that begins with touch and ends with the sort ofconrpreknsion that we associate

withdream" Reading literature is to be intimately involved withtte wolds onthe page, rdnever to think ofthem as the embodiments of ideas which can be expressed in other terms.

Gred literature, if we read it well, opens us up to &e world ard makes us more sensitive

to tt, as ifwe asquired eyes that cou6 see ttuoughthings ard ears that oou6 hear smaller

sounds (Hall, l9t3).

There are three in reading text (Ifubilq 2011):

a. Skimming reading is reading to confrm expectations; reading for ommunicative

tasks. It is the most rudimentary tpe of reading. IA object is to frmiliarize you as

quickly as possible with the nuterbl to be read.

b. Gereral reading or scaooing is rmding to e$ract ryecific informdbn; reading for

general understanding. It is a skill thd requires that you read qubkly while lookittg

for specific information. To scaa a reading terd, you shouH start at the top ofthe

page and tkn move your eyes quickly towardtlre bororn Generally, s6anning is a

technique thet is helpfttwhen you a$e hoking forthe answer to aknown question.

MuhammadZuhrtDjIndonesian EFL Journal Yolume 7, Isue 2, December 2075

Page l136

c. Chse reading or searching reading is reading for corylete understmding; reading

for detailed comprehension (information; firnctbn and discourse). It is the most

important skill you need for aoy fonnof literary studies. It means paying especialty

close attentionto urhat b printed onthe page. Close reading nrcans not only reading

and urderstanding the meaningr ofthe individual pritred words, but elso involves

making youruelf sensitive to all the ouances and conrotdions of language as it is

used by skilled writers.

Concept of Readlng Comprehcnsion

Reading comprehension b the proc,ss of making meaning fiom te*. The goa[

therefure, is to gain an overall understanding of what is described in the te* rather than to

obtain meaning from imhted words or sentences. In under$arding te:c infrrmatbn,

children devebp mental mdels, or representdions of meaning ofthe text ideas during the

reading process. There are two classes ofmental modeb: atext-bssed model which is a

mental representation ofthe propositions ofthe text and a situdion model consisting of

what tlrc text b perceived to be about (Wolky, 20l l).

Reading comprehensbn b defined as the ability to understard informatbn

presemted in written form. hoficient reading depends oa the abilfy to recognire words

quic,k$ and effortlessly. Ifword recognitbn is difficuft, students use too much oftheir

processing capacity to read individual words, which interferes with tbir ability to

oomprehend what is read. Reading coryrehensbn (uderstanding, gpining meaningand

interpreting the text) depeds on a variefy of rpader-rehe{ tex-rehed, and situational

factom. Meaning is frrmed in the reader's hea4 that is, a person's prior knowledge affects

the kinds of meanings comtructed fiom the text informtbn From this perspective an

individual's existing knowledge is a major determinant in asquiring new information

Furthermorc, the reader's comprehnsion ofthe text is considered to bc linked to the

reader's abillty to construct hlpotheses, nrles, schemas, and npntal models (lVolley,

2or 1).

As comprehensbn involves the ifferaction of a wide rangs of cognitive skills aod

processes, there are many occasions where difficultie arirse thd mcy lead to

cornprehension failure. For examplg during reading the ability to derive meaning is

normally enhanced when there is a reduction in the cogaitive bad of a rcader's working

memory, aod the reader can decode the words and ptnases fluently and bring meaning to

the un&miliarvocabubry encouutered- The indicatbns are that successfirlreaders are

more effrcient at gainiag unfamiliar word meanings from texts because they have a greater

MuhammadZuhrtDjlndonesian EFL Journal Valume 1, l*rc 2, Decemfur 2015

['as.e [137

existing vocabulary, more experience using context olues, and greater bockgfound

knowhdge. tnconhast, less skilled readers are consklered to have morp difficufries

integrating read text inforrnation. Furthermor€o due to ttre frct that shong contextual cues

are not ahrays found in many texts, tess skilled reders rnay have rnore difficulty

considering ttre writer's intetpretatbns, and forming appropriate infererces &om

'rnfamiliar events or relatbnships (Wolley, 201 1).

Based on tfog definitions above, the researclrers assume that reading cornpnehension

is the term used to foiefirfy some skills; it is needed to udersrtaad and apply informatbn

contained within, the writer form.

