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Direktori Belajar Ilmu -
CHAPTER 1
INTRODUCTION
1.1 Background of the Study
English an an international language is spoken in most international events and is used as the medium of information flow on science, technology and culture. It is understood that learning a foreign language is more difficult than learning a national language or learning a mother tongue. It is because a foreign language has completely different aspects and system, which should be cultural background of the language. Besides, it should be remembered that there are some factors in foreign language learning, which can influence student or learners in mastering the language. According tu Subhan ( 1990 : 18 ) learning a foreign language involves five factors. The first of all is inteligence. It is a gate for getting knowledge. Secondly, motivation plays influential role too in encouraging students to learn the language. It covers both intrinsic motivation which comes from the students themselves and extrinsic one which comes from outside. The third and fourth ones have close relation with each other that are students’ attitudes and strategy of language learning. Facilities of language leaning are the last factor which is not less important than the others.
In the Basic Course Outline ( GBPP ) of English curriculum 2004, it is stated that English is considered as a tool or instrument for expressing meanings. Based on the concept and the fuction of English as stated in that BCO the teaching at secondary scholl aims to develop the four language skills ( listening, speaking, reading and writing ). The Indonesian students start leaning English at the Junior High Scholl (SMP). The process continues at Senior High Scholl ( SMA). In fact, now, English is also taught in some elementary scholls as the local content and even in some kindergartens. The pupils are introduced to some English Vocabularies. In addition to learning the language in formal education as mentioned above, people also learn it in non – formal education. English course and private lessons are the examples of non – formal education. This indicates the failure of teaching English in this country ; as Ramelan ( 1992 : 4 ) states that the teaching of English in Junior High Scholl in Indonesia is not successful. It can be seen from the quality of SMP graduates’ mastery of listening, speaking, reading and writing in English. In addition, based on the observation in grade VIII SMP Budi Murni 2, the researcher found that the students got low score in English. It can be seen from their achievement in last – two years that consisted of 3 semesters. The average of English score for all students grade IX in SMP Budi Murni 2 are 66,30 ( the first semester in 2009 / 2010 of academic year ) and 67,10 (the first semester in 2010 / 2011 of year ).
The Basic Course Outline of English ( BCOE ) 2002 states the among the four language skills ( listening, speaking, reading and writing ). Reading is the most emphasized in English teaching and learning process. Quite simply, without solid reading second language readers cannot perform at levels they must succed in reading. Thus, reading is not passive but rather an active process, involving the readers in on going with the text. Futhermore, reading constantly involves guessing, predicting, checking and comprehending.
Reading is a means of language acquisition of communication, and of sharing and ideas http://en.wikipedia.org/wiki/reading %28process%29. These ideas are usually some sort of representation of language, such as symbols to be examined by sight or by touch. It means that reading is a result of the interaction between the perceptions of cognitive skills, knowledge of world and so on. In this case, it is called as reading comprehension.
According to Lenz ( 1999 ), reading comprehension is the process of constructing meaning from next. The goal of all reading instruction is ultimately targetted at helping a reader comprehend text. Reading comprehension involves at least two people : the reader and the writer. The process of comprehending involves decoding the writer’s words and then using backgroung knowledge to construct an approximate understanding or writer’s message. In reading comprehension process, the readers try to create the meaning intended by the writer.
In some cases, reading text maybe difficult. Readers may find some problems. The most often problem appeared is the difficulty of getting information, main point or the content or reading. There are many kinds of the reading types is narrative. Narrative text discusses story whether it is fictional or non – fictional events. http://essayinfo.com/essays/narrative essay.ph states a narrative writing essay tells a story. Narrative essays are told from a defined point of view, often the author’s, so there is feeling as well as spesific and often sensory details provided to get the reader involved in the elements and sequence of the story. The narrative essay makes a point and that point is often defined in the opening sentences, but can also be found as the last sentence in the opening paragraph.
