improving reading comprehension through think...
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1
THESIS
IMPROVING READING COMPREHENSION
THROUGH THINK PAIR SHARE AT THE EIGHTH
GRADE STUDENTS OF SMPN 2 ABIANSEMAL
IN ACADEMIC YEAR 2013 / 2014
NI KADEK LISTIANI
ENGLISH EDUCATION STUDY PROGRAM
FACULTY OF TEACHER TRAINING AND EDUCATION
MAHASARASWATI DENPASAR UNIVERSITY
DENPASAR
2014
ii
THESIS
IMPROVING READING COMPREHENSION
THROUGH THINK PAIR SHARE AT THE EIGHTH
GRADE STUDENTS OF SMPN 2 ABIANSEMAL
IN ACADEMIC YEAR 2013 / 2014
NI KADEK LISTIANI
NPM. 10.8.03.5.1.31.2.5. 3824
ENGLISH EDUCATION STUDY PROGRAM
FACULTY OF TEACHER TRAINING AND EDUCATION
MAHASARASWATI DENPASAR UNIVERSITY
DENPASAR
2014
iii
PRE-REQUISITE TITLE
IMPROVING READING COMPREHENSION
THROUGH THINK PAIR SHARE AT THE EIGHTH
GRADE STUDENTS OF SMPN 2 ABIANSEMAL
IN ACADEMIC YEAR 2013/2014
Thesis
As Partial Fulfillment of the requirements for the
Sarjana Pendidikan Degree in English Education Study Program
Faculty of Teacher Training and Education
Mahasaraswati Denpasar University
NI KADEK LISTIANI
NPM. 10.8.03.5.1.31.2.5. 3824
ENGLISH EDUCATION STUDY PROGRAM
FACULTY OF TEACHER TRAINING AND EDUCATION
MAHASARASWATI DENPASAR UNIVERSITY
DENPASAR
2014
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APPROVAL SHEET
1
This thesis entitled “Improving Reading Comprehension through Think
Pair Share at The Eighth Grade Students of SMPN 2 Abiansemal in Academic
Year 2013/ 2014” has been approved and accepted as partial fulfillment for the
Sarjana Pendidikan degree in English Education Study Program, Faculty of
Teacher Training, and Education, Mahasaraswati Denpasar University.
Approved By
Advisor I Advisor II
Drs. I Nengah Astawa M.Hum Drs. I Made Badrawan M.Hum
NIP. 19571113 198603 1 001 NIP. 19520412 197512 1 013
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APPROVAL SHEET
2
This thesis has been examined and assessed by the examiner committee of
English Education Study Program, Faculty of Teacher Training and Education,
Mahasaraswati University in the oral examination on 10th
February 2014.
Chief Examiner
Dra. Ida Ayu Marthini, M.Hum
NIP. 19531231 198703 2 001
Examiner I Examiner II
Drs. I Nengah Astawa, M.Hum Drs. I Made Badrawan M.Hum
NIP. 19571113 198603 1 001 NIP. 19520412 197512 1 013
Approved by
Dean of the Faculty of Teacher Head of the English Education
Training and Education Study Program
Prof. Dr. Wayan Maba I Komang Budiarta, S.Pd., M.Hum
NIP. 19521231 197802 1 002 NPK. 82 8208 306
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STATEMENT OF AUTHENTICITY
The researcher hereby declares that this thesis is her own writing, and it is
true and correct that there is no other‟s work or statement, except the work or
statement that is referred in the references. All cited works were quoted in
accordance with ethical code of academic writing.
Denpasar, 7th
February 2014
Ni Kadek Listiani
NPM.10.8.03.5.1.31.2.5. 3824
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ACKNOWLEDGMENT
First of all the researcher would like to place my greatest gratitude under
the Lotus Feet of the Almighty God “Ida Sang Hyang Widhi Wasa” for His
blessing so that she could explore all of her powers and abilities to complete the
writing process of this final assignment, which is one of the requirements for
taking final examination, exactly in time.
Next, she would like to express her sincere gratitude to Mr. Drs. I Nengah
Astawa, M.Hum. as my first advisor and also to Mr. Drs. I Made Badrawan
M.Hum as my second advisor who had given her lots of invaluable
encouragements, guidance, corrections and also suggestions during the
preparation and the writing process of this thesis. Without their invaluable
suggestions, guidance, corrections and encouragements, this final project would
not be able to be accomplished perfectly in time by the writer.
Further the researcher would also like to dedicate her special thanks to Mr.
Drs. I Nyoman Purna MM, the headmaster of SMPN 2 Abiansemal who had
permitted her to conduct this research study in his school, also to the English
teachers and all students in Class VIII A of this school for their nice cooperation
during the research of this study.
Besides that, she is also deeply indebted to her beloved parents, sisters for
their love and support so that she is able to complete her study successfully. They
furthermore share their moral support during the process of writing the thesis.
Finally, she would like dedicate this thesis to her beloved adoptive parents
Mr. Herman Himpal, Mrs. Meiti, and her boyfriend I Komang Suarta who has
given their prayer, their support both of moral support and financial support, love,
affection, fidelity, devotion and tremendous support during the process of writing
the thesis. Without them, she is nothing in this world.
Denpasar, February 2014
The Researcher,
Ni Kadek Listiani
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ABSTRACT
Listiani, N. K. (2014). Improving Reading Comprehension Through Think
Pair Share at the Eighth Grade Students of SMPN 2 Abiansemal in
Academic Year 2013/2014. The First Advisor: Drs. I Nengah Astawa,
M.Hum and the Second Advisor: Drs. I Made Badrawan M.Hum
This study was aimed at improving reading comprehension of the eighth
grade students of SMP N 2 Abiansemal in academic year 2013/2014 through think
pair share. The Undertaking of this study because reading is one important skill in
English which should able to master of the students. Research question under
study is formulated as follow: to what extent can reading comprehension of the
eighth grade students of SMPN 2 Abiansemal in academic year 2013 / 2014 be
improved through think pair share? The subject of this study was class VIII A of
SMPN 2 Abiansemal that consisted of 29 students; 11 males and 18 females. The
study used classroom action design. This study was design by using classroom
action research which was conducted in two cycles, each cycle involved two
sessions. The instruments that were used in this study were (pre-test and post test),
lesson plan, and questionnaire. This study was conducted based on the result of
the pre-test in the Initial Reflection especially in narrative text which showed that
the students‟ ability in reading comprehension was “low”. The present classroom
action research was then carried out through Think Pair Share in two-planned
cycles. The students‟ result of the post-test in each cycle obviously showed that
there was significance improvement concerning the subjects‟ ability in Reading
Comprehension in the term of narrative text in which it improved from level low
to good. This research furthermore showed that there was changing learning
behavior as the result of the positive responses concerning the technique applied
in improving the subjects‟ reading comprehension skill. To sum up, the present
classroom action study proved that think pair share could improve reading
comprehension at the eighth grade students of SMPN 2 Abiansemal in academic
year 2013/2014; in addition, the subjects also responded positively in reading
comprehension through think pair share.
Keywords: improving, think pair share, reading comprehension
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TABLE OF CONTENTS
COVER ............................................................................................................... i
INSIDE COVER ................................................................................................. ii
PRE-REQUISITE TITLE ................................................................................... iii
APPROVAL SHEET 1 ....................................................................................... iv
APPROVAL SHEET 2 ....................................................................................... v
STATEMENT OF AUTHENTICITY ................................................................ vi
ACKNOWLEDGMENT ..................................................................................... vii
ABSTRACT ........................................................................................................ viii
TABLE OF CONTENTS .................................................................................... ix
LIST OF TABLE ................................................................................................ xi
LIST OF GRAPHS ............................................................................................. xii
LIST OF APPENDICES ..................................................................................... xiii
CHAPTER I INTRODUCTION .................................................................. 1
1.1 Background of the Study ................................................. 1
1.2 Research Problem ............................................................ 4
1.3 Objective of the Study ..................................................... 4
1.4 Limitation of the Study .................................................... 4
1.5 Significance of the Study ................................................. 5
1.6 Definition of Key Term .................................................. 6
CHAPTER II THEORETICAL AND EMPIRICAL REVIEW .................... 8
2.1 Theoretical Review .......................................................... 8
2.1.1 Think Pair Share ..................................................... 8
2.1.2 Reading Comprehension ......................................... 11
2.1.3 Types of Reading .................................................... 14
2.1.4 Component of Reading ........................................... 18
2.1.5 Narrative Text ......................................................... 20
2.1.6 Assessing Reading .................................................. 20
2.2 Empirical Review ............................................................ 22
2.3 Hypothesis ....................................................................... 23
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CHAPTER III RESEARCH METHOD ........................................................ 24
3.1 Subject of the Study ......................................................... 24
3.2 Research Design .............................................................. 24
3.3 Research Procedure ......................................................... 26
3.3.1 Planning .................................................................. 26
3.3.2 Action ..................................................................... 27
3.3.3 Observation ............................................................. 28
3.3.4 Reflection ................................................................ 29
3.4 Research Instrument ........................................................ 29
3.4.1 Lesson Plan ............................................................. 29
3.4.2 Test ......................................................................... 30
3.4.3 Questionnaire .......................................................... 30
3.5 Data Collection ................................................................ 30
3.6 Data Analysis ................................................................... 31
3.7 Success Indicator ............................................................. 33
CHAPTER IV FINDING AND DISCUSSION ................................................ 34
4.1 Finding ............................................................................. 34
4.1.1 Pre-cycle ................................................................. 36
4.1.2 Cycle I ..................................................................... 36
4.1.3 Cycle II ................................................................... 37
4.2 Discussion ........................................................................ 42
CHAPTER V CONCLUSION AND SUGGESTION ....................................... 44
5.1 Conclusion ....................................................................... 44
5.2 Suggestions ...................................................................... 46
REFERENCES ................................................................................................ 48
APPENDICES
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LIST OF TABLES
Table 4.1. Tabulation of Data showing the subject progressing scores in
Reading Comprehension through Think Pair Share Technique 34
Table 4.2. Summary of the Research Finding Showing the Mean of Each
Session and Grand Mean of Cycle I and Cycle II ....................... 38
Table 4.3. Tabulation of Data Showing the Subjects‟ Changing
Motivation and Attitude in Learning reading comprehension
through Think Pair Share Technique .......................................... 39
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LIST OF GRAPHS
Graph 4.1. Depicting the subjects‟ Ability in Reading Comprehension
especially in narrative text through Think Pair Share technique
in Cycle I ..................................................................................... 42
Graph 4.3. Depicting the subjects‟ Progressing Ability in Reading
Comprehension especially in narrative text through Think Pair
Share technique in cycle II .......................................................... 43
Graph 4.4. Depicting the subjects‟ Progressing Grand Mean Taught
Reading Comprehension especially in narrative text through
Think Pair Share technique ......................................................... 43
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LIST OF APPENDICES
Appendix 1 List of Subjects .......................................................................... 50
Appendix 2 Pre-test ....................................................................................... 51
Appendix 3 Lesson Plan Session 1 ............................................................... 57
Appendix 4 Lesson Plan Session 2 ............................................................... 61
Appendix 5 Lesson Plan Session 3 ............................................................... 65
Appendix 6 Lesson Plan Session 4 ............................................................... 69
Appendix 7 Post-test Session 1 ..................................................................... 73
Appendix 8 Post-test Session 2 ..................................................................... 76
Appendix 9 Post-test Session 3 ..................................................................... 79
Appendix 10 Post-test Session 4 .................................................................... 82
Appendix 11 Questionnaire ........................................................................... 85
Appendix 12 Surat Pengantar Penelitian Dari Universitas ............................ 87
Appendix 13 Surat Keterangan Penelitian Dari SMPN 2 Abiansemal .......... 88
Appendix 14 Biography ................................................................................. 89
1
CHAPTER I
INTRODUCTION
1.1 Background of the Study
Reading is one of language skills which is still difficult to master for the
students. It can be seen from the general students‟ comprehension about topic in
the text. They are difficult to comprehend the topic which they read. Reading skill
is also important skill because by reading the students can get a lot of information,
they can enrich their vocabulary, knowledge, spelling and their writing, so that
they need to improve their ability in reading comprehension because it is very
fundamental skill. Through Reading ability, they will show how good they
understand English.
Through reading activity, the students can improve knowledge,
information, news, attitudes, and wise in thinking. Reading activity can be trained
by parents and teachers starting from kindergarten or elementary. It should be a
habitual for our next generation because of reading well can deliver much good
opportunity.
In this learning process reading activity becomes the essential skill for
students and then teachers should train them to have good reading skill
specifically. When they read the texts and must comprehend in entirely.
Therefore, English teacher in education field do many studies to solve the problem
which can improve student‟s reading comprehension.
At SMPN 2 Abiansemal, the researcher found many students who are still
found it hard to read and understand a passage in English. Some techniques have
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been tried for them while teaching reading comprehension. Because of in large
class teacher seems difficult to overcome the problem because they are very poor
in reading comprehension.
Cooperative learning is one of the teaching models which are used by
teacher to improve students‟ ability in many skills, especially reading
comprehension. Cooperative learning is a 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 a team is responsible
not only for learning what is taught but also for helping teammates learn, so this
create an atmosphere of achievement. Students work through the assignment until
all group members successfully understand and complete it.