Peopk generally do something because they want to get something from it. It ie the

s&me as with reading. People want to read sorething because they want to get something

as their purposs. For enarrple, a mechanical read the book about the ehrnent of a bike to

repair it. There are $)nrg purposes of reading comprehensbn (SchoeabactL 1S0), namely:

a Reading h not a basic skill. Many peopb think ofreading as a skill that b taugftt

once ard for alt in the first few yers ofschool In thh view ofreding the credit (or

blame) for student's reading ability goes to primary grade teackrs. Seen this way,

resding is a simple process: readers decode (figure otrt howto pmnotrrce) each

word in a text and ther automatically comprehend the meaning ofthe wordq as

theydo withtkir everyday spoken hnguage.

b. Reading is a oornplex proc€$s. Tlre tod erroked voices, memories, knowbdge ard

orperiences from otbr times and places. As experiencd readem read, beginning to

generate a mental representatbn, or gisq ofthe text, whfuh serves ao evolving

framework for understanding sulosequent parts ofthe text.

o. Reading is problem solving. Reading i$ not sfiaightbrward pnocess of lifting the

words offth page. It is a cornphx process ofproblem solving in which the reader

works to make sense ofa text rrt just from the words and sentences on the page but

also fiom the ideas, mernories, and knowhdge evoked by those words and

sentenc8s.

d. Reading h situatbnally bourdd" A person who rmderstands orc t)'pe oftext is not

nece*sarily proficient d reading all t)rpes. An experielrced reader ofdessert

cookbooks can understand what is rrrca$t by *turn outon awire rackto finish

cooling" but may be completely unable to make serse ofa legal brief. A political

science undergraduate can understand that the phase 'bn the other hand I will

argue" leads into the author's main point and that the main point will be contrast to

the earlier discussion

MuhammadZuhriDilndonaian EFL lournal Volume 1, lssl,rc 2, December 2075

P*ec ll38Reading comprehension skill is divided into four categories (Johan, 2006), as given

below:

a. Literal Reading. Literal reading is fundamental to all reading skill at any level

because reader must first understand what the author says before he can draw an

inference or mke an evaluation"

b. Interpretdive Reading. Interpretative reading involvesthinking skills in which

readers ideatift ideas and meaaing that are not stafd explioitly in the written text.

Interpref,ative reading requires tlre reader to understand not on$ what the anthor

sayso but also whattb autlrormeans.

c. Criti;at Reading. Critical readhg includes both literal comprehension and

interpretative" comprehension It b said that the reading occurs after the literal and

irserpretative reading

d. Creative reading. Creative reading involves going beyod the materhl presented by

the aufiror. Creative reading requires reader to think oftheh read just as oritical

reading and it requires the reader to use their imegination. In creative reading the

reader tries to prxpose new afternative sohrtions to those by writer.

There are solre steps that we can appty to improve reading conrprehensbn

(Teachine Unit, 2010), they are:

a Purposefirl Reading. If you tend to begin reading like this: "I raed to read Chapter

6 - here it goes! ... ", /ou may red to rethink your approach. Specifically, you will

need to crede I purpose forreading. you will bok for arswers to questionq general

understanding of a topic or issue, detaiH knowbdge, a range ofperspectiveg

ideutification ofa writer's positior, evaluatbn ofa writer's position, arguments that

support your positbnn argumerts drat oppose yorn positiorq examples, stdistics,

definitbns, explanatbns, quotes, etc. Try to have the purpose in writing nearby so

you maintain frcus.

b. Itrformatbn ltrords. 'Informatinn" words, the other words are like glue and paint:

tlrey are there to provide connections and add interest, but are not esseotial for

meaning. If you concentrde ou informdbn words, you can read faster and with

better cornprehensbn But, how do you leam to pick ot$ the important information

words? A large prt ofthe trfok invofues paying atEntion to whd tlp arthor is

trying to say. Inok for the nrssage, and th information words will emerge

naturally.