Though narrative text consists of story, it sometimes raises the confusing for its reader. Some readers usually face the confusing are students. Students may feel attractive in its story but when they are asked to analyze the text, they feel confused. Reading the story amuses him but analyzing the content is rather difficult because it seems that every sentence in the text contain important information. Moreover, when the researcher did his teaching practise ( PPL in 2010 ) he found that the students who were taught got the difficulty in analyzing the text. It is cause by the complex mental English narrative text. The readers of narrative construct complex mental models of spaces within which to locate themselves. During this process, readers construct, activate and adjust a spatial - temporal focus to integrate interpretation of individual sentences in a global interpretation. This focus, the deitic center, shifts contantly. Althought linguistic markings help orient the readers. They must draw not only on complex inferential skill but also shematic socio – cultural knowledge. This can create difficulties for students from other linguistic and cultural environments.
However, the difficulties happened not only because of the complex mental English narrative text itself, but also caused by other factors. First, the teaching technique that the teacher applied was not effective. The teaching technique that the teacher frequently used was conventional technique. The teacher ask the students to underline some difficult words. Then find the meaning of the difficult words in indonesia language. After all, the students are asked to translate the meaning of the text, then they are instructed to answer comprehension questions of the narrative text. Second, students were not motivated to know about the material given to them. Third, students found that they were still lack of vocabularies, syntactical grammar and the concept of words.
Therefore, if students find problems in reading narrative, teacher as instructor and guider must help them in solving the problem. One of helps that teacher can suggest is providing or giving the effetive technique. It is done in order to attract students’ interest in reading text. If teacher can attact students’ interest, the students will enjoy in reading the text and finally the students can achieve the information available in reading text. When the teacher is successfull in gaining students’ attention. The teacher can attract students’interest and as what has been told previously, the student’s achievement in reading text especially in reading narrative text can be achieved.
For those reasons, the researcher will use instuctional teahing technique, namely Think Pair Share technique. Think Pair Share technique is one of cooperative learning that is developed by Lyman and Kagan ( 1992 ) to improve teaching quality in order to bring the effectiveness of learning English. Simon ( 1972 : 209 ) describes that most of activities require the learners to solve some kinds of problem in cooperative way. The learners imply a whole range of their ideas, attitudes, values and beliefs. This challenges them to be flexible and creative in their use of language. When this technique is used, the students can solve the problem in reading narrative text which needs analizyng, since they do not work individually with own limited comprehension, but with different levels of ability. They will share their comprehension to each pair and will complete each other.
So, Think Pair which is one of teaching alternative method which is assumed to be able to increase students achievement in reading narrative text.
1.2 Problem of the Study
Based on the background, the problem of the study is formulated as follows : Is students’ achievement in reading narrative text significantly by Think Pair Share technique ?
1.3 Objective of the Study
The objective of the study is to find out whether Think Pair Share significantly affects the students’ achievement in reading narrative text.
1.4 Scope of the Study
There are many kinds of instructional teaching teaching techniques : discussion, small group, conventional, think pair share, etc. This study is focused on using Think Pair Share in teaching reading. So the scope of the study is limited to find out the effect of using Think Pair Share on the students’ achievement in reading narrative text.
1.5 The Significanses of the Study
It is expected that the findings of this study will be useful for :
1. Teachers as student’s guider in order to provide a better teaching by using technique in teaching reading particularly reading narrative texts.
2. Students in order to increase their achievement in many kinds of text particularly narrative text.
3. The next researchers who are interested in conducting students’ achievement particularly in reading narrative texts. It will share them the benefit of Think Pair Share technique in helping the students to read.
CHAPTER II
REVIEW OF LITERATURE
2.1 Theoretical Framework
A research is considered as a scientific way to discover new fact to get additional information. In doing research, it is very important to clarify all terms that related to the study in order to have the same perspective of the implementation in the field. The terms function to give a concept that is specially meant in the particular context. In this case, the researcher is going to elaborate those important terms for the purpose of this study.
2.1.1 Students Reading Achievement
The word “ Achievement “ is derrived from “ Achieve “ ( Hornby 1986 : 7 ) which means to gain or reach by effort then it becomes to the noun word. Furthermore, according to Oxford Learner’s ( 1995 : 10 ), “ achievement means a thing successfully, especially with efford and skill “. Achievement is something that you can accomplish. It could be a big goal or a small goal. So, students reading achievement is the students’ capability in reading.
