Improving Reading Comprehension by Using Think-Pair-Share

(TPS) Tecnnique for Students of the Grade X at SMA N 20

Bandung in the Academic Year 2018/2019

(Sub title if needed)

Arranged by:
Dewi Indah Rachmawati, [Link].
2016073599

ENGLISH EDUCATION DEPARTMENT

FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITAS ISLAM NUSANTARA
2018
A. Research Background (1st level heading, 14 pt, bold)

Reading is one of the four language skill that learner needs to master in order to
ensure succes in learning. Patel & Jain (2008:113) states that reading is the most activity in
language class. Mastering reading is important because it has close relation to knowledge
that people get through reading books or texts. People use the reading skill to gather and
understand information in written texts. By having a good skill to read, people can
automatically discover the knowledge and information which available in the reading texts.
In relation to those facts, reading is important for students. Moreover, reading is
generally used by the examiner to measure students’ achievement in English, like in the
final national examination in which reading has relatively large portion. There are many
ways involved in assessing reading. One of them is through testing the students’ reading
skill. As a conclusion, it is essential for them to have a good reading skill.
However, based on the researcher’s observations in SMA N 20 Bandung, students get
difficulties in understanding the reading text. They have problem in understanding the
words and main idea as the factor in the reading skill. Some of them perceive that reading is
boring and have low motivation in doing the activity. It can be seen from their attitude in
the reading class.
From the discussion above, The researcher found that classroom activities during the
teaching-learning process needed some efforts which could improve both reading activities
in the classroom and students’ comprehension and involvement during the teaching-learning
process. The researcher is interested to conduct research on improving reading
comprehension ability for students of grade X of SMA N 20 Bandung by using Think-Pair-
Share.

B. Statement of the Problem & Research Questions

Based on researcher’s observation, students of SMA N 20 Bandung have many
difficulties in understanding the reading text. Especially in understanding and finding the
words and main idea of the text. Moreover, the students have low motivation in learning
reading text because they found that reading is of boring learning activity. Likewise, to
improve students’ ability in reading comprehension, the research question of this action study
can be formulated as follows “how is Think-Pair-Share technique implemented to improve
students’ ability in reading comprehension in the X grade studentsof SMA N 20 Bandung.

C. Assumption
Implementing Think-Pair-Share technique can build students’ confidence and
motivation to deliver their idea or opinion. The technique itself provides to make discussion
and sharing individual’s opinion and ideas. Moreover, the technique can increase
participation of the students by allowing a group of collaborators to interact and share ideas,
which can lead to the knowledge buliding among them. So the students will be more active
during the learning process and be more interested to the comprehend reading text. In short,
Think-Pair-Share technique can improve students’ ability in reading comprehension in the X
grade students of SMA N 20 Bandung.

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D. Limitation of the Problem
According to the previous discussion, there are many factors affecting the teaching
and learning process, especially in the reading skill. In this research, the researcher only takes
one of the factors which is important in the reading teaching and learning process, that is the
implementation of the Think-Pair-Share as the one of the Cooperative Learning Strategies.
This research focused on how the Think-Pair-Share technique can improve the students’
ability in reading comprehension in the X grade students of SMA N 20 Bandung. The
technique will influence their reading motivation. It helps the teaching and learning process
successfully.

E. Research Objective(s) and Benefit(s)

This research is expected to have some advantages in the English teaching and
learning process as presented below.
1. For the English teacher, the findings of this research are expected to provide information
for an effective learning technique called the Think-Pair-Share to improve the students’
reading skills.
2. For the students, the findings of the research are expected to offer interesting and various
learning experience. So, they will participate in the reading class more actively.
3. For other researchers, the findings of the study can be one of the meaningful and useful
references which can guide to conduct research studies in relation to the English
teaching.