MuhammadZuhriDjIndonesian EFL loumal Valume 7, l*ue 2, December 2A15

['aee [139

c. Plrase Reading. Watch the eyes of a frbnd or a member of your family while he or

she is reading. You will see that they move abng each line ofprint in a series of

-ie*s. The pauses between the jerks are known as fixations. It is during the fixations

that your eyes take in words. Poor readers take in only one or t\f,o words in each

fixatbn.

d. Analytical Reading. Analytical reading (or study reading) is needed when you want

to make sure that you fully grasp aad appreciate what you are reading. You may

have to read Sdements more than onceo stop to thinh about theq or jot dowa key

words wkn using this slyle. As a rsuh, your resding rate can easily drop to below

100 words a minute.

e. Martcing the Text. Ifthe text you are readiag is yogr own copy, you couH also

undertine key words, highlight with a rurker, or make notes in margins, or

ahernatively, if you don't oum the terd, you couH use little 'post-it' labels. This

process of marking te)cs can help you conc€ntrate (anrd keep reading!) and can help

you identifr key points ard m*ke the book easier to $rvey later when you need.

f, Note Taking. Ifyou don't take notes well, or don't take them at a[ now is the timc

to develop this essential skill! Note-taking cam help you gain deeper understandfuE

and reflection, a betterability to rernembermd good exam preparatfun materials for

later.

g. Ivlanaging Vocabulary. Even ifyou are a native English speaker, you may at times

feel overwhehned by the armurt ofunfrmiliar vocabulary you ercounter. Of

corrse, as a university student, you have a gred opporamity and need to btriH you

vocabtrlary (discipline specific ard general), so consuh gbssarbs and use a

dictionary. Keep a list ofnew words: recordtlreir deftritions and write exampte

sentences which slrw meaning and usage.

Concept of Thlnk Aloud Peir Prebbm Sohrlng GAPPS) Sfiatogr

In this researcL it was decided to irnplement fte TAPPS shategy because it was

used asm instructbnalapproach, and also becausethis strderyh$ed reders to

comprehend more easily what was being read by thenr. The thinking aloud pair probkrn

solving (TAPPS) technkpe is a strdery for improving probbm solving performance

through verbal probing ad ehboration TAPPS rquires two studentq ttle prcbhm solver

md the listerer, to work coopedively in solving a pmbbr4 following strk* role protsols.

Tk probhm solver atterryts to solve ths probhm, while ftlly verbalizing his or her

thoughts and thought processes. The listener's goal is to develop a detailed understanding

MuhammailZuhri Djhldranwisn EF'L Journal Volame 1, Issue 2, Duemb* ZAfi

Pase 1140

of every step, stratery, and asnrmption ofthe problem solver. The listener makes certain

that the problem solver cor*inues talking by meeting even the shortest siknce with

statements such as, 'oTell me what you are thinking now." The lirstener also queries the

problem solver any time that the problem sofuer's thinking b unclear to the listener, using

stdements such as, 'Tell me why you did that." Listeners are not alhwed to solve the

probhm or ask questions or make statements that guftIe the probhm solvertoward a

sohrtion (Pate, 2004).

There are sorrc formats for this technique is an active-lerrning structure (Brant,

2Ol2') called Thinking-Aloud Pair Problem Solving (TAPPS):

a- Prepre a handout coofaining tlre derivation or sofud probhm to be analyzed and

have the shrde,nts pick up a copy whenthey come into class. Tell tlrcmto form into

pairs (if the class has an odd number of students, have one team oftfuee) and

designate ore member of each pah as A and orle as B (plus one as C in the trio).

b. When they've done that, tellthem that initialty A will be the erylainer and B (and

C) will be the questbrer(s). TIre exphiners will exphin a portbn oftlrc handout to

the questioners, line-by-1ine, stsp-by-step, andthe questioners will (a) a*. questions

(ifthe explairers say anything incorrect orconfirsfu), (b) prompt tle explainers to

keep talking (ifthey fall silent), atrd (c) give hir*s (ifthe explainers are stuok). Ifboth members of a pair are stuck, they raie their hauds and ttte instructor comes

over and helps. The second function is hs€d on the fact that vocalizing one's

&inking abotrt a probbm soretfun€s leads to ttrc soluthn.

c. The students first individually read the description ofthe formula or model to be

derived or the statement ofthe problem to be solved; then the elghiners elphin it

in d€tait to the questioners and ttre questioners ask questions, keep the explainers

tatking ard offer hints wlren necessary. Give the class 2{ minutw forthis activity.