2.1.2 Reading
Reading is the ability to draw meaning from the printed page and interpret this information appropriately. Leedy, ( 1988 : 13 ) declares “Reading is a mutual process“. For reading is knowing what to do with a page of print, reading is knowing to look to discover main ideas and supporting details. Reading is knowing the appreciate on of the organization of thought and how to interpret and to evaluate the material reading and to define the author’s purpose in reading it. These approach, to read, to think, to evaluate, to define must proceed simultaneously. This what Leedy meant “ Reading Process “.
Siahaan ( 2008 ) states that reading is one of four language skills. It is categorized into the area of a receipted skill. This category is a skill to comprehend a piece or information in the written language.
Lado ( 1986 : 1223 ) states that reading in a foreign language consists of grasping meaning in the language throught it’s written presentation. It means that reading can enrich people’s knowledge since it gives them a lot information what the people do not just accept whatever the text represents but he or she should try to guess, predict and ask him or herself about what he or she is reading.
2.1.2.1 Reading Comprehension
Reading comprehension is making a sense on written idea through meaningful interpretation and interaction with language. Heilman ( 1981 : 15 ) argues that the earth of understanding the comprehension process is the realization that it is an internal, mental process that can not be obseved or studied directly. Many investigators relate reading to thinking and argue that both reading and thinking are inseparable in understanding our printed language. Thus reading comprehend or understand text easily.
2.1.2.2 Level of Reading Comprehension
According to burns ( 1984 : 177 ) there are four levels of reading comprehension, namely literal comprehension, infrential comprehension, critical comprehension and creative comprehension.
1. Literal Comprehension
Literal comprehension refers to the ability to understand what is stated by the writer
or taking the ideas and facts that are directly stated on the printed page.The reader could easy go back in the underline the information desired.The literal level is the easiest level of reading comprehension because a reader is not required to get beyond what the actually said.
2. Inferential Comprehension
Inferential comprehension focuses on the ideas and information not directly stated in the text.It is the process of driving ideas that are implied.At this level,readers go beyond what is said and read for deeper meaning.They must be able to see the relationship among ideas
3. Critical Comprehension
Critical reading is evaluation what is read,the reader analyze,evaluate,and react his personal information presented in a passage.Critical comprehension refers to the ability to make judgment about ideas and information a writer offers.The critical reader must be an active reader quistioning,searching for facts,and suspending judgment until he or she has consindered all of rhe material.
4. Creative Comprehension
Creative comprehension refers to the ability of reader to use his/her imagination when reading the passage.Skills for creative reader comprehension include understanding cause-efect relationship on a story,solving problems and producing new creations.
2.1.3 Text
A text has a general notion( Fairclough,1995 ). It can be any existence in any context.
A social occurrence such a greeting,or conversation,or quarrel is a text,which can be understood under the social context ( Hymes, 1974 ).In the viewpoint of the discourse analysis,any linguistic unit is defined as a text,which is functional in context ( Haliday,1985 ).
A linguistic unit can be a word,or phrase or a clause ,or a sentence,or a paragraph unit,which is bigger than paragraph such as an informal essay,or a survey research paper,or an argumentative research paper,or a book.
From the definition above,it can be deduced that a text is a set of sentences or paragraphs constructed in particular way to enable the students to get the information that the writer has expressed.It consists of a lot of information that is organized in various genres of texts that will affect readers’interest in reading.
2.1.3.1 The Kinds of the Text ( Genre )
Genre is kinds of text which describes the general of the text.Generally,the reading text can be divided into narrative,descriptive,news item,expository and argumentative text.
According to Gerot and Wigned ( 1994 : 190 – 219 ),genre is one of the most important and influential concepts in language.A genre can be defined as a culturally specific text-type which results from using language(written or spoken) to help accomplish something.The kinds of the text(genre) are:
a. Spoof
Social Function is to retell an event with a humorous twist.
b. Recount
Social function is to retell or inform an event or activity in the past.
c. Report
Social function is to describe the way things are,with the reference to a range of natutal of non natural phenomena or things in the world.
d. Exposition
Social function is to persuade the reader that something in the case or not.
e. News Item
Social function is to readers,listeners or viewers about events of day which are consindered news-worthy or important.
f. Anecdote
Social function is to share with others an account of an usual or amusing story.
g. Narrative
Social function is to amuse, entertain actual or various experience in a different way.
h. Procedure
Social function is to explain how something through a sequire of action of step is done.
i. Description
Social function is to describe a certain person, place or thing
j. Explanation
Social function is to explain the process involved in the formation of natural or socio cultural phenomena.
k. Discussion
Social function is to present ( at least ) two points of view about an issue.
l. Review
Social function is to give about an art or event for public audience.