In a cooperative learning environment, students may work in pairs, in
small groups, or in a combination of both give each other immediate feedback,
support, and reinforcement. Limited cooperation may only involve students
quizzing each other or thinking skills requiring students to question and probe
ideas and seek application of information to real life issues.
The cooperative learning model was developed to achieve at least three
important instructional goals: academic achievement, tolerance and acceptance of
diversity, and social skill development. Although cooperative learning
encompasses a variety of social objectives, it also aims at improving student
performance on important academic tasks (Arends, 2009 : 361 ).
Among a number of cooperative learning strategies, Think Pair Share
(TPS) is chosen to be applied in the classroom to improve students‟ reading
comprehension. It is simple questioning technique that keeps all the students are
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involve in class discussions and provides an opportunity for every child to discuss
by allowing them to think carefully about their answer and talk about them with a
partner before they are called on to respond. Thus, it is a powerful reason to
employ Think Pair Share in order to structure students‟ thinking and their
discussion.
It is one of techniques in cooperative learning. It was developed by Frank
Lyman (1985) and his colleagues at the University of Maryland, it is and effective
way to change the discourse pattern in the classroom. It challenges the assumption
that all recitations or discussions need to be held in whole group setting, and it has
built in procedures for giving students more time to think and respond and help
each other (Arends, 2009 : 370 ).
Even though reading comprehension skill has been taught for a long time
to the Junior High School students, still many of the Junior High School graduates
are not able to read and understand even the simple written forms of English
writings. This fact is so concerning that the writer is interested very much to
conduct a further research on how to improve the reading comprehension skill of
the Junior High School students.
On this research, the writer is going to use Think Pair Share to improve the
students‟ ability in reading comprehension. This research will be carried out at
SMPN 2 Abiansemal. In addition, according to the result of the interview with
one of the English teachers in this school, it is known that the ability of the second
year students especially the students of class VIII A of SMPN 2 Abiansemal in
reading comprehension is still very low.
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1.2 Research Problem
According to information above, the research problem can be formulated
as follows, to what extent can reading comprehension of the eighth grade students
of SMPN 2 Abiansemal in academic year 2013 / 2014 be improved through think
pair share?
1.3 Objective of the Study
As the progress of time, many scientists studied how to improve the
teaching of reading comprehension. On the other hand many methods to teach
reading comprehension are currently being applied to improve the students‟
achievement especially in reading comprehension.
Based on what describe in background of the study; moreover, the
research problem above; thus, this research study is intended to find out the extent
of reading skill of the eighth grade students of SMPN 2 Abiansemal in academic
year 2013/2014 improved through Think Pair Share technique.
1.4 Limitation of the Study
Since reading has a lot of things to be observed with various methods, the
researcher needs to narrow down the area of this study. It is really important in
order to get focused in specific area of reading comprehension which is useful to
give a general boundary.
Reading comprehension is one of skills in learning English. Every student
has different ability, willingness, knowledge in learning English. The school
institution always has effort to improve it from simple to complex technique. On
the other hand, this case make challenge many other educators to achieve their
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goal based on curriculum at school. According to the observation in the classroom
action study, the researcher limits her research on improving reading
comprehension through think pair share at the eighth grade students of SMPN 2
Abiansemal in academic year 2013/2014 in term of narrative text reading
comprehension.
1.5 Significance of the Study
This classroom action research is concerned with improving Reading
Comprehension by using Think Pair Share technique; moreover the students will
enjoy the reading activity. The findings of the present research are expected to
indicate and practical significance as follows:
Theoretically, the result of this research are expected to be used as prove
that Think pair share is an effective technique to improve reading comprehension
especially to eighth grade students of SMPN 2 Abiansemal.
Furthermore, for the practically, the results of this research are expected as
follows:
a. For the Teachers
The findings of this research study are expected to give feedback to
English teachers, especially teachers who teach at the eighth grade
students of SMPN 2 Abiansemal. In addition, the teachers will find
that Think Pair Share technique is one suitable resource for improving
reading activity of the students.
b. For The Students
This technique can help students to develop their reading ability;
besides, they will find that reading comprehension is enjoyable to use.
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The students will not feel afraid when they try to express their ideas in
reading comprehension since this technique will encourage them to be
active in the classroom without giving them pressure.
c. For The Institution
For the institution, it also expected that study can be share or
socialized among the teachers in order to be applied the goal of the
institution based on the curriculum can be achieved.
1.6 Definition of Key Term
In order to avoid misunderstanding and confusion on the parts of the
readers concerning the key terms used in the context of the present study, the
researcher needs to define the following terms which helps the study in defining
the terms that used in this present study:
1. Reading comprehension
Reading Comprehension is defined as the ability of the eighth grade
students in finding the main idea or general information, identifying
the specific information of the text, and identifying the textual
reference.
2. Think pair share
Think pair share technique is one of cooperative learning. Think pair
share technique is a technique to accustom students to improve reading
ability by their ideas. It challenges the assumption that all recitations or
discussions need to be held in whole group setting, and it has built in
procedures for giving students more time to think and respond and
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help each others. This technique can be guide the students to their prior
knowledge background and make the students active in participating
classroom discussion.
3. SMPN 2 Abiansemal is government junior high school which is
located in Sedang village Abiansemal Badung Bali, where the present
research will be conducted.
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CHAPTER II
THEORETICAL AND EMPIRICAL REVIEW
2.1 Theoretical Review
A scientific study should be undertaken on the basis of some relevant
theoretical review and also empirical findings. To support this present
investigation, the writer thinks that it is very important to review some theoretical
points of view as well as review evidences. The present study is conducted on the
ground of the following theoretical review: (1) reading comprehension, (2) type of
reading, (3) component of reading, (4) narrative text, (5) think pair share
technique, (6) assessing Reading Comprehension.
2.1.1 Think-Pair-Share
Think pair share is a cooperative learning discussion. It is simple
technique but very useful which developed by Frank Lyman of the University of
Maryland.
Think pair share has grown out of the cooperative learning developed by
Frank Lyman (1985) and his colleagues at the University of Maryland. It is an
effective way to change the discourse pattern in a classroom. It challenges the
assumptions that all recitations or discussions need to be held in whole-group
settings, and it has built-in procedures for giving students more time to think and
to respond and to help each other (Arends, 2009:370).
This is a simple and quick technique; the instructor develops and poses
question, gives the students a few minutes to think about a response, and then asks
students to share their ideas with a partner. This task gives them opportunity to
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collect and organize their thoughts. “Pair” and “Share‟ components encourage
learners to compare and contrast their understanding with those of another and to
rehearse their response first in a low-risk situation before going public with the
whole class (Mandal, 2009:98).
Furthermore, according to Himmele (2000:32) states that think pair share
is a powerful tool, it is only as powerful as the prompt on which students are
asked to reflect. Use prompts that require students to analyze the various points of
view or the components that are inherent in your standard target. Ask questions
that require students to explain how these components fit together or affect one
another.
Arends (2009:370-371) states that think pair share has grown out of the
cooperative learning developed by Frank Lyman (1985) and his colleagues at the
University of Maryland. It is an effective way to change the discourse pattern in a
classroom. Suppose a teacher has just completed a short presentation or students
have read an assignment or a puzzling situation the teacher has described. The
teacher now wants students to consider more fully what she has explained. She
chooses to use think pair share strategy rather than whole-group question and
answer. Think pair share has some steps should be followed by the teacher such
as:
Step 1 : Thinking, the teacher poses a question or an issue associated with the
lesson and asks students to spend a minute thinking alone about the answer or the
issue. Students need to be taught that talking is not part of thinking time.
Step 2 : Pairing, next, the teacher asks students to pair off and discuss what they
have been thinking about. Interaction during this period can be sharing answer if a
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question has been posed or sharing ideas if a specific issue was identified.
Usually, teachers allow no more than four or five minutes for pairing.
Step 3 : Sharing, in the final step, the teachers asks the pairs to share what they
have been talking about with the whole class. It is effective to simply go around
the room from pair to pair and continue until about a fourth or half of the pairs
have had a chance to report.
This technique gives the students to work individually and make
interaction in pair, then share their ideas or opinions in the whole of classroom.
The following steps of applying the technique are:
1. The teacher divides the students into groups. Each group consists of four
students who has to heterogenic in term academic ability. Its means consist
medium student‟s ability and low student‟s ability.
2. The teacher distributes the reading material and its comprehensive
questions to each student in the classroom.
3. The teacher gives students time for thinking their own answer. The
allocation time should be appropriated with difficulties of reading material
and the numbers of the questions.
4. The teacher chooses student‟s number. The teacher announces discussion
partners. (Example: teacher chooses students 3 and 4 as the partners and
the same time, students 5 and 6 discuss their idea).
5. The teacher asks the students to pair with their partners to discuss topic,
solution, or opinion.
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6. The teacher asks the students to discuss with other pair in the group. The
last, the teacher asks the students to share their ideas or opinion in the
whole of classroom after the teacher calls students randomly system
Azlina (2010:23) states that think-pair-share also called as multi-mode
discussion. It is a learning technique that provides processing time and builds in
wait-time which enhances the depth and breadth of thinking. The general idea of
think pair share technique is having the students independently think or solve a
problem quietly, then pair up and share their thoughts or solution with someone
nearby.
2.1.2 Reading Comprehension
Reading is an activity that the readers use sense of combination from some
symbols and a lot of letters becomes words and sentences to some paragraphs and
production a text. Readers transfer those words in their brain and manage those
words and symbols so that readers can get new information from a text.
Reading comprehension has multiple definitions and explanations. Reading
comprehension as the process of readers interacting and constructing meaning
from the text, implementing the use of prior knowledge of English grammar and
their decoding skills, developing their reading fluency and extending their ability
to comprehend what they read and view from the literal level to the inferential and
critical levels.
Elizabeth et al. (2000:14) states that Comprehension is the process of
deriving meaning from connected text. It involves word knowledge (vocabulary)
as well as think and reasoning. Therefore, comprehension is not a passive process,
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but an active one. The reader actively engages with the text to construct the
meaning. This active engagement includes making use of prior knowledge. It
involves drawing inferences from the words and expressions that a writer uses to
communicate information, ideas and viewpoints. Recent studies have focus on
how readers use their knowledge and reasoning to understand the texts. The term
comprehension strategies are sometimes used to refer to the process of reasoning.
Good readers are aware of how well they understand a text while reading. Good
readers also take active steps to overcome difficulties in comprehension and
information use.
Broughton (2003:90) states that reading is essentially an intellectual skill;
this is the ability to correlate the black marks on the paper by way of the formal
elements of language, they can say the words as sound, with meanings which
those words symbolize. Reading skill it was pointed out that reading involves
correlating elements of language with meaning. The most familiar of all elements
of language are „words‟ and it must be quiet clear that part of what is involved in
understanding a text is understanding the meanings of individual words in that
text.
Reading means to understand the meaning of printed words, written
symbols. Reading is an active process which consists of recognition and
comprehension skill. Reading is an important activity in life with which one can
update his/her knowledge. Reading skill is an important tool for academic success.
Patel & Jain (2008:113) states that reading is the most activity in language
class. Reading is not only a source of information and pleasurable activity but also
as a means of consolidating and extending one‟s knowledge of the language.
13
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, according to Brown (2001:299), in bottom-up processing,
readers must first recognize a multiplicity of linguistics signals (letters,
morphemes, syllables, words, phrases, grammatical cues, discourse makers) and
use their linguistic data-processing mechanisms to impose some sort of order on
these signals. These data-driven operations obviously require a sophisticated
knowledge of the language itself. From among all the perceived data, the reader
selects the signals that make some sense, that cohere, that “mean”.
There are many reasons why reading is important for the teacher to teach
the students. Many students want to be able to read texts in English. It can help
them to improve their knowledge and give them additional skill for their careers in
the future. The teacher can use reading as media to teach vocabulary, grammar,
punctuation, the way to construct sentence, paragraphs etc. Reading cannot be
separated from comprehension because the purpose or the result of reading
activity is to comprehend what has been read (Astiyandha, 2012:111)
Reading comprehension is useful to help the students for gaining the
information about the text that they read. Reading also can evaluate students‟
vocabulary and then they also can interpret the meaning. Therefore, in this present
of 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 an active activity that tries to catch or identify the idea
14
of the text, the specific information whether it is about detail express or detail
implied and textual reference.
2.1.3 Types of Reading
There are four types of reading discussed under this heading, there are:
Extensive reading, Intensive reading, Silent reading, Reading aloud. A brief
discussion of these four types of reading is presented in the following section.
2.1.3.1 Extensive Reading
Patel & Jain (2008:119) states that the purpose of extensive reading will be
to train the students to read directly and fluently in the target language for
enjoyment, without the aid of the teacher. Extensive reading can be made the basis
for oral reports, to the rest of the class, or full class discussion. It may be the
source for written compositions in which students deal with specific issues arising
from the material in the book.
One of the fundamental conditions of a successful extensive reading
program is that students should be reading material which they can understand. If
they are struggling to understand every word, they can hardly be reading for
pleasure - the main goal of this activity (Harmer,2001:210).
Extensive reading is an approach to language teaching in which learners
read a lot of easy material in the new language. Students choose their own reading
material and read it independently of the teacher. They read for general, overall
meaning, and they read for information and enjoyment. Extensive reading is
different in many ways from traditional classroom practice, and teachers need to
explain to students what it is, why they are doing it (Julian &Ricard, 2004:1&3).