d. Stop the studerts wben the albtted time has ehpe4 randomly call on several of

them to answer questbns about th descriptbn or pmbbm statement they just went

througt, aod call for vohrntee,n ifadditbnal responses are desired. Add your own

explanations and elaboratbns (you're still teaching here). Tlrcn have the pairs

neverse roles and work through the first part of the derivation or probbm sohrtbn in

ttrc sane maruler. I[hen results are obtainedthat are not inttp hadout, write them

on the board so everyone cao se and copy them. Proc@d in thb altemafing manner

thrcughthe entire derivation or sohrtion

MuhammadZuhiDjbrdlonesian EFL t ouraal Volume L lssne 2, Der*mber 207 5

P.*se 1141

This argument enclosed all tlrc issues that imply think-aloud in a reading proccss.

Think aloud are also used to model comprehension processes such as rnaking predictions,

creating hages, linking information in text with prior krowhdge, rcnitoring

cornprehension, and overcoming problems with word recognition or comprehensbn These

substr*eghs will be defined in the ensuing sections. These comments reveal readers'

weaknesses as well as theh shengths as comprehenders ard albwtk teacherto assess

theh needs in order to phn more effective instnrction

There are nrany procedures in TAPPS that cm be folbwed by teacher, Rhhard and

Joanna said that there are sorrc proeedures in TAPPS stratery' They are:

a. Use passages that contain unknown words, unchar sections, or contradictions.

b. The teacher reads alou4 stopping to ver&alize the &inking thd takes pbce wtrcn

diffrcult or confirsing mderial is encountered. The students follow along silently

ard listenas tlrc teacher thinks tkough the houbh spots.

c. Students can work with partrnrs to practkle think-abud by takins turns reading

shor! careftllypreprd passages aad shring thtghts.

d. Students can prastice indepedentty using the checklist to verifr use ofthe

procedures. Integrde practice with other hssons and provide demonstratbns of

how, why and when to use think-aloud.

Thhk Abud Pah Problem $olving (TAPPS) is needed by students to hef them

chi$ the prohlem from the text, and used their hckground knowhdge to solve the

probbm. Think Alord Pair Problem Solving GAPPS) foeus to the solve problem solving

process rather thsnthe product. Barkley in Ratmi (2012) medionthat:

s. Thiok Aloud Pair hobbm Sotving (TAPPS) can improve anrtytkalskill by

hlping students to formalize ideas, rehearse concept, md€rstand the sequence of

steps underping theb thinking and ltemiS errors and learn to diagnose errots

logic.

b. Arthulating one's ownprocess and listeaing careflrl$ to another's process help

students practice problem solving skills.

c. Think Aloud Pab Problem Sofuing (TAPPS) can also prcmote deeper

understanding.

Thfurk Ahud Pair hbbm Solving (TAPPS) strdegy is a strdegy that teackr can

apply in teaching reading. There are some procedrns that should be folbwed by twher,

for example teacher gives a te:( and asls students to amlyze the probhm. Stude'nt involves

MuhammadZuhriDjIndonsian EFL J ournal Vatume 7, Issue 2, Decemfur 2 01 5

['ase 1142

learning to talk aloud whib thinking about a strdegy for solving a problem and lerning to

listen and encourage. Think Aloud Pair Problem Solving (TAPPS) gives good effect for

students to deeper theb urdentanding (Ralmi, 2012).

There are several steps how to use TAPPS shdery (Barkley in Rahml 2012\ :

a E:plainthat reading is acomplexproeess that involves thinking and sense-making;

the skilled readey's mind is alive with questions the students askthemselves in order

to understard whatthey read.

b. Sebct a passage to read aloud that conrains poitrs that students might find dfficult,

unknown vocahrlary terms, or anrbiguous wording. Develop questbns you can ask

youreelfthat wiII show what you think as you confront fhese probhms while

readiry.

While students read this passage silentlp read it aloud" As you read verbalize your

thoughts, the questbns you devebp, and the proc€ss you use to solve

comprehension problems. It is helpful if you after the tone of your voice, so

studerts know when you afe reading and at what points you begin and End thinking

aloud.