F. Clarification of the Used Terms

a. Reading
Patel & Jain (2008:113) states that reading is the most activity in language class.
Reading is not only a source of information and a pleasurable activity but also as a means of
consolidating and extending one's knowledge of the language. Reading is very necessary to
widen the mind and gain and understanding of the foreign culture. Reading is certainly an
important activity for expanding knowledge of a language.

b. Reading Comprehension

Kristi L Santi & Deborah K. Reed (2015: 2) states that Reading comprehension is the
product of processes that operate during reading to create a mental representation of the
situation described by the text, referred to as a situation model (Kintsch, 1988). The
resulting mental representation includes information provided by the propositional content
of the text that is integrated with the reader’s knowledge to provide an evolving
understanding of what is read.

c. Think-Pair-Share
Adam Barragato (2015) describes that Think/Pair/Share (TPS) is a simple but effective
formative assessment technique that can highlight areas of confusion for students and allow
instructors to address the confusion in a timely and helpful manner. This active learning
technique provides students an opportunity to work collaboratively with their peers in order
to co-construct their learning.

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G. Literature Review

1. The Nature of Reading

a. Definitions of Reading and Reading Comprehension

Reading is an activity that is done by written text or print text as a medium. There are
some experts who explain the definition of reading and reading comprehension. Those will
be attached in this following
According to Richards and Schmidt (2010:483) reading is to understand written texts.
It is a complex activity that involves both perception and thought. Reading employs many
different cognitive skills, including letter and word recognition, knowledge of syntax, and
recognition of text types and text structure. Different types of reading comprehension are
often distinguished, according to the reader’s purposes in reading and the type of reading
used.
Patel & Jain (2008:113) also states that reading is the most activity in language class.
Reading is not only a source of information and a pleasurable activity but also as a means
of consolidating and extending one's knowledge of the language. Reading is very necessary
to widen the mind and gain and understanding of the foreign culture. Reading is certainly
an important activity for expanding knowledge of a language.
Furthermore, Danielle S. McNamara (2007:3) defines reading is an extraordinary
achievement when one considers the number of levels and components that must be
mastered. Consider what it takes to read a simple story. The words contain graphemes,
phonemes, and morphemes. Sentences have syntactic composition, propositions, and
stylistic features. Deep comprehension of the sentences requires the construction of
referents of nouns, a discourse focus, presuppositions, and plausible inferences.
From the statements above, it can be concluded that reading is an interactive process
between the reader and the text in order to gain an understanding of a written text.
Meanwhile, reading comprehension is constructing the meaning of the texts through
combining what is in the text and what readers bring on their mind as background
knowledge.

b. Reading Comprehension

Reading Comprehension is not always effortless and fast. When in beginning readers
struggle over individual words, reading is slowed to a near halt and deeper levels of
comprehension are seriously compromised.
According to Kristi L Santi & Deborah K. Reed (2015: 2) Reading comprehension is
the product of processes that operate during reading to create a mental representation of the
situation described by the text, referred to as a situation model (Kintsch, 1988). The
resulting mental representation includes information provided by the propositional content
of the text that is integrated with the reader’s knowledge to provide an evolving
understanding of what is read.
In addition, Richrads and Schmidt in Longman (2010: 483) defines that reading
comprehension is the understanding that results. Comprehension that is based on clues in

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the text is referred to as bottom-up-processing, and comprehension that makes use of
information outside of the text is known as top-down processing.
Klinger et al. (2007: 8) describes that reading comprehension is a multi component,
highly complex process that involves many interactions between readers and what they
bring to the text (previous knowledge, strategy use) as well as variables related to the text
itself (interest in text, understanding of text types). Furthermore, Lems et al. (2010: 170)
state that reading comprehension is not a static competency; it varies according to the
purposes for reading and the text that is involved. When the prerequisite skills are in place,
reading becomes an evolving interaction between the text and the background knowledge
of the reader.
In short, reading comprehension is useful for gaining the information from a text and
the skill can evaluate the students’ vocabulary and then they also try to interpret the
meaning. Therefore, in this present study the reading comprehension is defined as the
process of constructing meaning from the text, which is used one type of reading that is
reading for specific information. It is active activity that tries to identify the idea of the text,
the specific information whether it is about detail express or detail implied, and the textual
reference.