15
Patel & Jain (2008:120) states that Extensive reading assignments may
direct students to articles of current interest in foreign language magazines or
newspapers. To ensure that students do not become bogged down in reading
which is too complicated, the teacher will be well advised to discuss the relation
of articles to be read, with due regard to the special interests of the readers.
Extensive reading is the reading for pleasure.
Few Characteristics of Extensive Reading are:
1. It helps learner to develop to active vocabulary.
2. Extensive reading is silent reading.
3. In extensive reading the subject matter is emphasized.
4. In the extensive reading the learners play main role because they have to
ask for measures.
5. In extensive reading the idea can be developed.
6. The aim of extensive reading is to enrich learners' knowledge.
7. Through extensive reading the good reading habit can be developed.
2.1.3.2 Intensive Reading
Intensive reading is related to further progress in language learning
under the teacher's guidance. Intensive reading will provide a basis for explaining
difficulties of structure and for extending knowledge of vocabulary and idioms. It
will also provide material for developing greater control of the language in
speech and writing. The material selected should parallel the type of material the
advanced student would enjoy in the native language: short stories, novels, plays,
and poems, articles on scientific discoveries, artistic achievements, political
development, and aspects of contemporary community life in a country where the
16
language is spoken. Since this reading matter will be studied in detail, it will not
serve as the ideal vehicle for further practice in direct teaching.
Intensive reading can be called text reading or passage reading. In this
type of reading the learner reads the text to get knowledge. This reading is done
to carry out to get specific information. Intensive reading material will be the
basis for classroom activity. It will not only be read but will be discussed in detail
in the target language, sometimes analyzed and used as a basis for writing
exercises.
2.1.3.3 Silent Reading
Broughton et al (2003:92) state that Reading may also mean „silent
reading‟ and this is the interpretation which is most likely for the term. This is
perhaps the nearest approach to the essence of reading. It is obvious that by far the
greatest amount of reading that is done in the world is silent. A reading room is
silent room. But the nature of silent reading skill is far from uniform. It varies
according to the use to which it is being put. Some of the uses are to survey
material which is to be studied, to look through indexes, chapter headings and
outlines to skim particularly when one item of information is being sought in a
mass of other printed information to gain superficial comprehension, as when
reading for pleasure or preparing to read aloud to study the content of what is read
in some detail, to study the language in which the material is written. This may
involve textual study in the literary sense or it may involve the kind of language
study that foreigner may need to do.
Silent reading is the most important type of reading. Silent reading should
be introduced when the students has mastered the basic structured, comprehends
17
the meaning of words and can recognize and pronounce words accurately. Silent
reading enable s the students to read without making sounds and moving his lips.
It helps him read with speed, ease and fluency. It aids comprehension and expands
the student's vocabulary (Patel & Jain, 2008:116).
2.1.3.4 Reading Aloud
Reading aloud forms a foundation for the early literacy framework.
Reading aloud involves students in reading for enjoyment and provides
demonstration of fluent reading.
Broughton et al. (2003:91) state that the word reading of course has a
number of common interpretations. It may mean reading aloud, a very complex
skill which involves understanding the black marks first and then the production
of the right noises. Most people, if they are asked to read something, aloud, like to
have an opportunity to „glance over‟ what is they are being asked to read. In the
actual process of reading aloud too they usually find that their eyes are several
words if not lines ahead of their tongues.
Reading aloud is very important in teaching reading it is because the base
of words pronunciation. While teacher present model reading, this model reading
should be according the level of readers could understand it very well and
pronounce very well. It will be very difficult at secondary if it is not cared (Patel
& Jain, 2008:122).
Scott and Ytreberg (2004:57-58) states that reading aloud is often thought
of as reading round the class one by one, although many children seem enjoy it,
this type of reading aloud is not to recommended because it gives little pleasure
and is of little interest to the listener, it encourages stumbling and mistakes in
18
tone, emphasis and expression, it may be harmful to be silent reading techniques
of the other pupils, and it is a very inefficient way to use your lesson time.
2.1.4 Component of Reading
In reading, there are a lot of component of reading; however because
researcher focus on reading comprehension so that there are two component of
reading which to be discussed here, they are vocabulary and grammar. Both of
them are discussed as following:
2.1.4.1 Grammar
The grammar of a language is the description of the ways in which words
can change their forms and can be combined into sentences in that language. If
grammar rules are too carelessly violated, communication may suffer, although
creating a „good grammar rule is extremely difficult. Linguists investigating
native-speaker speech (and writing) have, over the years, devised various different
systems to describe how the language works (Harmer, 2001: 12).
Dykes et al. (2007:5) state that using grammar from the time we can speak
intelligible sentences, because grammar deal with „the abstract system of rules in
terms of which a person‟s mastery of his native language can be explained. „We
assume that it all happens naturally and are only confronted with the need to
understand and define how English works when learn another language or attempt
to teach English to others. The word „gramma‟ meaning „letter‟ has come down to
us in a path through several languages. In early times, the craft of using letters and
constructing messages with the use of symbolic markings was seen to indicate
magical powers, causing some early scholars to be seen as dealers in witchcraft
19
and consequently eyed with suspicion. The word „glamour‟, meaning a deceptive
charm, derived from the same source. However, in modem usage this word has
lost much of its detrimental connotation. The study of grammar is believed to
have its origins in both India and Greece for the study of written language. It is the
latter that provides the source of our own studies.
2.1.4.2 Vocabulary
Vocabulary is the knowledge of meanings of words. What complicates this
definition is the fact that words come in at least two forms: oral and print.
Knowledge of words also comes in at least two forms, receptive that which we
can understand or recognize and productive the vocabulary we use when we
write or speak. Oral vocabulary is the set of words for which we know the
meanings when we speak or read orally. Print vocabulary consists of those words
for which the meaning is known when we write or read silently. These are
important distinctions because the set of words that beginning readers know are
mainly oral representations. As they learn to read, print vocabulary comes to play
an increasingly larger role in literacy than does the oral vocabulary. Vocabulary
serves as the bridge between the word-level processes of phonics and the
cognitive processes of comprehension. National Reading Panel defined
vocabulary as one of two aspects of comprehension instruction, the other being
comprehension strategy instruction (Hiebert & Kamil, 2005:3).
2.1.5 Narrative text
English must be learned as a second language that is the major language
spoken in the community or the language of instruction in the schools where
20
English is taught as a foreign language. To make the students feel enjoyable and
pleasure in learning writing, teachers must select interesting reading text to teach
reading comprehension. The researcher chooses narrative texts as the reading
material.
Narrative is one of the most powerful ways of communicating with others.
A good written story lets your reader response to some event in your life as if it
were own. They not only understand the event but, they can almost feel it. The
action, details, and dialogue put the readers in these seem and make it happen for
them. Narrative text is text which contents is about a story, fable, fairy tales, folk
tale, legend, or short which consist of generic structure, orientation, complication,
evaluation and resolution.
2.1.6 Assessing Reading Comprehension
Assessment is a broad term covering any conscious effort on the part of
teacher or student to draw some conclusions on the basis of performance. Tests
are a special subset of the range of possibilities within assessment; of course they
constitute a very silent subset, but not all assessment consist of tests (Brown,
2001:415)
School teacher or principal should understand the value or reliable and
valid assessments of early reading progress. Timely, reliable assessments indicate
which children are falling behind in critical reading skills to teachers can help
them make greater progress in learning to read. Reliable and valid assessments
also help monitor the effectiveness of instruction for all children; without
regularly assessing children‟s progress in learning to read, we cannot know which
children need more help and which are likely to make good progress without extra
21
help. A comprehensive assessment plan is a critical element of an effective
school-level plan for preventing reading difficulties (Torgesen.2006:1)
Multiple-choice test measure a broad range of knowledge across the
contain area. Constructed-response test measure the ability to provide in depth
explanations of a few essential topic in a given subject area. Content specific
pedagogy tests, most of which are constructed response, measure the
understanding of how to teach certain fundamental concepts in a subject area. The
tests do not measure the actual teaching ability, however. They measure our
knowledge of a subject and of how to teach it. The teachers in this field who help
us design and write these tests, and the states that require them, do so in the belief
that knowledge of the subject area is the first requirement for licensing in teaching
and learning process.
Furthermore, in this research, the researcher expects that the students‟
reading comprehension will be increased after four sessions are conducted. In
every teaching sessions will be completed with post-test which uses 10 multiple-
choices in each post-test, and then the students should answer correctly which is
in this case, the scoring of the test will be 1 – 0 each question, where the right
answer gets 1 point and the wrong answer gets 0.
2.2 Empirical Review
Here the researcher wants to share the relevant result of the study that the
other researcher has been done earlier such as the following;
1) The research which has been done by Utama in 2013.
The title of his research is The effect of Think Pair Share Teaching
Strategy to Students‟ Self-Confidence and Speaking Competency of
22
The Second Grade Students of SMPN 6 Singaraja. The research
finding or the conclusion of his research is the student‟s speaking
ability can be improved through Think Pair Share strategy.
2) The research which has been done by Astiyandha in 2012
The title of her research is The Effectiveness of Think Pair Share
Method to Teach Reading Comprehension Viewed From Students‟
Motivation. The research finding or the conclusion of her research is
the student‟s reading comprehension ability can be improved through
Think Pair Share.
3) The research which has been done by Syahputra in 2011
The title of his research is Improving Students‟ Achievement In
Writing Descriptive Text Through Think Pair Share. The research
finding or the conclusion of his research is the student‟s writing ability
can be improved through Think Pair Share.
4) The research which has been done by Sumarsih in 2012
The title of her research is Improving students‟ Achievement In
Writing Narrative Text Through Think-Pair-Share Technique. The
research finding or the conclusion of his research is the student‟s
writing ability can be improved significantly through Think Pair Share.
2.3 Hypothesis
The hypothesis is useful to give the tentative solution which can help the
researcher in finding the result and conclusion of the study. It is a reasonable
belief in doing investigation whether it becomes true or not; however, it gives the
strong belief for the researcher to investigate the problem which is faced by the
23
student. Therefore, in this study the hypothesis can be stated as follows: the
reading comprehension of the eighth grade students of SMPN 2 Abiansemal in
academic year 2013/2014 can be improved through think pair share technique.
24
CHAPTER III
RESEARCH METHOD
3.1 Subject of the Study
The subjects of study were eighth grade students of SMPN 2 Abiansemal
in academic year 2013/2014. At VIII A class there were 29 students in classroom
who consist of 11 males and 18 females. The students were chosen because they
have problem in reading comprehension through cooperative learning.
3.2 Research Design
Based on the problem, an action research design was conducted by the
researcher. Action research is about taking action based on research and
researching the action taken. It can be used to enhance everyday work practices,
to resolve specific problems, and to develop special projects and programs.
Action research is based on the premise that local conditions vary widely and that
the solutions to many problems cannot be found in generalized truths that take no
account of local conditions (Ary et al. 2010:512).
The scope of action research as a method is impressive. Action research
may be used in almost any setting where a problem involving people, tasks and
procedures cries out for solution, or where some changes of feature result in a
more desirable outcome. It can be undertaken by the individual teacher, a group
of teachers working co-operatively within one school, or a teacher or teachers
working alongside a researcher or researchers in a sustained relationship,
possibly with other interested parties like advisers, university departments and
sponsors on the periphery who conduct the investigation (Cohen et al. 2005:226)
25
Furthermore, according Norton (2009:51) states that Action research is a
broad umbrella term for what is actually a wide range of research paradigms and
processes, each with its own philosophies and rationales.
Action research is concerned equally with changing individuals, on the
hand, and, on the other, the culture of the groups, institutions and societies to
which they belong. The culture of the groups can be defined in terms of the
characteristic substance and forms of the language and discourses, activities and
practices, and social relationship and organization which constitute the
interactions of the group. (Cohen et al. 2005:227). Action research is a form of
collective self-reflective inquiry undertaken by participants in social situations in
order to improve the rationality and justice of their own social or educational
practices, as well as their understanding of these practices and the situations in
which these practices are carried out. The approach is only action research of the
group is collaborative, though it was important to realize that the action research
of the group was achieved through the critically examined action of group
members. There are four steps of the cycle which consist of pre test, planning,
observation, and reflection. There were minimal two cycles which has done in
classroom action research. It was shown in figure below.
CYCLE 1 :
CYCLE 2 :
Those were four steps which were conducted by the researcher to improve
students‟ ability especially in reading comprehension. The first one was pre-test
which was held to know initial students comprehension. Since the problem still
Pre-test Planning Action Observation Reflection
Revise Planning Action Observation Reflection
26
existing, the next cycle was conducted again. Next cycle, planning was arranged
with consideration of the students‟ weakness. Post-test was arranged at the end of
the cycle which the function shows the achievement after giving treatment to the
students.
3.3 Research Procedure
In classroom action research there were two cycles which had to be used
by researcher. There were planning, action, observation and reflection. Before a
cycle was conducted, a pre-cycle process was conducted to determine the
students‟ ability in reading comprehension based on their level of academic skill.
A. Pre-cycle
The researcher checked the students‟ ability before giving treatment to the
students in teaching and learning process. In generally, there were some activities
which have been done by teacher. The activities were as follows:
1. Observing the English teaching and learning process
2. Giving the pre-test to the students
3. Divided the students into three categories based on their academic
skill.
Those are high, medium, and low academic skill.