Coping strategies )CIu can model include: Ivlakingpredictbm or hlpotheses as you

read: "From what lre's said so far, I'll bet that th author is going to give some

ex;amples ofpoor eating habits"; Describing the mentalpictures you t see": "When

the author talks about vegetables I shouH include in my dre! I can see our salad

bowlat home filled with fresb green spirach leaves"; Demonstr*ing how you

connect this information with prior knowledge: "'Saturded fat'? I know I've heard

that term before. I barned it hst year when we studfud nutrition"; creating

analogies: "That descriptbn ofclogged arteritx sounds like traffic clogging up the

interstate dtning rush hour"; Verbalizing obstachs md fix-up strdegies: 'Irlow what

does 'angiogram' mean? Maybe ifl reread that section, I'll get the rneaning from tte

other sentences around ir I know I can't skip it because ifs in bold-fased print, so it

must be important If I still dont understan4 I know I can ask the teacher for he$";

Ask the studerts to wort with prtners to practfr:e '1hink-aloud" when rding short

passages oftoc. Periodically revisit this strdegr of har" stud€nts complete tlre

assessment that folhws so these meta-comprehensbn skills becorre secord nature.

MuhammadZuhrtDjIndonesian EFL I ournal Yolume L Isue 2, December 207 5

Page lldiMETHOD

This research ernploys quantitative research" The purpose ofthe resemch is to find

out the student's reading comprehension after getting the treatrrent of Think Aloud Pair

Pnrblem Solving (TAPPS) strdery from the materiat of reading text. The group did the

pre-tes! gotthe heatment, and did the post-test. Treatnent (X) was givento the studeilts

between pre-test (TI) and post-test (T2) (Arikunto, 1991).Itr rhis researcfu tlrere are two

variables. They are dependent variable and indeperdent variabh. The dependent variable

ofthis research is the student's reading comprehension. The independent variable ofthis

research is the use of Think Alord Pair Problem Solving (TAPPS) strdery inteaching

English. In this study, the population ofthis research is the tenth grade students' of SMKN

3 Watampone, academic yer 2014D015, consisting ofsix classes. Tlre total numbers of

popuhtion are 149 students. The researchers took some students from popuhtbn as a

sample and uses cluster saurpling technique aod it tooks one class from six classes in tenth

class. It is 'X Muftimedia" class. The total numbers ofsample are 22 students

Th instnrmeat ofth research is reading test. The contents ofthe reading test

include factuat questiog determining a tith and determining the main idea They are

conpiled by collesting infoflmtion about the subjects, which ae learned af SMKI{ 3

Watarnpone. Forthose reaso& the researclrers compiled 25 items ofmuftiple choioe and l0

items ofessay questbntaken fromvarbus sources. Those choices fiom muhiple chobe

questions: fastual questbns are 15 items; determining atith are 4 items and determining

the main idea are 5 iiems. Every questbn is vahred at 2 points, and then tlrc total value is

50 points. And the essay questions: detenniningatitle are 4 items; detennining the main

idea are 6 items. Every questbn is vahled at 5 points, aod then the total points are 50 points.

Thus, the totalpoints ofmutiple chofue and essay questbns are 100 points.

Procdure ofcollecting data were given a pr€-test and tredment conducted for eigl*

meetin&e to give students reading material and for applying Think Ahud Pah Pnobhm

Sohing (TAPPS) strdery and each meeting talres 45 minutes. The trednents were given

after giving pre-test. This was dore for eigh meetings in the classroom d 24th April of20I5 till2ge May of20l5. Ihe researchers gave reading test to frrd student's ability

before giving tredment It was dore to know wht extemt student's readbg corrprehersion

in SMKN 3 Wafampone. So, the researchers couH measure their skill ard used the best

strdes/ in teaching English for the students. Pre-tst was heH on Frktray, z4eAprit of2015. The Pre-test consists ofreading test with multiple choiceo 25 numbers ard essay

questbns, 10 numbers. The test allocated about 90 minutes. And the last, the researchers

gave posttest Postte$ was given to the students after they had done the trdrpnt. It was

MuhammadZuhriDjIndonxian EFL Journal Yolume L Issue 2, Dwmber 2015

Pase l1d4

held on 1 Jtrne of 2015. This test b to find students' abilfy in reading comprehension by

using Think Aloud Pair Problem Solving (TAPPS) stratesr. The te$ alhcated about 90

minutes. It means thot the item end contert ofpost-tesf is same as in the pre-test