c. The Micro-skills and Macro-skills of Reading

To be able to read and comprehend English texts easily readers need some micro and
macro-skills. Brown (2004: 187) proposes fourteen micro and macro-skills of reading.
Micro-skills:
1. Discriminate among the distinctive graphemes and orthographic patterns of English.
2. Retain chunks of language of different lengths in short-term memory.
3. Process writing at an efficient rate of speed to suit the purpose.
4. Recognize a core of words, and interpret word order patterns and their significance.
5. Recognize grammatical word classes (nouns, verbs, etc.), systems (e.g., tense,
agreement, pluralization), patterns, rules, and elliptical forms.
6. Recognize that a particular meaning may be expressed in different grammatical forms.
7. Recognize cohesive devices in written discourse and their role in signaling the
relationship between and among clauses.
Macro-skills:
8. Recognize the rhetorical forms of written discourse and their significance for
interpretation.
9. Recognize the communicative functions of written texts, according to form and
purpose.
10. Infer context that is not explicit by using background knowledge.
11. From described events, ideas, etc., infer links and connections between events, deduce
causes and effects, and detect such relations as main idea, supporting idea, new
information, given information, generalization, and exemplification.
12. Distinguish between literal and implied meanings.
13. Detect culturally specific references and interpret them in a context of the appropriate
cultural schemata.

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 14. Develop and use a battery of reading strategies, such as scanning and skimming,
detecting discourse markers, guessing the meaning of words from context, and
activating schemata for the interpretation of texts.

d. Teaching Reading

Classroom reading activities are generally seen as the main part of language teaching
and learning. The success of second language abilities is influenced and depends upon
reading. The teacher must be able to motivate students by selecting material and choosing
appropriate technique.
Harmer (2001) says that the important part of the teacher’s job is getting students to
read English. Being able to understand the English texts are important for the students either
for their study purpose, their careers or simply for their pleasure. From that statement, it can
be assumed that the teachings of reading especially to read English texts are better to start
earlier. The amount of time given to teach reading will depend on the needs and wants of
the students as specified in the syllabus.

2. The Nature of Thin-Pair-Share Technique

The Think-Pair-Share technique is a Cooperative Learning discussion technique
introduced first by Frank Lyman and his team of educators in Maryland, USA. It is a
learning strategy that is developed to encourage student classroom participation. Rather than
using a basic recitation method in which a teacher poses a question and one student offers a
response, the Think-Pair-Share technique encourages a high degree of student’s response
and helps keeping students on task. The Think-Pair-Share technique is useful and beneficial
for students because it organizes and structures their group work. It minimizes off task
behavior and has accountability built in because students must report to each other, and then
out to the class.
According to Bouchard (2005:110) the purpose of Thin-Pair-Share technique is to
provide students with a multimode discussion cycle that gives them time to think, then share
those thoughts with the class. This concept is particularly important for ELLs.
Moreover, Adam Barragato (2015) describes that Think/Pair/Share (TPS) is a simple
but effective formative assessment technique that can highlight areas of confusion for
students and allow instructors to address the confusion in a timely and helpful manner. This
active learning technique provides students an opportunity to work collaboratively with
their peers in order to co-construct their learning.
The Think-Pair-Share technique is designed to give a think time for the students
before presenting their opinion. The time was given to discuss with their pair. The sharing
of the opinion will make the students more confident to present their opinion in front of
people in the classroom.