2.1.4 Narrative Text
Narration or narrative text provides details of telling a story. Narrative is story that is created in a constructive formal ( written, spoken, poetry, prose, images, song, theater or dance ) that describes a sequence of fictional or non – fictional events (http://en.wikipedia.org/wiki/narrative- 49 k ). It derives from the Latin verb narrare, which means “ to recount “ and is related to the gnarus, meaning “ knowing “ or “skilled“. It also states stories are important aspect of culture. Many work of art and most of work of literature, tell stories; indeed, most of humanities involve stories.
Siahaan and Shinoda ( 2008 : 73 ) define narration as any written English text in which the writer wants to amuse, entertain people, and to deal with actual or vicarious experience in different ways.
Dumais ( 1994 : 73 ) states that a narration tells a story – a series of connected incidents, or an action – process of an action. In a narrative, the incidents that make up story are usually told in the order in which they would really happen. The story may be true as in the writing of history, autobiography or news reports. The story may fictional as in short story, novelette or novel. A narrative can tell what happens in a matter of minutes or years. Burns, Roe and Ross ( 1984 : 305 ) state that narrative style describes the action of people in particular situations. It does not present the density of ideas typical of content, which is generally written in an expository style, with facts presented in concertrated form. Students must give attention to every sentence in the content, for nearby everyone will carry important information that they must acquire before they can understand later on. Burns, Roe and Ross (1984:343) state that short stories can cause reading diffuculties because of their brevity and because of large amount of information is packed into a small number of words.
It is clear that narrative is concerned to a story whether fictional or non – fictional. One must keep his attention while reading narrative because every sentence or paragraph can contain important information he must focus on. Generally, the concept of structure in narratives refers to there being an obvious timeline in which events happen in fixed order with a beginning, a well signposted sequence of events and an ending.
2.1.4.1 The Parts of Narrative Text
According to Gerot and Wignel ( 1994 ), there are the parts of narrative text that should be understood as the following :
A. Social Function
Social function in narrative text is to amuse, entertain and to deal with actual or vicarious experience in different ways. It deals with problematic events which lead to crisis or turning point of some kinds, which in turn finds a resolution.
B. Generic Structure
Generic Structure of narrative namely :
a. Orientation
This element usually contained of the statements that is the topic of an activity or problematic events that will be expected. It is contained of what seemed to be problematic, when it happened, the participant and personal attitudes ( what the author thinks of the “ what “ ).
The example questions to form orientatios are :
- Did you have a special happen ?
- Where did it happen ?
b. Evaluation
This element contained of an event, which talk about the activity or event in the past
The example question to form evaluation is :
- What really happened to you ?
c. Complication
This element contained of an event that talk about crisis that arises.
The example question to form complication is :
- How did you feel ?
d. Resolution
This element contained of an event that talk about the crisis is resolved (problem solving), even it is for better or for worse.
The example question to form resolution is :
- What did you do then ?
- How did you feel then ?
e. Re-orientation
This element contained of a brief summary, which is airned to give or submit a moral lesson to the reader.
f. The example question to form Re-orientation is :
- Did you learn anything from the experitnce ?
C. Grammatical Features of Narrative Text
There are some typical grammatical features of narrative are :
a. Focus and specific and usually individualized participants.
b. Use the material process refers to the “ doing “ the action and happening we observed taking place around us ( for example : he walked, they drove, it rained ).
c. Use mental process refer to human engage in with their intellect and senses.
d. Use verbal processes refer to the “ talking “ ( for example : he said, she accused, they promised ).
e. Use the relational processes relate one part or the sense to another.
f. Use of temporal conjuctions and time connectives to put events in right order ( for example : then, before that, soon ).
g. Use the past tense.
Based on explanation above, the part of narrative text is very important to understand in organizing a good narrative text. By comprehending them, it can case students to build a narrative text.
2.1.5 Processes to Teaching and Learning
To be successful in the teaching and learning processes, there are important points need to be considered. Some of them are presented below :
2.1.5.1 Approach
An approach is a way of doing something. Harmer ( 2003 : 78 ) explains that approach describes how language is used and how its constituent parts interlock – in other words it offers a model of language competence. Approach describes how people acquire their knowledge of the language and makes statements about the conditions which will promote successful language learning.