3.3.1 Planning
Knowing that the result of the pre-test was low, the researcher then
decided to do some treatments to the students to improve their ability in reading
comprehension. But before carrying out the treatments, firstly the researcher had
to make planning to make the process of the treatments run smoothly. As the aim
27
of this study was to improve the students‟ ability in reading comprehension, so the
planning was generally formulated by the writer as follows:
1. Deciding the topic for the first and second cycle which was as the theme or
leading information for the discussion in the classroom
2. Preparing the Lesson plan
3. Preparing the teaching aids such as reading texts that were used for the first
and second cycle. In this present study, the researcher was used narrative text.
4. Constructing reflection or post-test in the form of multiple-choice at the end
of each session which post-test was consist of 10 items.
3.3.2 Action
Researcher applied treatment in teaching and learning process depends on
material. In this classroom action research, the researcher used think pair share
technique in teaching reading comprehension. There were some treatments were
applied as follows:
1. The teacher divided the students into groups. Each group consisted of four
students who had heterogenic academic ability. It meant that students
consisted of high student‟s ability and low student‟s ability.
2. The teacher distributed the reading material and its comprehensive questions
to teach student in the classroom.
3. The teacher gave students time for thinking their own answer. In this activity,
the teacher gave the students 10 minutes to think about the answer
individually.
28
4. The teacher chose student‟s numbers. The teacher announced discussion
partners. (Example: teacher chose students 3 and 4 as the partners and the
same time, students 5 and 6 discussed their idea).
5. The teacher asked the students‟ worked in pair with their partners discussed
topic, solution, or opinion.
6. The teacher asked the students to discuss with other pair in the group.
7. The last, the teacher called the students randomly and asked students to share
their ideas or opinion in the whole of classroom.
3.3.3 Observation
Observation was also very important to be done by the researcher during
the treatment. It was done in order to know the effectiveness of the teaching
learning process during the treatment and also to find out whether the technique
being applied was able to improve their reading comprehension ability. In this
case, the writer had to monitor the students‟ activities as well as their behaviors
and then noted it down into a book called researcher‟s diary. The changing
behaviors here included positive attitudes, higher motivation in reading
comprehension and they certainly reflected through their activity and creative
participation and involvement in reading comprehension. In this observation the
researcher found the weaknesses which should be overcome immediately and it
also gave the information about the improvement in the action. Thus, it helped the
researcher to prepare the strategic plan in overcoming their problems and also
preparing their needs to improve their ability in reading.
29
3.3.4 Reflection
Reflection was done in order to find out the result of the action and
observation. It was also done in order to find the strength and weakness of the
method. The present classroom action research was divided into two cycles where
each cycle consisted of two sessions. Because there were four sessions in this
classroom action study, the researcher had to provide reflection four times. Each
reflection was administering during the post activities of the sessions. Thus, the
post activities consisted of 10 multiple choice test items based on the reading text
being discussed. The result of reflections or post test in cycle I would be a
feedback to plan the actions in cycle I in improved way.
3.4 Research Instrument
Selecting appropriate, valid and reliable research instruments is a very
essential step of a scientific investigation. This is due to the fact that merely the
qualified research instruments can result in the valid and reliable required data of
the study being carried out. Without instruments, it is impossible for the
researcher to collect data.
In relation to what have been stated above, there are a number of research
instruments that are usually used by the researcher in conducting a research those
are interview, lesson plan, tests and questionnaires. On this study, the instruments
used by the researcher were:
3.4.1 Lesson Plan
Lesson plan was prepared in order the teacher has clear activities which
would be done in the classroom. Lesson plan involved some activities that were
30
conducted, teacher‟s material and technique which were applied in learning
process.
3.4.2 Test
Test is a method of measuring a person‟s ability, knowledge, or
performance in a given method (Brown. 2004 : 3). There were two kinds of test
such as pre-test and post test. Pre-test was given to the students in order to know
the comprehension of their basic knowledge before the teacher gave treatments to
them. Then, it was continued by Post-test. It was used to measure students‟
achievement after the treatment was given by the teacher. It was given at the end
of cycle 1. It was continued in cycle 2 if there was no upgrade achievement from
students based on their result pre test between post tests.
3.4.3 Questionnaire
Questionnaire consist of some questions which the function got
information about students‟ feeling, motivation, respond or problem during the
action so that the teacher as soon as possible knew the steps action which should
be applied in next teaching process.
3.5 Data Collection
In measuring the students‟ comprehension on reading , the researcher need
multiple choice test that were administered at the end of every meeting, the tests
were in the form of multiple items.
There are considerably three kinds of raw scores which were obtained,
those were as the following:
1. Scores gained after administering of pre-test indicating the subjects‟
pre-existing mastery in reading. The researcher gave pre-test to the
31
students in order to know their ability. The test was used as initial
reflection to find the problem that was faced by the students
2. Score showing the subjects‟ progress achievement in reading
comprehension collected after administering post test. The researcher
administered post test at the end of the each session to find out the
result of the action.
3. Scores showing the subjects‟ changing learning behavior. The
researcher gave questionnaire to the students at the end of the session
in cycle II.
3.6 Data Analysis
The most important data required to answer the research question under
study were collected through administering pre-test and post-test and some
supporting additional data were gathered through administering questionnaire to
the subject under study. Therefore, there were three kinds of raw scores obtained
for the present class action study as follows:
1. Scores indicating the subjects‟ pre-existing ability in comprehension.
2. Scores showing the subjects‟ progressing achievement in reading
comprehension
3. Scores showing the subjects‟ changing learning behavior
The data obtained for the present study were analyzed descriptively so as to find
out the extent of the students‟ progress or increasing ability in reading
comprehension. So that, the mean score obtained by the subjects in initial
reflection or pre-test was compared with its corresponding mean scores in
reflections or post test for both cycle I and II. The scores showing the subjects‟
32
changing learning behavior were computed. To make it clear, the comparative
corresponding mean between IR and Reflection scored were presented in the form
of graph. The grand mean of cycle I and cycle II are calculated by totaling the
means scores in each cycle and then divided by two. The grand mean of cycle I
and Cycle II was finally compared. The amount of the differences between the
two means show increasing effectiveness of cycle I and cycle II. The analyzed
data involved three stages:
1. Correcting the students‟ answer of each meeting in every cycle. The
score of each student was counted using this formula:
2. The mean score of the whole students was counted using this formula:
Μ =
Where :
M = Mean Score
ΣX = The sum of the total Score
N = The number of students
Score Obtained
X 100
Maximum score
33
3. The percentage of the students‟ response on the questionnaire was
counted using this formula:
3.7 Success Indicator
The curriculum used in SMPN 2 Abiansemal suggests that the students‟
minimum score is 76. This research was regarded to be successfully done if 80%
of subjects under study have obtained 76 in reading comprehension.
The sum of chosen items
X 100%
The sum of total chosen items
34
CHAPTER IV
FINDING AND DISCUSSION
4.1 Finding
This chapter discusses the result of the classroom action research. It was
done by the researcher to find out the students‟ ability in reading comprehension
through think pair share by administering pre-test and post-tests to the subject
under study of the eighth grade students SMPN 2 Abiansemal in academic year
2013/2014. The data obtained was in the form of multiple choice items which was
given at the end of each session in cycle I. However, since there was no
significance improved achievement from the subject of the study, then the
researcher would have arranged the cycle II with revise version.
For more detailed information about the students‟ achievement during the
treatments in cycle I and cycle II, all of the data obtained by the subjects of the
study are presented by the writer in the form of raw score into the following table:
Tabel 4.1.
Tabulation of Data showing the subject progressing scores in Reading
Comprehension through Think Pair Share Technique
Subject (IR) CYCLE I CYCLE II
Session 1 Session 2 Session 3 Session 4
1 50 60 70 80 90
2 60 70 70 80 90
3 50 60 70 80 80
4 30 40 60 80 80
5 45 50 60 80 90
6 45 50 60 70 80
7 45 60 60 80 90
35
8 40 50 70 70 80
9 50 60 60 80 90
10 50 60 70 80 90
11 45 50 60 70 80
12 25 60 70 90 100
13 50 60 70 80 80
14 50 60 70 80 100
15 35 40 60 80 90
16 35 40 50 70 80
17 50 60 70 80 90
18 50 60 60 70 70
19 50 60 70 80 90
20 50 60 60 70 80
21 45 50 60 70 80
22 50 60 60 70 80
23 50 60 70 80 90
24 50 60 70 70 70
25 50 70 70 80 90
26 35 70 70 80 100
27 50 60 70 80 90
28 40 70 70 80 90
29 45 50 60 70 100
TOTAL
SCORE 1320 1660 1890 2230 2510
Note :
IR : Initial Reflection
S1 : Session 1
S2 : Session 2
S3 : Session 3
S4 : Session 4
36
4.1.1 Pre-Cycle
In order to know the basic ability in reading comprehension of the subject
study, the researcher collect data were gathered through administering pre-test on
Wednesday, 4th
December 2013. In pre-test, the subjects of the study asked to
answer 20 items of the question and answer test to determine their ability in
reading comprehension. In this activity, the researcher checked the students‟
ability before giving treatment to the students in the teaching and learning process.
The subject of the study obtained the mean scores of pre-test in Reading
Comprehension was 45.52. This mean figure showed that the subject under study
were low in reading comprehension. It was because many factors dealing with it
such as lack of vocabulary, does not know the meaning of the text and confused
with the grammar.
Data analysis in the pre-test was counted using this formula :
The X0 of IR scores = X 0 = 1320 = 45.52
n 29
4.1.2 Cycle I
There were three kinds of instruments used in gathering the data of the
present classroom action research; they were pre-test, post test, and questionnaire.
Before administering post-test, the researcher gave treatment in teaching learning
process to the students. There were two sessions in Cycle I, which by the end of
teaching learning process each cycle consisted of post-test. There were 10
questions in post-test in the term of narrative text. The researcher collected the
data of session 1 on Thursday, 5th
December 2013 and for the session 2 was
continued in the next day, Friday, 6th
December 2013.
37
In Cycle I session 1, the result of the subject of the study was higher than
the result of pre-test. It was because the researcher had given the students
treatment, so that the students easier to answer the post-test in session 1 and
sessions 2. In this activity, the researcher was given the students the material
about the generic structure in narrative text, give the students the technique how to
find the right answer and allowed them to had question and answer session to help
the problem that faced by the students during the treatment.
The data should be accurately analyzed and the result of the analysis was
discussed as the following:
1. The X1 of IR scores = X 1 = 1660 = 57.24
n 29
2. The X2 of IR scores = X 2 = 1890 = 65.17
n 29
3. Grand mean of Cycle I : S1 + S2 = 57.24 + 65.17 = 61.20
2
4.1.3 Cycle II
The data scores of post-test in session 1 and sessions 2 in cycle I showed
that there was the student‟s progress achievement in reading comprehension
especially in the term of narrative text. For the session 3 the researcher was
collected the data on Saturday, 7th
December 2013, for the session 4 and
questionnaire was collected on Monday, 9th
December 2013. The subject of the
study By knowing the weakness that found in each session in Cycle I and based
on the curriculum used in SMPN 2 Abiansemal suggested that the students‟
minimum score is 76, therefore, the researcher has arranged the cycle II with
38
revised version. The researcher hopes that the subjects of the study would show
the increasing scores in this cycle because this research was regarded to be
successfully done if 80% of subjects under study obtained 76 in reading
comprehension.
1. The X3 of IR scores = X 3 = 2230 = 76.90
n 29
2. The X4 of IR scores = X 4 = 2510 = 86.55
n 29
3. Grand mean of Cycle II : S3 + S4 = 76.90 + 86.55 = 81.73
2
Table 4.2
Summary of the Research Finding Showing the Mean of Each Session and Grand
Mean of Cycle I and Cycle II
Pre-test / IR S0 XO 45.52 Grand Mean
Cycle I S1
S2
X1
X2
57.24
65.17
X1= 61.20
Cycle II S3
S4
X3
X4
76.90
86.55
X1= 81.73
However, the additional data needed data for the present classroom action
research was collected through administering questionnaire to the subject under
study at the end of cycle II, in order to know subjects‟ changing behavior.
The answer of the questionnaire were quantitatively scored using the
rating 1-4 and the expected answer are A, B, C, and D. Each option had its scale
39
such as 4 for the item A, 3 for the item B, for 2 the item C, and 1 for the item D.
The result of questionnaire was descriptively analyzed in the form of comparative
percentage. The scores obtained from administering questionnaire showed the
subjects‟ changing attitudes and motivation in reading comprehension through
think pair share technique. The obtained data showing the subjects‟ total score of
the questionnaire were tabulated as follows:
Table 4.3
Tabulation of Data indicated the subject‟s Changing Learning behaviors in
Reading Comprehension through Think Pair Share Technique.