In analyzing ttrc dat4 the researchers empbyed some steps as follows:

1. tlrc data correetbn affirier at prete$ ard po$test (Arikunto, 2ffi2} by using

formula:

students c orrr e ct (mswerScore = the totolrutmber of terms

x100

2. Chssification the students soorE (Depdil<btrd 1985) into seven:

a. 96 to lfi) is clasified as'hxcellenf'

b. 86 to 95 is chsified as'tery good"

c.76to 85 h clasified as "good"

d. 66 to 75 is chsified as 'Tairly good"

e. 56to 65 h clasified as "fair"

f. 36 to 55 is clasified as'troor"

g. 0 to 35 is clasified as tery poor"

3. Calculating tlp mean score ofthe $tudent$ answer (Arihurto, 2W2) by using the

formula:

.hrWhere:

7 : Mean score

IX = The Sum ofall Score

N = The Number of Subject

4. Calculating the standard deviation ofthe studen8 pretest and posttest (Gay, 2006)

by applying following formula:

SI) =

Where:

SD = Standard Devhtion

fX: The Sum of all Score

MuhammadZuhriDjIndonesian EFL lournal Volume 1, Isue 2, December 207 5

i,,,, 1145

f,X2 :The Sum Square of all Score

N = Number of students

5. To find otrt whether the difference the between pretest ard posttest value ofthe test

(Gay, 2006) by using the following formula:

bt*

Where:

f = The test of significance

E D = Ttre different between tlre score of the prefest and the score of

posttest for each student

D =the nean score *omthe different score ofpretest fid postest

f, DZ -the square ofD

N = number of students

fl I{DINGS AI\ID DISCUSSIONS

p6flings

Tlrc findings of the research deal with the rate percentage ofthe shtdents' score

obtained through test, mean score, stadard deviatioq tesc of signiftcance, the result of

inferential analysis. tn the rde ofpercentage ofstuderts' score pre-test and post-test are

presented showed that before treatments were conducte4 most ofstudents were in por

chssificatbn with the highest rde percentage was 90.900/o. Meanwhile, noue oftlem was

in excellent classification with the lowest rde percentage was 0%. The rneau ssore was

46,545.It ftdicates that before the reatrents were given, tb achhverrent oftlre sfirdent's

reading comprehensbn was categorized into poor cla*sification. And after guing the

tredrents to the shdetrts, two shrdents were in excallent chssification with the highest

percentage 9.Wo. Meanwhile, most ofthe studenB in very good chssification with the

rate ofpercentage 59.09olo, besilles that, thrc are s€ven shrdents got good chssification

with the rate percentage 31.82o/o. Then none in fairly good until very poor chssificatbn

with tln hwest percentage 0%. The meian score was 88.364 indicates that after treatments

were conducted, the achievement ofthe studeff's reading corryrehembn by using think

aloud pair prroblem sohing (TAPPS) statery was effective.

MuhammadZuhrtDjIndanesian EFL Jaurnal Valume 7, Issue 2, December 2075

Pau* [145

Having calculated the result ofthe stud€nt's pre-test and post-tesf, the mean score

and standard deviation ofthe student's reading comprehension by using Think Aloud Pair

Problem Sofuing (TAPPS) strdegy showed that the stdistical summary ofthe student's

mean score and standard deviatbn both in pre-te$ and post-test. The rnean score ofthe

resuh of the student's pre-te$t lvas 46.545 md the mean score ofthe result of the student's

posttet was 88.364. The student's standard dwidion ofpre-te$ was 7.353 and the

stardard deviation ofthe po$-test was 4.991. It rneans that the rrean score ofpost-test was

higher than the rrron score ofpre-test. Thus, it can be said that the use of Think Aloud Pab

Problem Solving (TAPPS) sffiery inteaching reading corryrelrension was effEctiveness.