2.1.5.2 Method
A method is the way in doing something that contains of roles and model to reach the goals. Harmer (2003:78) defines that a method is the practical realization of an approach. The originators of a method have arrived at decisions about types of activities, roles of teachers and learners, the kinds of material which will be helpful and some model of syllabus organizatios. Methods include various procedures and techniques as part of their standard fare.
2.1.5.3 Technique
A Technique is a method of doing something needs skill. Brown ( 2001 : 16 ) says that a technique is any of a wide variety of exercises, activities, or task used in the language classroom for realizing lessons objectives. Richard and Rodger (2001:26) exlplain that a technique refers to the procedure that describes how realized its approach and design in classroom behavior. Therefore, technique must be consistent with the method as well as the approach.
2.1.5.4 Strategy
A strategy is a plan designed for a particular purpose. Brown ( 2000 : 113 ) defines that strategy is specific method of approaching a problem task, models of operation for achieving a particular end, planned design for controlling and manipulating certain information.
2.1.6 Cooperative Learning
Cooperative learning is defined by a set of process which help people interact together in order to accomplish a specific goal or develop a product which is usually content specific. Kagan ( 1992 ) in http://edtech.kennesaw.edu/intech/cooperativelearning.htmprovides an excellent definition of cooperative learning by looking at general structures which can be applied to any situation.
Cooperative learning is successful teaching strategy in which small teams, each with students of different levels of ability, use a variety of learning activities to improve their understanding of a subject. Each member of team is responsible not only for learning what is taught but also for helping teammates learn, thus creating an atmosphere of achievement. Students work through the assignment until all group members successfully understand and complete it.
Cooperative efforts result in participants striving for mutual benefit so that all group members :
1. Gain from each other’s efforts. ( your success striving for mutual me and my success benefits you ).
2. Recognize that all group members share a common fate. ( we all sink or swim together here ).
3. Know that one’s performance is mutually caused by oneself and one’s team members. ( we can not do it without you ).
4. Feel proud and jointly celebrate when a group member is recognized for achievement. ( we all congratulate you on your accomplishment ! ).
Class Activities that use Cooperative Learning
There are nine class activities that use cooperative learning including : Jigsaw, Think – Pair – Share, Three – Step – Interview, Round Robin Brainstorming, Three – Minute review, Numbered Heads, Team Pair Solo, Circle the Sage and Partners. But from the nine class activities, the researcher will focus his discussion on discussing Think Pair Share class activity only.
2.1.7 Think Pair Share Technique
Before discussing about the Methode Further, it should be better to know what the ‘technique‘ is. Anthony ( 1971 : 7 ) explain that a technique is implementation that actually takes place in the class room. It is particular trick, strategy or contrivance used to accomplish an immediate objective. Technique must be consisted with a method and therefore in harmony with an approach as well.
Think – Pair – Share technique is technique with great benefit in increasing students participation and improving retention of information ( Gunter, Estes & Schwab : 1999 : ), Pawly ( 2005 ) also states that Think – Pair – Share has the useful aspects of a quiz ( putting ideas ) into your own words, “ arguing “…) without the nuisance and irrelevance of grades. Think – Pair – Share is a three – step structure in which students “ think “ individually about the questions posed by the teacher (step1), “ pair “ up with a neighboring student and discuss their ideas together (step2), “ share “ the ideas discussed in pairs with the entire class (step 3). The ideas are to get you all to think the concepts that the speakers’ think. Think – Pair – Share could be prepared to recent topic.
Furhermore, Millis ( 2003 ) explain that this activity preferably one demanding analysis evaluation or synthesis and gives students thirty seconds or more to think through appropriate response ( think ). This time can also be used to write the response. After that, students then return to partners and share their immediate feedback on their ideas ( pair ). During the third and last stage, students’ responses can be shared within learning teams, with larger groups or with the entire class during a follow – up discussion ( share ). The Caliber of discussion is enhanced by this technique since, too often, the extrovert with the quickest hand reflexes are called on when a teacher pose a question to the entire class. Think – Pair – Share, like most other cooperative learnint structures, capitalizes on the principle of simultaneity. Many students ( 50 % in Think – Pair – Share ) are actively vocalizing ideas as a given moment, where as in more traditional class room only the lecture is active or the one student at a time who responding to his or her question. Think Pair Share teaching technique as a part of cooperative learning is giving more advantages for students especially in reading.