SUBJECT OF STUDY A(4) B(3) C(2) D(1)
1 16 9 2 -
2 16 15 4 -
3 20 12 2 -
4 20 12 2 -
5 12 9 - -
6 12 21 6 -
7 16 12 4 -
8 16 15 2 -
9 20 12 - -
10 20 12 - -
11 12 18 2 -
12 20 9 4 -
13 12 18 2 -
14 20 9 4 -
15 12 18 2 -
16 16 15 2 -
17 20 9 2 -
18 16 18 - -
19 24 9 - -
20 24 6 2 -
21 24 6 2 -
22 16 15 2 -
23 16 18 - -
24 20 15 - -
25 12 6 6 -
26 20 9 4 -
40
27 8 18 6 -
28 16 15 2 -
29 12 16 2 -
TOTAL SCORE 488 376 66 -
TOTAL A + B + C + D = 930
Scores of the items of questionnaire in which the subject‟s total answer for
item A, B, C, and D were showed as follows:
1. The percentage of items A = 488x 100% = 52.47%
930
2. The percentage of items B = 376 x 100% = 40.43%
930
3. The percentage of items C = 66 x 100% = 7.10%
930
4. The percentage of items D = 0 x 100% = 0%
930
4.2 Discussion
The data analysis result of the present classroom study indicated that the
mean scores of the pre-test (IR) obtained by the subjects under study in reading
comprehension was 45.52. This mean figure obviously showed the subjects under
study were low in reading comprehension as there were many factors dealing with
it.
The result of the data analysis of the post-test (R) scores in cycle I (S1 and
S2) showed that the increasing mean figures of 57.24 and 65.17. The mean figure
obtained by the subjects for each session in Cycle I was obviously much higher
than the mean figure of the Initial Reflection scores. This grand mean of cycle I
showed the noticeable progress of the students‟ ability in reading comprehension
especially in narrative text.
41
The result of the data analysis of the reflection of post-test scores obtained
by the subjects under study for cycle II (S3 and S4) pointed out the increasing
mean figures of 76.90 and 86.55 compared with the grand mean figure of IR
score, the mean figure obtained by the subjects under study each session was
much higher than IR mean figure. The grand mean figure of the reflection of post-
test scores obtained by the subjects under study in cycle I was 61.20 and cycle II
was 82.75. It was showed the significance different between cycle I and Cycle II
was 20.53. The difference of the main figure suggested that the improving reading
comprehension in cycle II, (S3 and S4) through Think Pair Share Technique were
effective than cycle I. It because of the fact that cycle II was revised version of
cycle I, which in teaching scenario or lesson plans in cycle II were taking into
account the weakness found out in cycle I. It was showed that the grand mean of
the reflection score in cycle II was much higher than the scores in cycle I.
The result of the data analysis of the questionnaire scores showed the total
response of the questionnaire item A, B, C, and D were 52.47%, 40.43%, 7.10%
and 0%. This figure confirmed that the subjects‟ learning behaviors change
positively in reading comprehension using Think Pair Share technique, those were
their attitude and motivation heightened considerably. It showed that teaching
reading comprehension especially in narrative text through Think Pair Share
technique could make creative participation and interested for reading. The
findings of the present classroom action study were in line with the existing
research findings, which have discovered learning reading comprehension
especially in narrative text through Think Pair Share technique was significantly
effective and gave significance improvement to the students‟ ability in reading
42
comprehension was gradually improved. Therefore, the hypothesis stated as the
following: the reading comprehension of the eighth grade students of SMPN 2
Abiansemal in academic year 2013/2014 can be improved through think pair share
technique was confirmed.
For more detail, the subject‟s progressing grand mean figures of the pre-
test (IR) scores post-test (R) scores obtained by the eighth grade students of
SMPN 2 Abiansemal for cycle I and II could be presented as the following graph:
Graph 4.1 : Depicting the subjects‟ Progressing Ability in Reading
Comprehension especially in narrative text through Think Pair Share technique in
cycle I
0
10
20
30
40
50
60
70
X0 X1 X2
45.52
57.24
65.17
43
Graph 4.2: Depicting the subjects‟ Progressing Ability in Reading Comprehension
especially in narrative text through Think Pair Share technique in cycle II
Graph 4.3 : Depicting the subjects‟ Progressing Grand Mean Taught Reading
Comprehension especially in narrative text through Think Pair Share technique
0
10
20
30
40
50
60
70
80
90
X0 XI XII
45.52
61.20
81.73
0
10
20
30
40
50
60
70
80
90
X0 X3 X4
45.52
76.90
86.55
44
CHAPTER V
CONCLUSION AND SUGGESTION
The result discussion throughout the present classroom action research
which dealt with improving reading comprehension by using Think Pair Share
technique to the eighth grade students of SMPN 2 Abiansemal in academic year
2013/2014 could finally be conducted in this chapter. Some practical suggestions
in reference to the significance of the established research findings were also
advised in this chapter so that the findings of this study could be importantly give
some convenience for the teachers and for the students in English teaching and
learning process.
5.1. Conclusion
The present classroom action research was conducted to help the students
improve and develop their ability in reading comprehension. The eighth grade
students of SMPN2 Abiansemal were selected by do preceded by conducting a
preliminary study. Based on the study, it was showed that the eighth grade
students faced big problem in their reading comprehension.
The main data required for the study were gathered through administering
pre-test and pot-test to the subjects under study. Some supplementary data were
collected by means of administering questionnaire to the subjects under study.
Before the treatments were given (in Initial Reflection), the students‟ ability in
reading comprehension was low, where it was proved by the result of their mean
score in the pre-test which was only 45.52. Then in Cycle I, after the treatments
were given in four sessions with a post-test at the end of each session, the grand
45
means of reflection scores for cycle I obtained by subjects under study showed the
succeeding mean figures of 57.24 and 65.17 for S1 and S2 correspondingly. The
grand mean of the reflection scores in cycle I figure the mean figure of 61.20. The
means of reflection scores for cycle II obtained by subjects under study also
showed the succeeding mean figures of 76.90 and 86.55 for S3 and S4
correspondingly. The grand mean of reflection scores in cycle II figure the mean
figure of 81.73. The established mean figures for each session were much higher
than the IR mean figure from S1 to S4. It showed that the resulted mean figures
progressed and increased significantly.
The data result of the questionnaire scores clearly showed the comparative
percentage figures of 56.11%, 38.83%, 5.04% and 0% for the respective total
responses of the items of the questionnaire option A, B, C, and D. These findings
significantly proved that the attitude and the learning motivation changed and
heightened positively. The findings also pointed out that the subjects under study
also have increased motivation in reading comprehension. It clearly suggested that
teaching reading comprehension through Think Pair Share technique could make
the students become active and significantly improve their reading
comprehension.
Therefore, the finding of the present study convincingly proved and
showed that the problems on reading faced by the eighth grade students of SMPN
2 Abiansemal in academic year 2013/2014 could be satisfactory overcome
through Think Pair Share technique in reading comprehension. The technique was
useful to change the student‟s behavior in English teaching and learning process
because the student could explore their skill in comprehending the material
46
reading through discussion with their peers or partners. It could be concluded that
Think Pair Share technique was an effective technique used to improve the
students‟ ability in reading comprehension.
5.2 Suggestion
Based on those findings above, the researcher wants to give the following
suggestion in helping teachers and students in English teaching and learning:
1. For the English teachers of SMPN 2 Abiansemal
a. It is suggested to use Think pair share as one alternative of good
technique in teaching reading comprehension since it can build up
the students‟ interest, participations and motivation in learning
reading comprehension.
b. In teaching and learning process, the most important single factor is
the teacher who has to promote friendly and fun classroom situation.
The teachers should be sensitive in creating, selecting and organizing
the teaching aids and manipulating the media to manage the class
activities, stimulating and maintaining the interest of the students,
emphasizing the enjoyable aspects of language learning and giving
the students a feeling of fun and success in their study. The result of
the study is also expected to enrich the teachers‟ knowledge about
the method and the technique. It can be some help for teaching
reading comprehension with its components such as finding word
meaning, important information, and main idea it is believed that the
students‟ ability in reading comprehension can be improved and
increased.
47
2. For the students
There is an expression in English, “If you do not want to loose it, use it. In
other words, you should practice all the time if you do not want to loose
your skill or you want to improve your English skill. This study can be
used as a way to improve their ability in comprehending a reading text, it
is greatly expected that the result of this study would be very useful since
this technique enables them to solve and overcome their problem in
reading and improve the students‟ reading comprehension. In order to have
quick significant improvement in reading comprehension, the students are
suggested to make use of public libraries as place for improving their
reading comprehension and expected to read various kinds of English
reading texts outside the school time.
3. For the other researchers:
a. Due to the time the writer was very much limited during this
research, then, it is suggested for the other researchers to conduct the
same research using the same technique but with longer time
allocation.
b. It is suggested to conduct the same study with the same technique
but to the higher level of students or schools like senior high schools
or even college / university students.
48
REFERENCES
Alhaidari, Mohammed S. 2006. The Effectiveness of Using Cooperative Learning
to Promote Reading Comprehension, Vocabulary, and Fluency Achievement
Scores of Male Fourth- and Fifth grade Students in a Saudi Arabian School.
The Pennsylvania State University.
Arends, Richard I .2009. Learning to Teach. New York : Mc. Grow Hill
Componies
Ary, Donald. 2010. Introduction to Research in education. United States Of
America : Wadsworth.
Astiyandha, tauricha at all. 2012. English teaching vol I. UNS University.
Azlina, N. A. Nik. 2010. Supporting Collaborative Activities Among Students and
Teachers Through the Use of Think-Pair-Share Techniques. Kuala Lumpur.
IJCSI. Vol 7
Broughton, Geoffrey. 2003. Teaching English as a Foreign Language. New York.
Routledge.
Brown, H. Douglas. 2001. Teaching by Principles An Interactive Approach to
Language Pedadogy. Second Edition. New York: Longman.
Brown, H. Douglas. 2004. Language Assessment Principles and Classroom
Practices. New York: Longman.
Brown, H. Douglas. 2004. Principles of Language Learning and Teaching fourth
edition. Longman.
Cohen, Louis; Manion, Lawrence; Morrison Keith. 2005. Research Methods in
Education. Fifth Edition. London and New York; Taylor & Francise-
Library.
Dykes, Barbara. 2007. Grammar For Everyone. Victoria : Australia Council.
Elizabeth. S. Pang. 2000. Teaching Reading. International Bureau of Education
Elizabeth G. Cohen; Celeste M. Brody; Mara, S. Shevin. 2004.Teaching
Cooperative Learning. USA : State University of New York Press.
Gordon, Sarah Elisabeth. 2012. Think Pair Share Developing Comprehension and
The Classroom Community Using Higher-level Thinking in ASL and
English. San Diego University of California.
49
Harmer, Jeremy. 2001. The Practice of English Language Teaching. Third
Edition. London: Longman.
Hiebert, H. Elfrieda and Kamil L. Michael. 2005. Teaching and Learning
Vocabulary. London : LEA
Himmele, Persida and Himmele, William. 2000. Total Participations Technique.
ASCD
Johnson and Johnson. 2000. Cooperative Learning Methods. Minnesota :
University of Minnesota.
Julian and Richard. 2004. Extensive Reading Activities for Teaching Language.
New York: Cambridge.
Mandal.2009. The modern journal of applied linguistics. Cooperative learning
strategy. India. Vol 1-2 94-102.
Norton, Lin S. Action Research in Teaching & Learning. New York Routledge.
Patel, M.F and Jain, M. Praveen. 2008. English Language Teaching (Methods,
Tools and technique). Jaipur : Sunrise.
Richard, Jack. C and Rodger, Theodore. S. 2001. Approaches and Method in
Language Teaching.Second Edition. Cambridge University.
Scott, Wendy A. and Ytreberg, Lisbeth H. 2004. Teaching English to Children.
London: Longman.
Sumarsih, Hj. And Saragih S. Zulfida. 2006.Improving Students’ Achievement In
Writing Narrative Text Through Think-Pair-Share Technique.
Syahputra, Adly and Ginting M. Elia. 2006. Improving Students’ Achievement In
Writing Descriptive Text Through Think Pair Share. Unimed.
Torgesen, Joseph K. 2006. A Comprehensive K-3 reading assessment plan.
Guidance for school leaders.
Utama, IM. Permadi. 2013. The Effect of Think Pair Share Teaching Strategy to
Students’ Self-Confidence and Speaking Competency of the Second Grade
Students of SMPN 6 Singaraja. E-journal Pascasarjana Undiksha.
50
Appendix 1
Attendace List of Class VIIIA
NO NAME SEX
1 Adi Naranatha I.B Male
2 Agus Andika Pratama Gd. Male
3 Aristya Dwinanda Putra Md. Female
4 Armeniawati Ni Wayan Female
5 Ayu Wristy Yulia Dinantha Md. Female
6 Devi Savitri Ni Luh Putu Female
7 Dewa Ayu Galuh Megaswari Female
8 Dewi Patmitasari Ni Putu Female
9 Diah Purnami Ni Kadek Female
10 Dina Juliantari Ni Putu Female
11 Dwi Rastiti Sadhayanti Kd. Female
12 Emi Ardiani Ni Kadek Female
13 Febryana Suryaputri Berata I Female
14 Istri Kumala Dewi A.A.A Female
15 Kanaya Pratiwi Ni Kadek Female
16 Lanang Setiawan I Gede Male
17 Melia Ayu Suari Putri Luh Gd Female
18 Pande Putu Dika Pranata Male
19 Pandu Pratama I Putu Male
20 Pebri Budiartini Ni Kadek Female
21 Peni Antari Ni Wayan Female
22 Putra Mahardika I Putu Male
23 Shindy Pramesti Purwantari Female
24 Swastika I Putu Male
25 Veby Tri Kusumayani Ni Nym Female
26 Widya Martha Pratiwi Ni Md Female
27 Windhu Santika I Made Male
28 Wisnu Male
29 I B Mahendra Kertanegara Male
51
Appendix 2
PRE-TEST
Name :
Class /Number :
Time allocation : 15 minutes
PETUNJUK UMUM
1. Tulislah terlebih dahulu nama, kelas dan no absent ditempat yang telah
disediakan pada lembar soal.