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H. Research Methods

1. Research Design

The aim of this research is to improve students’ ability in reading comprehension

through Think-Pair-Share technique at SMA N 20 Bandung. So the action research is
implemented to improve the lack of reading comprehension. This action research is focused
on improving the real condition of the English teaching and learning process to reach the
improvement of the students’ reading comprehension.
Carr and Kemmis in Burns (2010) claims that action research is a selfreflective
research conducted by participants in social situations in order to improve the ratio and
justice of their own practices, their understanding of these practices and the situation in
which these practices are carried out.
This research uses the Kemmmis and McTaggart’s model. The researcher acts as a
teacher and the English teacher is as a collaborator. The researcher and the English teacher
carry out the action research and collect input about the obstacles and weaknesses of the
English teaching and learning process related to the students’ reading comprehension. Next,
they identify the research problems after getting the entire problems plan and carry out the
actions.
According to Kemmis and McTaggart (1988), who are major authors in this field,
AR typically involves four broad phases in a cycle of research. The first cycle may become
a continuing, or iterative, spiral of cycles which recur until the action researcher has
achieved a satisfactory outcome and feels it is time to stop.
1. Planning
In this phase you identify a problem or issue and develop a plan of action in order to
bring about improvements in a specific area of the research context.
2. Action
The plan is a carefully considered one which involves some deliberate interventions
into your teaching situation that you put into action over an agreed period of time.
3. Observation
This phase involves you in observing systematically the effects of the action and
documenting the context, actions and opinions of those involved.
4. Reflection
At this point, you reflect on, evaluate and describe the effects of the action in order
to make sense of what has happened and to understand the issue you have explored more
clearly.

This model of AR has often been illustrated through the diagram in Figure 1.1 to
show its iterative or recursive nature.

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2. Technique of Collecting and Analyzing the Data

a. The Research Instruments

The instruments of the research are observation checklist, interview guidelines,
reading comprehension tests and photographs.
1) Observation checklist
Observation checklist is used to check the teaching and learning process of reading in
the classroom. It is done by putting a thick to the statement of the reading activities.
2) Interview guidelines
Interview guidlines are used as a guide in conducting the interview with the students
and the teacher as the research collaborator to identify the problems and to collect the
data of action implemented. The researcher gets input through comments, opinions, and
suggestion from the research collaborator.
3) Reading Comprehension Test
The test was aimed at supporting the qualitative data. The researcher conducts two
steps of the test. First test is pre-test which is held before the researcher conduct the
action. The second is post-test that the test is held after the action implemented.
4) Photographs
Photographs are used as means to record the data in the form of photograph of the
teaching and learning of reading in the classroom.

b. Technique of Collecting Data

The data of the research are both qualitative and quantitative. The qualitative data are
obtained through class observation and interviews. Meanwhile, the quantitative data are
obtained from the reading tests. The techniques of data collection are presented as follows:

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1) Class observation
In the class observation, field notes are required to provide clear descriptions of the
teaching and learning process in reading. The observation included the students’ attitude in
learning reading, the reading activities that are done, and the problems would occur during
the action.
2) Interviews
The interviews are conducted to the students and the English teacher. They are done
to gain the data of the students’ and the teacher’s behavior during and after the teaching
and learning process. The interviewees are the X grade students of SMA N 20 Bandung as
the subjects of the research and the English teacher as the collaborator. The interviews are
conducted before and after the actions are implemented.
3) Reading Tests
The reading comprehension tests are in the form of multiple choice questions. The
reading tests are made by the researcher. In creating the questions, the researcher referred
to the curriculum used in the school. The researcher uses the indicators as the references in
making the reading tests. The reading tests are done before (pre-test) and after (post-test)
the actions. The pretest measured the initial students’ comprehension while the post-test is
used to measure the initial students’ achievement after the actions had been given.

c. Data Analysis
Analysing data is a continuing process of reducing information to find explanations
and patterns. There are no ‘quick-fix’ rules for this type of analysis. There are some steps
to analyze data:
1) Assembling your data
Collect all the data you have as well as any ongoing reflections you have made
about them.
2) Coding the data
Based on the broad picture you have developed, start refining it by coding your
data into more specific patterns or categories (coding is discussed in more detail in the
next sections).
3) Comparing the data
Once your coding is complete, compare the categories or patterns across your
different sets of data (e.g. interviews compared with surveys) to see whether they say
the same thing or whether there are contradictions that you can highlight.
4) Building meanings and interpretations
Think deeply about what the data are saying by reflecting beyond the immediate
surface details.
5) Reporting the outcomes
Think about how you can present your research and what you have found to tell
others.

d. Criteria of success (KI/KD)

The criteria of succes of the research can be described by the students’ score after the
action done. The classroom action research would be stated successful if 80% of subjects
under the action reaches above the minimum score in reading comprehension, through
Think-Pair-Share.