2.1.7.1 The Advantages of Think Pair Share
Jeremy ( 2003 : 116 ) states that there are some advantages of using Think Pair Share technique. They are :
1. It dramatically increases the amount fo speaking time any one students gets in the class.
2. It allows the students to work and interact independently without the necessary guidance of the teacher, thus promoting learner inderpendence.
3. It allows teacher time to work with one or two pairs while the other students continue working.
4. It recognizes the old maxim that ‘ two heads are better than one’, and in promoting cooperation helps the classroom to become a more relaxed and friendly place. If we get students to make decision in pairs ( such as deciding on the correct answers to questions about a reading text ), we allow them to share responsibility rather than having to bear the whole weight themselves.
5. It is relatively quick and easy to organize.
2.1.7.2 The Disadvantages of Think Pair Share
Jeremy ( 2003 : 116 ) also state that there are some Disadvantages of Think Pair Share technique. They are :
1. Think Pair Share is frequently very noisy and some teachers and students dislike this. Teachers in particular worry that ther will lose control of their class.
2. Students in pairs can often veer away from the point of exercise, talking about something else completely, often in their first language. The chance of ‘misbehavior‘ are greater with pair work than in a whole class setting.
3. It does not always popular with students, many of whom feel they would rather relate to the teacher as individuals than interact with another learner who may be just as linguistically weak as they are.
4. The actual choice of paired partner can be problematic, especially if student frequently find themselves working with someone they are not keen to.
2.1.8 The Implementation of Think Pair Share in Reading
There are some steps of Think – Pair – Share technique that have to be applied in reading class; Abram & Simone ( 1999:57 ) and added by Frank Lyman in www.jhu.edu/gifted/teaching/strategies/brainstorm/thinkpairshare.htmhe divided it into four steps, namely :
1. Pose a question; teacher poses a thought – provoking to the class based on the narrative reading text that the student have read.
2. Think individually; students are given a limited of time to think their own answers or solutions to the problematic question according to their comprehension of the next.
3. Work in pair ( fellow student ); together, each pair of the students can reformulate a common answer based on their collective insight to possible solutions to the problem.
4. Share the answer with the whole class; where pairs of students have constructed displays of their answer to each groups.
The final step of think – pair – share has several benefits to all students. They see same concept expressed in several different ways as different individuals finds unique expression for an answer to the question. Moreover, the concetps embedded in the answer are in the language of the textbook or teacher.
2.1.9 Conventional Technique
Conventional Technique is the model emphasized on reading and writing. Learning is about language through grammar, translation, rather, than learning as a mental discipline with memorization of vocabulary list and grammatical paradigms give priority ( Robbinet, 1978 : 162 ).
Conventional Technique in this study means to common technique used by English teacher, as it is indicated by researcher in the class room. It is very common phenomena while the teacher would teach or enlarge their students, they just ask their students to read the text individually or by turn and to consult the dictionary to find the difficult words, then memorize sentences as much as possible ( e.g. teacher just asks students to answer question ), or each students must remember at least ten words everyday without teaching a specific technique how to make it more easier and faster, or without teaching how to read effectively and more understand.
By doing conventional technique, the students should not do a discussing with their friends. The students are asked to read all the text, translate the text and memorize the text. In conventional learning the students’ activities on reading and memorize without sharing their ideas and opinions.
The following are the common procedures in conventional technique :
1. The teacher reads the text to be the sample.
2. The teacher asks students to read the text in turn.
3. The teacher explains the difficult words
4. The teacher asks the students to translate the text into indonesian.
5. The teacher asks the students to answer the question
2.1.9.1 The Advantages of Conventional Technique
Jeremy ( 2003 : 115 ) also states that there are some advantages of Conventional technique. They are :
1. It allows teachers to respond to individual student differences in terms of pace of learning, learning styles, and preferences.
2. It is likely to be less stressful for students than performing in a whole – class setting or talking in pairs or groups.