In othrto know rffhetbr or notthe mean score v{as different fiomtwo tmts (pre-

test ard po$-test), the researchers used t-test whhh indicated that the value oftb t-test

was higher than the value oftk t-tabb. It indicates that there was a significant difference

between the result of the student's prete$ and postte$. Inferential analysis is answered by

wing t-test and the resuh was anatyzed based on th ressarch hlpothesis. The resufr of data

analyzed is the t-test = 49.385 was highm than t-table = 2.080 d level significance o 0.05

and df 21 = 2.08O thus the result shows that null hypothesis (Ilo),teaching reading by

using Think Aloud Pair hoblem Solving (TAPPS) cannot devehp the students' reading

comprehension at the teirth grade of SMKN 3 Watanrpone, is rejtrted and altemative

hypothesis (Hr), teaching reading by using Think Aloud Pair Probhm Solving (TAPPS)

can develop the students' reading comprehension at&e tenth grade of SMKN 3

Wataryone,isaccepted. Fromtlrercultabove,weqanalsoslrowthedifferencebetween

t-test and t-table is very significant Consequently, it can be concludd tht teaching

reading by using think abud pir probbm solving (TAPPS) strategr was proved to be

effective.

Dkcussbns

Th statistical aoalysis from the result ofthe students' comprehensbn achievement

test ofthb research sho$/s that the student's comprehensbn before doing treatment uslng

Think Aloud Pair Problem Solving (TAPPS) strdegy was still hw. It was proved by the

resuh of pre-test before tre&nents thd there were I (4.55W sfudents got very poor, 20

(90.9070) students got poor, I (4.55yo) sudents got frir score. Meanwhile, trs one oftlrem

got frirly good, good, very good as wellas excellent scores. Ontb contraryto the result of

the student's pre-test abovg there was a significance improvement on th post-tesf wkre 2

(9.0f/a) students got excelknt score, 13 (59.09olo) stude'nts got very good scorg 7 Ql.82W

studeuts got good score but no one (07o) got ftirly good, poor and very poor score.

MuhammadZuhriDjIndonwian EFL Jaurnal Yolume 7, Isue 2, December 2075

Pase [147

The researchers assume tbat teaching reading by using Think Aloud Pair Probhm

Solving (TAPPS) is really helpfirlto improve the student's reading comprehemion

achievcment because there is a significant students'reading comprehension develop after

tho treatments q'ere c,onducted" It was proved by the result of data analysis after being

compmed t-table (2.030) with t-tes (49.335). Further research shouH be conducted to

investigate why students are unsuccessfirl at utilizing and transfening meta-cognitive skills

without benefit ofan externalprompt Additbnally, ifthinking aloud pir problem solving

results in more efficient troubleshooting through elaboration ofthe thougltt procsss,

research is reededto determine strategiresto invoke this process whenthe e*ernal prompt

is removed. This would albw studeats to exhibir indeperdent reta-cognifive skills, and to

become successfrrl independent probhm solvers. More specifisally, edueatorc nuy be able

to overtly teach these skills to students (Pate, 2004).

CONCLUSIONS AI\TD SU(}GESTION

Based on the data analysis and discussbn abovg the researchers come to

concfusion that the studerss' reading coryrehersion before doing the &edments is still

Iow; it was proved by the datathat the most of students got poor classificatbn with rrean

score ofstudents' pre-test was 46.545. Students' reading corcprehension achievement after

applying Thitrk Atoud Pair Problem Solving (TAPPS) $rdery is significant$ improved

their reading comprehensbn; it was showed by the datathat most ofthem got very good

score with mean score ofstudents' post-test was 88.364,

In view of fact that the implementation of Think Abud Pair Problem Sohing

(TAPPS) strdegy in teaching reading as th taching stratery, has been proved to be more

effestive in increasing the student's reading comprehension in learning English reading

the researchers wouH like to give suggestions as follows: The Engtish teashers shouH be

creative to manage the materbl and the shssroom for teaching reading; they should be

creative in applying new strsegy for $udents to improve theh ability in learning hnguage

and apply this stratery as ore ofthe ways to improve reading comprehensbn to the

English learners in reading subject. TIne students have to improve their abilitbs, skills fti

ErUIish, especialln reading comprehensbn as like as we reed and they shouH achieve

reading comprehensionand marmgs tbh time.

MuhammadZuhriDjIndonesian EFL lournal Volume 1, Isve 2, D*embsr zAfi

Page [148

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MuhammadZuhriDjIndonxian EFL Jaurnal Volume 7, Isue 2, December 2075