2. Berilah tanda silang pada setiap jawaban yang dianggap paling benar.
3. Kerjakanlah terlebih dahulu soal-soal yang kamu anggap paling mudah
dan periksalah kembali pekerjaanmu sebelum dikumpulkan.
Read text carefully and choose the best answer by crossing (X) A, B, C, or D.
Read the text below to answer question 1-10
Ali Baba
Once upon a time there were 40 cruel thieves who put their stolen money
and treasures in a cave. They went in the cave by saying ”Open Sesame” to the
cave entrance. A poor person, named Ali Baba saw them while they were doing
that, so he heard the opening word. After they left, he went toward the cave and
opened it. Suddenly he found a very large quantity of money and golden treasures.
He took some of it and went back home. After that he became a rich man and his
brother wanted to know how he became rich.
Ali Baba turned into the richest man in his village. His evil brother was
really jealous of him, and wanted to know how he could get such a lot of money.
Therefore, when Ali Baba went to the cave again to take some more money, his
brother followed him. He saw everything, and decided to go back the next day to
take some money for himself. The next morning he found a lot of money in the
cave, and he wanted to take all of them. Unfortunately, when he was busy
carrying the money to his house, the thieves came. The boss of the thieves asked
him how he knew about the cave. He told everything, but unluckily they killed
him and went to Ali Baba‟s house.
After finding Ali Baba‟s house, they made a plan to kill him the following
night. Some of the thieves hid in big jars, and the boss pretended that he was a
merchant who wanted to sell the jars to Ali Baba. Ali Baba who was a kind man
invited the boss of the thief to have lunch together.
After lunch they took a rest. Luckily, the house maid went out of the
house, and found that there were thieves inside the jars. She finally boiled hot oil
and poured it into the jars to kill all of them. The boss of the thieves was caught,
and put into prison.
Ali Baba was saved from the danger, and he finally lived happily ever after with
his maid who became his wife shortly after.
1. What kind of the text is it?
A. Procedure
B. Description
C. Narrative
D. Recount
52
2. What is the purpose of the text?
A. Retelling past experience
B. Giving entertainment to the readers
C. Telling about the writers
D. Describing place
3. What is the generic structure of the text?
A. Orientation – description – identification
B. Orientation – Complication – Re-orientation
C. Orientation - Complication – Resolution – Re-orientation
D. General statement - A sequences explanation
4. Why could Ali Baba enter the cave?
A. Because he heard the opening word
B. Because he was a thief
C. Because he has a power
D. Because he saw the money and treasures in a cave
5. What was the reason of his evil brother jealous for?
A. Because Ali Baba has not tell his brother where did he get a lot of
money
B. Because Ali Baba was a handsome man
C. Because Ali Baba was a poor man
D. Because Ali Baba become a richest man in his village
6. How did Ali Baba become a richest man in his village?
A. He worked hardly
B. He took a lot of money from the thief‟s cave
C. He got the money at the forest
D. He was a seller
7. “He took some of it and went back home.” ( First Paragraph, fifth line)
The word “it” refers to....
A. The thief‟s cave
B. The forest
C. The money and gold treasures
D. The House
8. What did the thief do after saw that someone took his money?
A. The thief asked him to go away
B. The thief took him as a new member of cruel thief
C. The thief gave a torture to him
D. The thief asked the information then killed him
9. What did they plan after finding Ali Baba‟s house?
A. To take back the money
B. To sell the Jar to Ali Baba
C. To have lunch with Ali Baba
D. To kill Ali Baba in the following night
53
10. Who saved Ali Baba from the danger of the thief?
A. His evil brother
B. His friends
C. His maid then become his wife
D. His parents
The text for question no 11-15
The Princess and the Pea
There was a prince who wanted to marry a princess; but she would have to
be a real princess. He travelled all over the world to find one, but nowhere could
he get what he wanted. There were princesses enough, but it was difficult to find
out whether they were real ones. There was always something about them that
was not as it should be. S he came home again and was sad, for he would have
liked very much to have a real princess.
One evening a terrible storm came on; there was thunder and lighting, and
the rain poured down in torrents. Suddenly a knocking was heard at the city gate,
and the old king went to open it. It was a princess standing out there in front of the
gate. But, good gracious! What a sight the rain and the wind had made her look.
The water ran down from her hair and clothes; it ran down into the toes of her
shoes and out again at the heels. And yet she said that she was a real princess.
“Well, we‟ll soon find that out,” thought the old queen. But she said
nothing, went into the bed-room, took all the bedding off the bedstead, and laid a
pea on the bottom; then she took twenty mattresses and laid them on the pea, and
then twenty eider-down beds on the top of the mattresses. On this princess had to
lie all night, in the morning she was asked how she had slept. “Oh, very badly!”
said she. “I have scarcely closed my eyes all night. Heaven only knows what was
in the bed, but I was lying on something hard, so that I am black and blue all over
my body. It‟s horrible!”
Now they knew that she was a real princess because she had felt the pea
right through the twenty mattresses and the twenty mattresses and the twenty
eider-down beds. Nobody but a real princess could be as sensitive as that.
So the prince took her for his wife, for now he knew that he had a real
princess; and the pea was put in the museum, where it may still be seen, if no one
has stolen it.
11. Which paragraph shows that princess did foolish action?
A. One
B. Two
C. Three
D. Four
12. “I have scarcely closed my eyes all night.” (third paragraph, fifth line)
The sentence shows that the Princess....
A. slept on a hard mattress
B. fell a sleep immediately
C. could sleep all night
D. did not get much sleep
54
13. “Took all the bedding off the bedstead, and laid a pea on the bottom.”
What is the synonym of “bedding”?
A. Blanket
B. Bed sheet
C. Pillow
D. Bolster
14. “Well, we‟ll soon find that out,” thought the old queen. (third paragraph,
first line)
The words “find that out” means that....
A. They will soon find her cunning
B. They will soon attacked her
C. They will soon get her out from the castle
D. They will soon know about her
15. Which paragraph is called complication?
A. First paragraph
B. First and second paragraph
C. Second and third paragraph
D. Fourth and fifth paragraph
The text for question 16-20
THE WITCH
One day, a young wanderer who get lost in the wood. Suddenly, he saw a
light form an old hut. He knocked on the door, and an old woman opened it. She
was crying, she said that the devil had stolen her magic candle. The candle could
grant anything she asked. The wanderer asked her where the devil lived. “In a
castle not far from here,” said the old woman.
The wanderer went to the castle. There, he found the devil, but he was old
and weak. Therefore when the wanderer grabbed the magic candle from the
devil‟s table and ran away, he couldn‟t chase him.
But the wanderer not was a kind man. He didn‟t return the candle to the
old woman, but kept it for himself. He lit the candle and made a wish. “I want to
go far away from here, “suddenly the genies appeared and took him to a beautiful
palace. There was party in the palace. The wanderer wanted to make some money.
So he lit the candle again and wished for some jewelry. He sold the jewelry to the
guest and was soon making a lot of money. Then the Princess came to buy the
55
jewelry, but there was nothing left. The wanderer fell in love with her and asked
her to marry him. The kind princess said yes. And they got married the next day.
In his happiness, the wanderer told the princess about his adventure and
the magic candle. Hearing that, the princess got very angry. At night she lit the
candle and wished that the wanderer disappear.
In the morning, the wanderer awoke and found himself back in his ugly
house in the village.
16. Where did the wanderer get lost?
A. In the ugly house
B. In an old hut
C. In the forest
D. In the castle
17. Why was the candle special? Because it....
A. could give a light
B. could grant anything we wanted
C. could kill the evil
D. could make us unhappy
18. These statement are correct, except:
A. The wanderer become a rich man
B. The wanderer got married with the princess
C. There was a party in the palace
D. The wanderer returned the candle
19. “... and an old woman opened it.” The word “ it” refers to
A. the palace
B. the hut
C. the castle
D. the door
20. Why did the princess get angry?
A. Because the wanderer was a poor man
B. Because the wanderer had a magic candle
C. Because the wanderer drudged the princess
D. Because the wanderer was disappear
56
ANSWER KEY
1. C
2. B
3. C
4. A
5. D
6. B
7. C
8. D
9. D
10. C
11. B
12. D
13. B
14. C
15. C
16. C
17. B
18. D
19. D
20. C
57
Appendix 3
LESSON PLAN
Cycle I, Session I
School : SMPN 2 Abiansemal
Subject : English
Language Skill : Reading Comprehension
Class / Semester : VIII (Eighth) / I
A. Standard Competence :
Understanding and practicing reading comprehension by using appropriate
register fluently and accurately in discourse and monologue text especially in
narrative text
B. Basic Competence :
Responding the meaning nuance in reading comprehension with appropriate
rhetorical steps in writing text especially narrative text
C. Indicators
1. Identifying and finding generic structure
2. Getting special information or message from the text
Kind of text : Narrative text
Theme : Legend
Skill : Reading Comprehension
Time allocation :2 x 40 minutes
D. Learning Objective
At the end of the learning :
1. Students are able to identify generic structure in narrative text
2. Students are able to find difficult word in the text
3. Students are able to get special information in narrative text
4. Students are able to answer the question
E. Learning Material
Narrative text which the title “Princess Mandalika”
F. Technique / Method :
Think pair share technique
G. Teaching and Learning Activities
ACTIVITIES LEANING PROCESS TIME
Teacher‟s Activity Student‟s Activity
Pre-activities 1. Teacher open the
class by greeting the
students
1. Students answer
teacher‟s greeting
10
minutes
58
2. Teacher introduces
herself to the students
3. Teacher check the
students attendance
list
4. Attract student‟s
attention through
interesting question
such as “have you
ever read story book
or fairly tale?” what
kind of fairly tale or
legend that you have
read?”
2. Students listen
carefully and ask
question to their
teacher
3. Students listen
their name
carefully
4. Students answer
teacher‟s question
and share their
fairly tale
collection
Whilst
Activities
5. Teacher explain the
generic structure in
narrative text
6. Then, Teacher gives
reading material and
asks students to read
it and answer those
comprehensive
question individually
(Think Activities)
7. Asking the students
into the pair to
discuss their answer
with their partner
(Pair Activities)
8. Asking students to
share their idea and
discussing the answer
with other pairs in
group
9. Sharing their ideas
and answer into the
whole of the class
randomly (Sharing
5. Students listen
carefully and pay
attention to
teacher‟s
explanation
6. The students read
about reading
material
individually and
get the
information from
the text (Think
Activities)
7. Students find their
partners and
discuss it together
(Pair Activities)
8. Students share
their opinion in
pairs
9. Some students
share their opinion
randomly in the
55
Minutes
59
Activities)
10. Teacher rechecks
student‟s answer in
generally
11. Teacher improves
student‟s answer
generally
whole of the class
(Sharing
Activities)
10. Students listen
and pay attention
to the teacher‟s
explanation
11. Students make
some notes after
teacher explain it
Post
Activities
12. Teacher asks the
students “Do you
have any questions?
13. Teacher answer
student‟s question
14. Teacher gives post
test to the students
15. Teacher ask students
to give summary
what they have
learned today
Teachers closing
material and say
good bye
12. Students raise
his/her hands and
ask a question
13. Students pay
attention to
teacher‟s
explanation and
make some notes
14. Students answer
post test
15. Students give
summary to
teacher and note
it
Students say
good bye
15
minutes
H. References
Yuliani, Marta dan Artini, Yuniarti Dwi. September 2012. PR Bahasa
Inggris. PT Intan Pariwara
WWW.Englishindo.com
60
I. Assesment
Technique : Written Test
Form : Answering Multiple-choice question of narrative text
Instrument : Multiple-Choice
Sedang, 5 December 2013
Researcher,
Ni Kadek Listiani
NPM. 10.8.03.5.1.31.2.5. 3824
61
Appendix 4
LESSON PLAN
Cycle I, Session II
School : SMPN 2 Abiansemal
Subject : English
Language Skill : Reading Comprehension
Class / Semester : VIII (Eighth) / I
A. Standard Competence :
Understanding and practicing reading comprehension by using appropriate
register fluently and accurately in discourse and monologue text especially in
narrative text
B. Basic Competence :
Responding the meaning nuance in reading comprehension with appropriate
rhetorical steps in writing text especially narrative text
C. Indicators
1. Identifying and finding generic structure
2. Getting special information or message from the text
Kind of text : Narrative text
Theme : Legend
Skill : Reading Comprehension
Time allocation :2 x 40 minutes
D. Learning Objective
At the end of the learning :
1. Students are able to identify generic structure in narrative text
2. Students are able to find difficult word in the text
3. Students are able to get special information in narrative text
4. Students are able to answer the question
E. Learning Material
Narrative text which the title “Golden Snail”
F. Technique / Method :
Think pair share technique
62
G. Teaching and Learning Activities
ACTIVITIES LEARNING PROCESS TIME
Teacher‟s Activity Student‟s Activity
Pre-activities 1. Teacher open the
class by greeting the
students
2. Teacher check the
students attendance
list
3. Attract student‟s
attention through
interesting question
such as “have you
ever read story book
or fairly tale?” what
kind of fairly tale or
legend that you have
read?”
