Think Pair Share Technique to Promote Students' Reading Comprehension

Authors

  • Retno Dwigustini STKIP Kusuma Negara
  • Jenika Widiya Universitas Bina Sarana Informatika

DOI:

https://doi.org/10.37640/jip.v12i1.270

Abstract

The objective of the research is to promote students’ reading comprehension through Think Pair Share technique. The present research employed qualitative approach with Classroom Action Research (CAR) method. The participants involved were one class of seventh graders consisting of 22 students. The research was conducted in three cycles. Observation, test and interview were used to collect the data. The result revealed that 1) students’ score of reading comprehension  increases after the implementation of Think Pair Share technique (in cycle I, only 36% students passed the passing grade, in cycle II 73% of them passed the passing grade, and in cycle III, 100% students passed the passing grade; and 2) students’ motivation and learning excitement improve. The findings lead to a conclusion that this technique can promote students’ reading comprehension. It is then recommended for English teachers to keep using this technique as a solution to assist them in teaching reading comprehension and to motivate their students to be more active in learning.

Downloads

Download data is not yet available.

References

ACT. (2013). Work Readiness Standards and Benchmarks. www.act.org

Ageasta, Y. M., & Oktavia, W. (2018). Using The Think-Pair-Share Strategy in Teaching Reading Narrative Text for Junior High School Students. Journal of English Language Teaching, 7(3), 497-505.

Anggraini, S. (2017). The Correlation between Reading Comprehension and Academic Achievement of English Education Study Program Students of UIN Raden Fatah Palembang. (Publication No. 1099) [Diploma Thesis, UIN Raden Fatah Palembang]. Eprints Repository Software.

Arends, R. I. (2009) Learning to Teach. New York: Mc. Grow Hill Companies.

Brown, H. D. (2001) Teaching by Principle: An Interactive Approach to Language Pedagogy. New York : Longman.

Brown, H. D. (2004) Language Assessment Principle and Classroom Practice. New York: Longman.

Coiro, J. (2003). Reading Comprehension on the Internet: Expanding Our Understanding of Reading Comprehension to Encompass New Literacies. The Reading Teacher, 56(5), 458- 464.

Graham, L., & Bellert, A. (2005). Reading comprehension difficulties experienced by students with learning disabilities. Australian Journal of Learning Difficulties, 10(2), 71-78..

Harmer, J. ( 2007). How to Teach English. London: Pearson Education Limited.

Heaton, J. B. (1975). Writing English Language Tests. New York: Longman.

Himmele, P. & Himmele, W. (2011), Total Participation Technique: Making Every Student an active Learner. Alexandria, Virginia: ASCD.

Howard, V. (2011). The importance of pleasure reading in the lives of young teens: Self-identification, self-construction and self-awareness. Journal of Librarianship and Information Science, 43(1), 46-55.

Kagan, S., & Kagan, M. (2009). Kagan Cooperative Learning. CA: Kagan Publishing.

Maulida, F. (2017). The Use Of Think-Pair-Share in Teaching Reading Comprehension. In ELT Forum: Journal of English Language Teaching, 6(1), 49-58.

Nunan, D. (2003). Practical English Language Teaching. New York. McGraw-Hill.

Palupi, A. A., Suparman, U., & Suka, R. G. (2013). Teaching Reading Comprehension Through Think-pair-share (TPS) Technique. U-JET, 2(7), 1-11.

Supriyani, P., Sudirman, S., & Mahpul, M. (2017). The Use of Think Pair Share Technique to Improve Students Reading Comprehension in Report Text. U-JET, 6(8), 1-7.

Suryani, N. Y., & Rifa’at, A. A. (2019). Improving Reading Comprehension Through Think-Pair-Share (TPS) Technique Students of STIK Siti Khadijah Palembang. ELT-Lectura, 6(1), 9-19.

Downloads

Published

2020-07-22