3. It can develop learner autonomy and promote skills of self – reliance and investigation over teacher – dependence.
4. It can be a way of restoring peace and tranquility to a noisy and chaotic situation.
2.1.9.2 The Disadvantages of Conventional Technique
Jeremy ( 2003 : 116 ) also states that there some disadvantages of Conventional technique. They are :
1. It does not help a class develop a sense of belonging. It does not encourage cooperation in which students may be able to help and motivate each teacher.
2. When combined with giving individual students different tasks, it means a great deal more thought and materials preparation than whole – class teaching involves. When we work with individual students as a resource or tutor, it takes much more time than interacting with whole class.
2.2 Conceptual Framework
Teaching – learning English in junior high scholl ( SMP ) demands on active participation from students as the subject of four – skill implementation: listening. Speaking, writing and reading. Teaching English in SMP should be done in practical way, for example in communication – giving information, sharing ideas, answering the question, etc. Teacher should emphasize the English teaching grammatically and use it functionally based on the situation and the condition. Teaching English needs variations in order to make the teahing – learning process easier to be accepted by students, especially in reading English materials.
Some of the students still find difficult to comprehend reading text, one of which is narrative text, even though they have learned it for years. It happened conventional technique. The teacher asks the students work individually to underline some difficult words. Then, the teacher asks them to find the meaning by consulting the dictionary and memorize the difficult words. After that, the students are asked to translate the meaning of the text and to answer the questions of the text. The teacher does not use a specific technique so that the students love reading. Therefore, the students will be lazy to comprehend even to read the text since they work individually. Moreover, when they find the problems of reading, they will stop reading.
By using Thinl Pair Share teaching technique, students are able to comprehend narrative text well, because this it is effective and interesting. This technique gives chance to each pair to share their answer to the whole class. Sharing and discussing the information that first come from each student’s point of view, then reformulated in pair, last, shared to the whole class, help the other students to open their mind the question of the narrative text os being discussed. Think Pair Share is a simple technique with great benefit in increasing students’ participation and improving retention of information. Learners’ confidence is improved and all students are given a way to participate in class.
2.3 Hypothesis
Based on the explanation of both theoretical and conceptual framework, the hypothesis is formulated as follows;
Ho : There is no a significant effect of Think Pair Share technique on the students’
CHAPTER III
RESEARCH METHOD
3.1 Research Design
This study is an experimental research which means that there is certain experimentation applied to the sample. The experimental group is the group that receives treatment by using Think – Pair – Share technique, while the control group is the group that receives a different treatment or is treated by using conventional method. The design could be figured out as the following :
Table 1 : The Design of Research
Group | Pre - Test | Treatment | Post - Test |
Experimental Group | ü | Using Think Pair Share Technique | ü |
Control Group | ü | Using Conventional Technique | ü |
3.2 Population and Sample
Ary et al ( 2002 : 129 ) states that a simple is a small unit of population selected for observation and analysis.
Two classes were taken as the sample to represent the entire population. They were taken by using cluster sampling. The students which were taken as the sample was about 60 students from the total number of the population, and then they were divided into two groups : the experimental group (X) and control group (Y) each group had 30 students. So there were 5 parallel classes namely IX – A, IX – B, IX – C, IX – D and IX – E. Two classes (IX – B and IX – C) were chosen randomly as the sample for experimental group. The class IX – C consisted of 44 students and 30 students were chosen randomly as the sample for control group. The experimental group received the treatment taught by using think pair share technique and the control group taught by using conventional technique.
3.3 The Technique for Collecting Data
The data of this study was collected by administering a narrative reading test. The form of the test was in questions. The questions themselves were multiple choices. These ways eased the students to answer the questions, and did not take a long time. The materials of the test were taken from National Exam ( UN ) test. The test consisted of 20 items and the time of the test was 80 minutes.
3.4 The Procedure of the Test
3.4.1 Pre – Test
Pre – test was given to both groups ( control and experimental ) before treatment to find out the homogeneity of the sample.