1. Students answer
teacher‟s greeting
2. Students listen
their name
carefully
3. Students answer
teacher‟s question
and share their
fairly tale
collection
10
minutes
Whilst
Activities
4. Teacher explain the
generic structure in
narrative text
5. Then, Teacher gives
reading material and
asks students to read
it and answer those
comprehensive
question individually
(Think Activities)
6. Asking the students
into the pair to
discuss their answer
with their partner
(Pair Activities)
7. Asking students to
share their idea and
discussing the answer
with other pairs in
group
8. Sharing their ideas
and answer into the
4. Students listen
carefully and pay
attention to
teacher‟s
explanation
5. The students read
about reading
material
individually and
get the
information from
the text (Think
Activities)
6. Students find their
partners and
discuss it together
(Pair Activities)
7. Students share
their opinion in
pairs
8. Some students
55
Minutes
63
whole of the class
randomly (Sharing
Activities)
9. Teacher rechecks
student‟s answer in
generally
Teacher improves
student‟s answer
generally
9. share their opinion
randomly in the
whole of the class
(Sharing
Activities)
10. Students listen
and pay attention
to the teacher‟s
explanation
Students make some
notes after teacher
explain it
Post
Activities
11. Teacher asks the
students “Do you
have any questions?
12. Teacher answer
student‟s question
13. Teacher gives post
test to the students
14. Teacher ask students
to give summary
what they have
learned today
Teachers closing
material and say
good bye
10. Students raise
his/her hands and
ask a question
11. Students pay
attention to
teacher‟s
explanation and
make some notes
12. Students answer
post test
13. Students give
summary to
teacher and note
it
Students say
good bye
15
minutes
H. References
Yuliani, Marta dan Artini, Yuniarti Dwi. September 2012. PR Bahasa
Inggris. PT Intan Pariwara
WWW.Englishindo.com
I. Assesment
Technique : Written Test
Form : Answering Multiple-choice question of narrative text
Instrument : Multiple-Choice
65
Appendix 5
LESSON PLAN
Cycle II, Session III
School : SMPN 2 Abiansemal
Subject : English
Language Skill : Reading Comprehension
Class / Semester : VIII (Eighth) / I
A. Standard Competence :
Understanding and practicing reading comprehension by using appropriate
register fluently and accurately in discourse and monologue text especially in
narrative text
B. Basic Competence :
Responding the meaning nuance in reading comprehension with appropriate
rhetorical steps in writing text especially narrative text
C. Indicators
1. Identifying and finding generic structure
2. Getting special information or message from the text
Kind of text : Narrative text
Theme : Legend
Skill : Reading Comprehension
Time allocation :2 x 40 minutes
D. Learning Objective
At the end of the learning :
1. Students are able to identify generic structure in narrative text
2. Students are able to find difficult word in the text
3. Students are able to get special information in narrative text
4. Students are able to answer the question
E. Learning Material
Narrative text which the title “Golden Cucumber”
F. Technique / Method :
Think pair share technique
66
G. Teaching and Learning Activities
ACTIVITIES LEANING PROCESS TIME
Teacher‟s Activity Student‟s Activity
Pre-activities 1. Teacher open the
class by greeting the
students
2. Teacher check the
students attendance
list
3. Attract student‟s
attention through
interesting question
such as “have you
ever read story book
or fairly tale?” what
kind of fairly tale or
legend that you have
read?”
1. Students answer
teacher‟s greeting
2. Students listen
their name
carefully
3. Students answer
teacher‟s question
and share their
fairly tale
collection
10
minutes
Whilst
Activities
4. Teacher explain the
generic structure in
narrative text
5. The teacher explain
about tenses that used
in Narrative text
6. Then, Teacher gives
reading material and
asks students to read
it and answer those
comprehensive
question individually
(Think Activities)
7. Asking the students
into the pair to
discuss their answer
with their partner
(Pair Activities)
8. Asking students to
share their idea and
discussing the answer
with other pairs in
4. Students listen
carefully and pay
attention to
teacher‟s
explanation
5. The students listen
carefully and
make a note
6. The students read
about reading
material
individually and
get the
information from
the text (Think
Activities)
7. Students find their
partners and
discuss it together
(Pair Activities)
8. Students share
their opinion in
pairs
55
Minutes
67
group
9. Sharing their ideas
and answer into the
whole of the class
randomly (Sharing
Activities)
10. Teacher rechecks
student‟s answer in
generally
11. Teacher improves
student‟s answer
generally
Some students
share their opinion
randomly in the
whole of the class
(Sharing
Activities)
9. Students listen
and pay attention
to the teacher‟s
explanation
10. Students make
some notes after
teacher explain it
Post
Activities
11. Teacher asks the
students “Do you
have any questions?
12. Teacher answer
student‟s question
13. Teacher gives post
test to the students
14. Teacher ask students
to give summary
what they have
learned today
15. Teachers closing
material and say
good bye
12. Students raise
his/her hands and
ask a question
13. Students pay
attention to
teacher‟s
explanation and
make some notes
14. Students answer
post test
15. Students give
summary to
teacher and note
it
16. Students say
good bye
15
minutes
H. References
Yuliani, Marta dan Artini, Yuniarti Dwi. September 2012. PR Bahasa
Inggris. PT Intan Pariwara
WWW.Englishindo.com
68
I. Assesment
Technique : Written Test
Form : Answering Multiple-choice question of narrative text
Instrument : Multiple-Choice
Sedang, 7 December 2013
Researcher,
Ni Kadek Listiani
NPM. 10.8.03.5.1.31.2.5. 3824
69
Appendix 6
LESSON PLAN
Cycle II, Session IV
School : SMPN 2 Abiansemal
Subject : English
Language Skill : Reading Comprehension
Class / Semester : VIII (Eighth) / II
A. Standard Competence :
Understanding and practicing reading comprehension by using appropriate
register fluently and accurately in discourse and monologue text especially in
narrative text
B. Basic Competence :
Responding the meaning nuance in reading comprehension with appropriate
rhetorical steps in writing text especially narrative text
C. Indicators
1. Identifying and finding generic structure
2. Getting special information or message from the text
Kind of text : Narrative text
Theme : Legend
Skill : Reading Comprehension
Time allocation :2 x 40 minutes
D. Learning Objective
At the end of the learning :
1. Students are able to identify generic structure in narrative text
2. Students are able to find difficult word in the text
3. Students are able to get special information in narrative text
4. Students are able to answer the question
E. Learning Material
Narrative text which the title “The Frog Prince”
F. Technique / Method :
Think pair share technique
70
G. Teaching and Learning Activities
ACTIVITIES LEANING PROCESS TIME
Teacher‟s Activity Student‟s Activity
Pre-activities 1. Teacher open the
class by greeting the
students
2. Teacher introduces
herself to the students
3. Teacher check the
students attendance
list
4. Attract student‟s
attention through
interesting question
such as “have you
ever read story book
or fairly tale?” what
kind of fairly tale or
legend that you have
read?”
1. Students answer
teacher‟s greeting
2. Students listen
carefully and ask
question to their
teacher
3. Students listen
their name
carefully
4. Students answer
teacher‟s question
and share their
fairly tale
collection
10
minutes
Whilst
Activities
5. The teacher explain
about tenses that used
in Narrative text
6. Teacher explain the
generic structure in
narrative text
7. Then, Teacher gives
reading material and
asks students to read
it and answer those
comprehensive
question individually
(Think Activities)
8. Asking the students
into the pair to
discuss their answer
with their partner
(Pair Activities)
5. The students listen
carefully and
make a note
6. Students listen
carefully and pay
attention to
teacher‟s
explanation
7. The students read
about reading
material
individually and
get the
information from
the text (Think
Activities)
8. Students find their
partners and
discuss it together
(Pair Activitie
55
Minutes
71
9. Asking students to
share their idea and
discussing the answer
with other pairs in
group
10. Sharing their
ideas and answer into
the whole of the class
randomly (Sharing
Activities)
11. Teacher rechecks
student‟s answer in
generally
12. Teacher improves
student‟s answer
generally
9. Students share
their opinion in
pairs
10. Some
students share
their opinion
randomly in the
whole of the class
(Sharing
Activities)
11. Students listen
and pay attention
to the teacher‟s
explanation
Students make some
notes after teacher
explain it
Post
Activities
12. Teacher asks the
students “Do you
have any questions?
13. Teacher answer
student‟s question
14. Teacher gives post
test to the students
15. Teacher ask students
to give summary
what they have
learned today
16. Teachers closing
material and say
good bye
13. Students raise
his/her hands and
ask a question
14. Students pay
attention to
teacher‟s
explanation and
make some notes
15. Students answer
post test
16. Students give
summary to
teacher and note
it
17. Students say
good bye
15
minutes
72
H. References
Yuliani, Marta dan Artini, Yuniarti Dwi. September 2012. PR Bahasa
Inggris. PT Intan Pariwara
WWW.Englishindo.com
I. Assesment
Technique : Written Test
Form : Answering Multiple-choice question of narrative text
Instrument : Multiple-Choice
Sedang, 9 December 2013
Researcher,
Ni Kadek Listiani
NPM. 10.8.03.5.1.31.2.5. 3824
73
Appendix 7
Post-Test
Cycle I, Session I
Name :
Class /Number :
Time allocation : 15 minutes
PETUNJUK UMUM
4. Tulislah terlebih dahulu nama, kelas dan no absent ditempat yang telah
disediakan pada lembar soal.
5. Berilah tanda silang pada setiap jawaban yang dianggap paling benar.
6. Kerjakanlah terlebih dahulu soal-soal yang kamu anggap paling mudah
dan periksalah kembali pekerjaanmu sebelum dikumpulkan.
Read text carefully and choose the best answer by crossing (X) A, B, C, or D.
The Princess and the Pea
There was a prince who wanted to marry a princess; but she would have to
be a real princess. He travelled all over the world to find one, but nowhere could
he get what he wanted. There were princesses enough, but it was difficult to find
out whether they were real ones. There was always something about them that
was not as it should be. S he came home again and was sad, for he would have
liked very much to have a real princess.
One evening a terrible storm came on; there was thunder and lighting, and
the rain poured down in torrents. Suddenly a knocking was heard at the city gate,
and the old king went to open it. It was a princess standing out there in front of the
gate. But, good gracious! What a sight the rain and the wind had made her look.
The water ran down from her hair and clothes; it ran down into the toes of her
shoes and out again at the heels. And yet she said that she was a real princess.
“Well, we‟ll soon find that out,” thought the old queen. But she said
nothing, went into the bed-room, took all the bedding off the bedstead, and laid a
pea on the bottom; then she took twenty mattresses and laid them on the pea, and
then twenty eider-down beds on the top of the mattresses. On this princess had to
lie all night, in the morning she was asked how she had slept. “Oh, very badly!”
said she. “I have scarcely closed my eyes all night. Heaven only knows what was
in the bed, but I was lying on something hard, so that I am black and blue all over
my body. It‟s horrible!”
Now they knew that she was a real princess because she had felt the pea
right through the twenty mattresses and the twenty mattresses and the twenty
eider-down beds. Nobody but a real princess could be as sensitive as that.
So the prince took her for his wife, for now he knew that he had a real
princess; and the pea was put in the museum, where it may still be seen, if no one
has stolen it.
1. What kind of the text above?
A. Narrative
B. Recount
C. Descriptive
D. Procedure
74
2. How is the first condition of the princess?
A. She was so pretty
B. She was awful
C. She was so mussy
D. She was so cunning
3. Which paragraph shows that princess did foolish action?
E. One
F. Two
G. Three
H. Four
4. “I have scarcely closed my eyes all night.” (third paragraph, fifth line)
The sentence shows that the Princess....
E. slept on a hard mattress
F. fell a sleep immediately
G. could sleep all night
H. did not get much sleep
5. The communicative purpose of this text is to...
A. entertain the readers with fairy tale
B. describe how the princess sleep
C. persuade the readers to read the story
D. inform the readers about princess marriage
6. Which paragraph is called complication?
E. First paragraph
F. First and second paragraph
G. Second and third paragraph
H. Fourth and fifth paragraph
7. “Well, we‟ll soon find that out,” thought the old queen. (third paragraph,
first line)
The words “find that out” means that....
E. They will soon find her cunning
F. They will soon attacked her
G. They will soon get her out from the castle
H. They will soon know about her
8. “Took all the bedding off the bedstead, and laid a pea on the bottom.”
What is the synonym of “bedding”?
E. Blanket
F. Bed sheet
G. Pillow
H. Bolster
75
9. Why did they know that she was a real princess?
A. She had laid o the top of pea
B. She had felt the pea right through the twenty eider-down bed
C. She had felt the pea right through the twenty mattresses
D. She had felt the pea right through the twenty mattresses and the twenty
eider-down beds
10. What did the prince do to princess?
A. Prince drove out the princess
B. Princess drove out the princess
C. Prince married with the princess
D. Princess asked the prince to be her husband
ANSWER KEY
1. A
2. C
3. B
4. D
5. A
6. C
7. C
8. B
9. D
10. C
76
Appendix 8
Post-Test
Cycle I, Session II
Name :
Class /Number :
Time allocation : 15 minutes
PETUNJUK UMUM
7. Tulislah terlebih dahulu nama, kelas dan no absent ditempat yang telah
disediakan pada lembar soal.
8. Berilah tanda silang pada setiap jawaban yang dianggap paling benar.
9. Kerjakanlah terlebih dahulu soal-soal yang kamu anggap paling mudah
dan periksalah kembali pekerjaanmu sebelum dikumpulkan.