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 Table 1Basic Competence of Reading Skill for Senior High School Grade X
Semester One based on the School-based Curriculum.

Basic Competence

3.4 membedakan fungsi sosial, struktur 4.4 teks deskriptif

teks, dan unsur kebahasaan beberapa teks 4.4.1 menangkap makna secara kontekstual
deskriptif lisan dan tulis dengan memberi terkait fungsi sosial, struktur teks, dan
dan meminta informasi terkait tempat unsur kebahasaan teks deskriptif, lisan dan
wisata dan bangunan bersejarah terkenal, tulis, pendek dan sederhana terkait tempat
pendek dan sederhana, sesuai dengan wisata dan bangunan bersejarah terkenal
konteks penggunaannya 4.4.2 menyusun teks deskriptif lisan dan
tulis, pendek dan sederhana, terkait tempat
wisata dan bangunan bersejarah terkenal,
dengan memperhatikan fungsi sosial,
struktur teks, dan unsur kebahasaan, secara
benar dan sesuai konteks

3. Participants
The subjects of this research are the Xgrade students of SMA N 20 Bandung in the
academic year of 2018/2019. The class has around 35 students. The students are between
fifteen and sixteen. The subject was chosen because the students in that class have problems
in the reading comprehension. The students have difficulty to understand the main idea and
the words in the text. Moreover, they have low motivation in learning reading because they
preiceve that the reading learning activity is boring.

I. Research Schedule
The research is conducted on 1st semester of academic year 2018/2019. In conducting
the research, the researcher follows the schedule of the English subject of Grade X of SMA N
20 Bandung.

May July August

No. Activity
W1 W2 W3 W4 W1 W2 W3 W4 W1 W2 W3 W4
1. Observation
2. Pre-Test
3. Cycle 1
4. Cycle 2
5. Pos-Test

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J. References

Barragato. Adam. 2015. Think/Pair/Share and variatons (an Article): faculty Center for
Innovative Teaching, Central Michigian University.

Bouchard. Margaret. 2005. Comprehesnion Strategies for English Language Learners. USA:
Scholastic Inc.

Brown, H.D. 2001. Teaching by Principles: An Interactive Approach to Language Pedagogy

(2nd Ed.). New York: Longman.

Burns, A. 2010. Doing Action Research in English Language Teaching, a Guide for
Practitioners. New York: Routledge.

McNamara, S. Danielle. 2007. Reading Comprehension Strategies (Theories, Interventions,

and Technologies). New York: Lawrence Erlbaum Associates.

Harmer, J. 2001. The Practice of English Language Teaching (3rd Ed.). Edinburg: Longman.

Kemmis, S., &McTaggart, R. (Eds.). 1988. The Action Research Planner. 3rd
edition. Geelong:Deakin University Press.

Klingner, J., et al. 2007. Teaching Reading Comprehension to Students with

Learning Difficulties. New York: The Guilford Press.

Lyman, F. 1981. The Responsive Class Discussion. Maryland: University of Maryland.

Lems. K. [Link] (2010). Teaching Reading to English Language Learner. New York:The
Guilford Press.

Patel.M.F. & Jain.M.P. (2008). English Language Teaching (Method, Tools and
Technique).New York: Sunrise Publisher & Distributors.

Richards, J. C. and R. Schmidt. 2002. Longman Dictionary of Language Teaching & Applied
Linguistics (4th Ed). London: Pearson Educational Limited

Santi. L. Kristi & Deborah K. Reed. 2015. Improving Reading Comprehension of Middle and
High School Students. USA: Springer.

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