3.4.2 Treatment
The Operational Activities in Think – Pair – Share Technique
It was conducted after the administration of the pre – test. The experiment could be briefly described as follows :
Teacher | Students |
Teacher greeted the students to open the class Pre – research Teacher prepared the material (question/topic) Pre – test | Students replied the teacher’s greeting |
1. Teacher gave some questions to entire class based on the text given to the students. Experimenting | Students answer the questions. |
1. Teacher explained the technique to master the reading text that applying Think Pair Share 2. Teacher forms partnerships, using a simple scheme, for example, having students count off in duplicate-1,1;2,2;3,3;4,4; and so on. 3. Teacher posed question based on the narrative text and calls for a short “ think time “ perhaps ten seconds or more, depending on nature of the question. 4. Teacher gave signal to the students in order to share to their partners 5. At the end of share – time, the teacher asked pairs to report their answer. 6. Depending on the lesson and the time available, the teacher might discuss the item further. Post - test Teacher gives the test based on the material given. | 1. Students listened to the teacher carefully about the technique being explained 2. The students started forming partnership 3. During this think – time, students must remaining silent, forming their own answer. 4. Students turned to their partners and exchange answers. They would explain their thinking and resolve differences, if there were any. 5. Some pairs reported their answer about the question given 6. The students listened to the teacher for the discussion to deepen their achievement. Students did the test individually in the classroom. |
The Operational Activities in Conventional Technique
The activities in using teaching technique for control group can be described as follow :
Teacher | Students |
Teacher greeted the students to open the class Pre – research Teacher prepared all the material and test that were going to be conducted Pre – test | Students replied the teacher’s greeting |
1. Teacher gave questions to the students based on the text. Experimenting | 1. The students answered the questions. |
1. Teacher explained the topic (based on the text book) 2. Teacher asked the students to read the text and answer the questions based on the text without grouping them. 3. Teacher asked the students to report their answer. 4. Teacher gave time to any students who want to report his answer 5. Teacher then corrected students’ answer. Post - test Teacher gives the test based on the material given. | 1. Students listened to the teacher’s explanation 2. Students answered the questions according to their individual comprehendong 3. Students report their own answer. 4. Other students reported their answer as comparison to the previous reporting students. 5. Students received teacher’s correctio. Students do the test individually. |
3.4.3 Post Test
After conducting the treatment, a post – test was given ti both groups. The post – test functioned to get the mean scores of the experimental and control group. It was applied to know the effect of using Think – Pair – Share technique on students’ reading achievement in narrative text.
3.5 Scoring Of the Test
In scoring the best, the following formula will be used :
s | = | R | x 100 |
N |
Where :
S = Score of the test
R = Number of correct answer
N = Number of items
3.6 Validity and Reliability
3.6.1 The Validity of the Test
3.6.2 The Reliability of the test
Reliability is one of the characteristic of good test. It refers to the consistency of the measurement. Reliability is the measurement of the degree to which a test gives consistency result when it is given in different occasion of different people ( vockel : 1983 ). It means that a test is given to differentiate people to measure the same thing. The coefficient correlation can be computed by using Kuder Richardson 21 formula ( KR21)
r | = | K | ( 1 - | M ( K – M ) | ) |
K - 1 | KS2 |
In which :
r = Reliability of the test
K = The number of the test
M = The mean of the score
S2 = The square of standard deviation of the test score
According to Best ( 2002 : 308 ) the coefficient of (r) can be interpreted using these criteria as follows :
0.0 – 0.20 = the reliability is Negligible
0.21 – 0.40 = the reliability is low
0.41 – 0.60 = the reliability is moderate
0.61 – 0.80 = the reliability is substantial
0.81 – above = the reliability is high to very high
3.7 The Technique for Analyzing the Data
In this study the data was obtained from the experimental and control groups. It was collected by administering pre-test and post-test. The data was analyzed by using t-test formula. The formula of the t-test is presented as the following:
t | = | Ma - Mb |
 |
In which:
Ma : the mean of experimental group
Mb : the mean of control group
da : the standard deviaton of experimental group
db :The standard deviaton of group
Na : The total of samples of experimental group
Nb : The total samples of control group
3.8 Statistica Hypothesis
Statistical hypothetis was used to find out the result of observation about the sample quantitatively and also to find out the relatiinship between one and one, or more variables. It can be constructed as follows :
Ho : µx = µy
Ha : µx > µy
Notes :
Ho: Null Hypothesis ; Ha : Alternative Hypothesis
µx= the average or students’ reading achievement in narrative text in experimental group.
µy= the average or students’ reading achievement in narrative text in the control group
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