Read text carefully and choose the best answer by crossing (X) A, B, C, or D.
THE WITCH
One day, a young wanderer who get lost in the wood. Suddenly, he saw a
light form an old hut. He knocked on the door, and an old woman opened it. She
was crying, she said that the devil had stolen her magic candle. The candle could
grant anything she asked. The wanderer asked her where the devil lived. “In a
castle not far from here,” said the old woman.
The wanderer went to the castle. There, he found the devil, but he was old
and weak. Therefore when the wanderer grabbed the magic candle from the
devil‟s table and ran away, he couldn‟t chase him.
But the wanderer not was a kind man. He didn‟t return the candle to the
old woman, but kept it for himself. He lit the candle and made a wish. “I want to
go far away from here, “suddenly the genies appeared and took him to a beautiful
palace. There was party in the palace. The wanderer wanted to make some money.
So he lit the candle again and wished for some jewelry. He sold the jewelry to the
guest and was soon making a lot of money. Then the Princess came to buy the
jewelry, but there was nothing left. The wanderer fell in love with her and asked
her to marry him. The kind princess said yes. And they got married the next day.
In his happiness, the wanderer told the princess about his adventure and
the magic candle. Hearing that, the princess got very angry. At night she lit the
candle and wished that the wanderer disappear.
In the morning, the wanderer awoke and found himself back in his ugly house
in the village.
1. Where did the wanderer get lost?
E. In the ugly house
F. In an old hut
G. In the forest
H. In the castle
2. The devil who had stolen the woman‟s magic candle lived....
A. in an old hut
B. in the wood
C. in the castle
D. not far from here
77
3. What is the type of the text above?
A. Anecdote
B. Explanation
C. Descriptive
D. Narrative
4. What kind of tenses is the mostly used in the text above?
A. Past tense
B. Future tense
C. Present tense
D. Present continuous tense
5. Who stole the magic candle?
A. The woman
B. The wandered
C. The princess
D. The evil
6. Why was the candle special? Because it....
E. could give a light
F. could grant anything we wanted
G. could kill the evil
H. could make us unhappy
7. How was the devil?
A. He was old and weak
B. He was old and ugly
C. He was strong and brutal
D. He was kind but ugly
8. These statement are correct, except:
E. The wanderer become a rich man
F. The wanderer got married with the princess
G. There was a party in the palace
H. The wanderer returned the candle
9. “... and an old woman opened it.” The word “ it” refers to
E. the palace
F. the hut
G. the castle
H. the door
10. Why did the princess get angry?
E. Because the wanderer was a poor man
F. Because the wanderer had a magic candle
G. Because the wanderer drudged the princess
H. Because the wanderer was disappear
79
Appendix 9
Post-Test
Cycle II, Session III
Name :
Class /Number :
Time allocation : 15 minutes
PETUNJUK UMUM
10. Tulislah terlebih dahulu nama, kelas dan no absent ditempat yang telah
disediakan pada lembar soal.
11. Berilah tanda silang pada setiap jawaban yang dianggap paling benar.
12. Kerjakanlah terlebih dahulu soal-soal yang kamu anggap paling mudah
dan periksalah kembali pekerjaanmu sebelum dikumpulkan.
Read text carefully and choose the best answer by crossing (X) A, B, C, or D.
LAKE TOBA
Once upon a time there was a man living in the area of the present day
Danau Toba (Toba Lake). He lived in a simple hut in a farming field, did some
gardening and fishing for his daily life. One day he caught a big golden fish in this
trap. It was the biggest catch he never had in his life.
Back home that fish turned into beautiful princess. He felt in love with her
and proposed her to his wife. She said yes with one condition. The man had to
promise not tell a soul about the secret that she was once a fish, otherwise there
would be a huge disaster. The man made deal and they got married and had a son.
Few years later, his son would help bringing lunch to his father out in the
fields. One day, his son was so hungry and he ate his father‟s lunch. He found out
and got furious, and shouted “You damned so child of a fish”.
The son ran home and asked his mother. His mother started crying, felt sad
that her husband had broke his promise. She told her son to run up the hills
because a huge disaster was about come. When her son left, she prayed. Soon
there was a big earthquake followed by non-stop pouring rain. The princess also
run from the house, and each footprint she left become a natural spring. The
whole area got flooded and become Toba lake. The princess turned into a fish
again and the man become the island of Samosir (the big island in the middle of
Lake Toba).
1. What did the people do in their daily life?
A. Fishing and Gardening
B. Fishing and singing
C. Gardening and walking
D. Gardening and swimming
2. Where did the man live?
A. In lake Toba
B. In farming field
C. In simple hut
D. In big house
80
3. “............. he never had in his life (the last sentence in first paragraph).”
The word “his” refers to .....?
A. the man‟s friend
B. fish
C. lake Toba
D. the man
4. What did he get in his trap?
A. Fishes
B. A beautiful princess
C. A golden fish
D. A daughter
5. What is the man‟s appointment with his wife?
A. He would never tell that his wife is a fish
B. He would never tell that he had a son
C. He would never that he lived in a hut
D. He would never fish again
6. Why did her father get angry?
A. Because his son help her mother to bring lunch
B. Because his father was so angry
C. Because his Son ate his father‟s lunch
D. Because his son was a fish
7. Why did her son run up to hills?
A. Because her mother want to pray
B. His father got furious
C. Her son was afraid with his father
D. A huge disaster was about to come
8. Which one of this statement is false?
A. A huge disaster was come when the son prayed
B. The man and the beautiful princess got married
C. His son was so hungry
D. The man‟s job are fishing and gardening
9. “............ a huge disaster .... (last paragraph).” The word“ huge is the same
meaning as .....
A. large
B. very large
C. bigger
D. biggest
10. What moral value can you get from the text?
A. Keep your appointment in your life
B. Be a diligent person
C. Don‟t cry if you have any problems
D. Always pray when you need it
82
Appendix 10
Post-Test
Cycle II, Session IV
Name :
Class /Number :
Time allocation : 15 minutes
PETUNJUK UMUM
13. Tulislah terlebih dahulu nama, kelas dan no absent ditempat yang telah
disediakan pada lembar soal.
14. Berilah tanda silang pada setiap jawaban yang dianggap paling benar.
15. Kerjakanlah terlebih dahulu soal-soal yang kamu anggap paling mudah
dan periksalah kembali pekerjaanmu sebelum dikumpulkan.
Read text carefully and choose the best answer by crossing (X) A, B, C, or D.
PUTRI KEMUNING
Putri Kemuning and her mother lived in a jungle. They were poor. Putri
Kemuning help her mother collect woods in the jungle and sell them to the
market.
In the jungle, Putri Kemuning had animal friends. One day, Putri
Kemuning‟s mother was very ill. Putri Kemuning was very sad because she did
not have enough money to buy medicine. She then collected many woods and
plans to sell them. She wanted to spend the money to buy medicine.
While she was collecting the woods, Putri Kemuning met her animal
friend, the rabbit. He was worried because Putri Kemuning looked very sad. Putri
Kemuning told the problem to the rabbit. “I can help you. Take this ring and then
sell it ,”says the rabbit. “Is this your ring?” asked Putri Kemuning. “No. This is
the King Ngarancang Kencono‟s ring. It fell when he was hunting here.” Putri
Kemuning hestitated. She really needed the money, but it was not her ring. Finally
she said, “No, I have to return this ring tothe king.”
Putri Kemuning then went to see the king at his palace. “What is your
name and what is your purpose here?” said the king. “My name is Putri
Kemuning. I want to return your ring,” said Putri Kemuning. “Thank you very
much. Now I want to give you something. What do you want?” “I don‟t want
anything. I just want to go home. My mother is very ill,” replied Putri Kemuning.
“ You are a very kind girl. Now, take this gift,” said the king.
Putri Kemuning went home. When she arrived, Putri Kemuning told her
mother about the king‟s ring. Her mother was very proud of her. When they
opened the gift, they was a bag full of gold coins. They were very happy because
they can buy medicine.
1. Where did Putri Kemuning live?
A. In a jungle
B. In a forest
C. In a palace
D. In a castle
83
2. What did they do in the jungle? They.....
A. played with the animals
B. collected the woods
C. went to the market
D. spent the money
3. Why did Putri Kemuning feel sad?
A. Because she couldn‟t collect a lot of woods
B. Because her mother was ill and she did not have any money to buy
medicine
C. She only had a mother
D. Because nobody could help her
4. What did the rabbit give to Putri Kemuning?
A. Some money
B. Some medicine
C. Woods
D. A ring
5. Where did Putri Kemuning bring the ring?
A. To the market
B. To the castle
C. To the palace
D. To the hut
6. How was King Ngarancang Kencono?
A. He was an uncivil king
B. He was an arrogant king
C. He was a kind king
D. He was a worse king
7. What did the king give to Putri Kemuning?
A. A lot of money
B. A big house
C. Gold coins
D. Some medicine
8. Which one of these statements is false according to the fourth paragraph?
A. Putri Kemuning went to the palace
B. Putri Kemuning met the king
C. Putri Kemuning brought some medicine
D. Putri Kemuning returned the ring to the owner
9. What was the King‟s hobby?
A. Hunting
B. Swimming
C. Hiking
D. Fishing
84
10. Which one is the structure of the text above?
A. Orientation - complication – re-orientation - resolution
B. Orientation – complication – resolution – re-orientation
C. Re-orientation – orientation – complication – resolution
D. Re-orientation – complication – orientation - resolution
ANSWER KEY
1. A
2. B
3. B
4. D
5. C
6. C
7. C
8. C
9. A
10. B
85
Appendix 11
QUESTIONNAIRE
PETUNJUK UMUM
1. Isilah lebih dahulu Nama, Kelas dan No Absent pada lembar questionnaire
yang telah disediakan.
2. Pilihlah satu jawaban dari pertanyaan dibawah ini dengan mengisi data
silang (x) A, B, C, atau D dengan sejujurnya sesuai pendapat anda!
3. Terimakasih atas bantuan anda dalam menjawab pertanyaan kuisioner ini.
Pertanyaan
1. Apakah anda menyukai pelajaran Bahasa Inggris?
A. Sangat suka
B. Suka
C. Biasa saja
D. Tidak suka
2. Apakah menurut anda Bahasa Inggris itu penting?
A. Sangat penting
B. Cukup penting
C. Biasa saja
D. Tidak penting
3. Apakah anda menyukai reading comprehension dalam pelajaran Bahasa
Inggris?
A. Suka
B. Cukup suka
C. Biasa saja
D. Tidak penting
4. Apakah menurut anda belajar bahasa inggris dengan metode Think Pair Share
itu menyenangkan?
A. Sangat menyenangkan
B. Menyenangkan
C. Biasa saja
D. Kurang menyenangkan
5. Apakah anda menyukai pembelajaran memahami bacaan bahasa inggris
dengan menggunakan metode Think Pair Share?
A. Sangat menyukai
B. Menyukai
C. Biasa saja
D. Kurang menyukai
86
6. Apakah situasi pembelajaran melalui Think Pair Share dapat membantu
meningkatkan kemampuan anda dalam memahami bacaan bahasa inggris?
A. Sangat membantu
B. Membantu
C. Biasa saja
D. Kurang membantu
7. Apakah cara pembelajaran memahami bacaan bahasa inggris melalui Think
Pair Share membuat anda merasa semangat dalam belajar?
A. Sangat bersemangat
B. Bersemangat
C. Cukup beresemangat
D. Tidak bersemangat
8. Apakah dalam pembelajaran melalui Think Pair Share ini, anda terlibat dalam
kegiatan belajar mengajar?
A. Sangat terlibat
B. Terlibat
C. Cukup terlibat
D. Tidak terlibat
9. Bagaimana pendapat anda tentang cara mengajar reading comprehension yang
diajarkan guru anda selama ini?
A. Menarik sekali
B. Menarik
C. Biasa saja
D. Membosankan
10. Bagaimana pendapat anda tentang metode Think Pair Share tepat digunakan
untuk lebih memudahkan mempelajari reading?
A. Sangat tepat
B. Tepat
C. Biasasaja
D. Tidak tepat
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Appendix 14. Biography
Ni Kadek Listiani. She was born in Denpasar, 18th
April 1992. She comes from Karangasem; however, she
has lived in Denpasar when she was child. She has two
sisters; moreover, she is the second child in her family.
Her father is I Wayan Sadra and her mother is Ni Made
Ratep. Her father is an entrepreneur and her mother is a
house wife. She started her education at Kindergarten
TK Widya Kumara Pura Denpasar in 1997-1998, and
then she entered elementary school at SD No 1 Pemecutan for six years. After
that, she continued her study in junior high school at SMP PGRI 5 Denpasar for
three years. Next, she continued her study in senior high school at SMKN 4
Denpasar. She chose Tourism major especially Food and Beverage Department
for three years. Because she preferred English to Food and Beverage Department,
so she continued her study at Mahasaraswati University. She took English
Education of Teacher Training and Education faculty, it is not only her
willingness but also her family, adoptive parents and her boyfriend supported her
in this faculty. On the first semester, she tried to get a job while studying. Then,
she became a reservation staff at Arman Villa Bali. While studying, she was able
to apply the knowledge in the workplace and got the money to pay the school fee
during she was studied at Mahasaraswati University. She hoped after graduating
in Mahasaraswati University, she was able to be an English Teacher.