Riska Convert Word

IMPROVING STUDENTS’ READING SKILL BY
USING THINK-PAIR-SHARE (TPS)

(A Classroom Action Research at the First Grade of SMP N 8
Surakarta in the Academic Year of 2011/2012)
K2208045
Submitted to Teacher Training and Education Faculty of Sebelas Maret

University as Partial Fulfillment of Requirement for the Undergraduate
Degree of Education
ENGLISH EDUCATION DEPARTMENT

TEACHER TRAINING AND EDUCATION FACULTY
SEBELAS MARET UNIVERSITY
SURAKARTA
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July 2012
PRONOUNCEMENT
I would like to certify that the thesis entitled “IMPROVING

STUDENTS’ READING SKILL BY USING THINK-PAIR-SHARE (TPS)(A
Classroom Action Research at the First Grade of SMP N 8 Surakarta in the
Academic Year of 2011/2012)” is really my own work. It is not plagiarism or
made by others. Everything related to others‟ works are written in quotation, the
sources of which are listed on the bibliography.
If then, this pronouncement proves wrong; I am ready to receive any

academic punishment.
Surakarta, July 2012
Riska Anastiara Sari
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ABSTRACT
Riska Anastiara Sari. K2208045. IMPROVING STUDENTS’ READING
SKILL BY USING THINK-PAIR-SHARE (TPS)(A Classroom Action
Research at the First Grade of SMP N 8 Surakarta in the Academic Year of
2011/2012). A Thesis, Surakarta: Teacher Training and Education Faculty of
Sebelas Maret University, 2012.
This research is aimed at: (1) finding whether the use of Think-Pair-
Share improves the student‟s reading skill oftheFirst Grade of SMP N 8 Surakarta;
and (2) describing the situation whenThink-Pair-Share is implemented in the
reading class of the First Grade of SMP N 8 Surakarta.
Related to the purposes of the study, the research design used in this
study was action research. The subject of the study was the students of class VII B
of SMP N 8 Surakarta in the academic year of 2011/2012. There were 32 students
as the subject. The action research was conducted in two cycles from April to
May 2012. The research data were collected by using techniques of observation,
interview, field note, photographs, and test (pre-test and post-test).
The research findings show that the use of TPS could improve students‟
reading skill and class situation of English class. The improvement of students‟
reading skill includes: (1) Students are able to infer meaning of the words; (2)
Students are able to identify the main idea of the text; (3) Students are able to
identify reference of the text; (4) Students are able to find implicit information of
the text; (5) Students are able to determine the explicit information; and (6)
Students are able to identify communicative purpose of the text. Besides, the
improvement of students‟ reading skill can be seen from the improvement of the
mean score of pre-test, post-test 1, and post-test 2. They are 65.4, 70.78, and
77.94. The class situation also improves. The improvement of class situation
includes: (1) Most of students were active and communicative during teaching
and learning process. (2) The students began more enthusiastic in reading class.
(3) The students did not bother their friends.
TPS can be applied in teaching learning process. Hopefully, by applying
TPS, the students can achieve the optimum reading skill. The researcher hopes
that what the researcher had done will give the English teacher inspiration to
conduct TPS in their classroom.
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MOTTO
Ilmu itu lebih baik dari harta. Ilmu akan menjagamu,
sedangkan harta sebaliknya kamu yang menjaganya. Jika
ilmu itu disebarkan kepada orang lain, maka ilmu itu akan
bertambah, sedangkan harta, jika disebarkan maka akan
berkurang.
(Ali bin Abi Thalib r. a)
Jadilah kamu manusia yang pada kelahiranmu semua orang

tertawa bahagia, tetapi hanya kamu sendiri yang menangis.
Dan pada kematianmu semua orang menangis sedih, tetapi
hanya kamu sendiri yang tersenyum.
(Mahatma Gandhi)
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DEDICATION
This thesis is whole-heartedly

dedicated to those who support
her to keep on struggling to get
a better future:
My beloved mother and
father
My beloved little brother
My beloved grandmother
All friends that have helped
and have supported me
“Thank you very much”
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ACKNOWLEDGEMENT
Praise is to Allah, The Most Gracious God, that eventually the writer can
finish her thesis as a partial fulfillment of the requirements for the Undergraduate
Degree of Education in English.
Obviously, there are honorable people who deserve her special gratitude
for their help and encouragement to the writer.
1. The Dean of Teacher Training and Education Faculty of Sebelas Maret
University Surakarta for approving this thesis.
2. Dr. Muhammad Rohmadi, M.Hum., the Head of Language and Art
Education, and Endang Setyaningsih, S. Pd., M. Hum, the Head of
English Department of Teacher Training and Education Faculty for
their permission to write this thesis.
3. Dr. Abdul Asib M. Pd, themresearcher‟smfirst consultant for
hisencouragement, criticism, compliment, patience, guidance, and time
from the beginning up to the completion of this thesis.
4. Teguh Sarosa, S.S., M. Hum,the researcher‟s second consultantfor his
guidance and advice in her initial research.
5. Nogroho, S. Pd, M. Pd, as the headmaster of SMP N 8 Surakarta for
facilitating the writer in conducting the research.
6. Mr. Domas Budi Satriyo, the English Teacher of class VII B for his
collaboration and lots of helps in doing this research.
7. The students of VII B SMP N 8 Surakarta for their participation.
8. Her best friends in her daily activities, Titik, Rista, Elyya, Pipit, and
Tiwi for motivating, accompanying, criticizing, sharing, and learning
in her everyday.
9. Her best friends in “Andita” boarding house (Titik, Fiki, Erna, Iyum,
Yetti, Evy, etc) for being family when she is far from home.
10. Her friends in 2008 of English Education Department for the supports
and everlasting friendships.
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11. Everyone who has helped the writer to conduct the research and to
write this thesis.
The writer realizes that this thesis is still far from being perfect. She
hopes and accepts gratefully every comment and suggestion. Hopefully, this thesis
will be useful for the readers.
Surakarta, July 2012
Riska Anastiara Sari
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TABLE OF CONTENTS
TITLE ............................................................................................................. i
PRONOUNCEMENT ................................................................................... ii
THE APPROVAL OF THE CONSULTANTS ........................................... iii
BOARD OF THESIS EXAMINERS LEGITIMATION............................ iv
ABSTRACT .................................................................................................... v
MOTTO .......................................................................................................... vi
DEDICATION......................................................................................................vii
ACKNOWLEDGEMENT..................................................................................viii
TABLE OF CONTENTS............................................................................... x
LIST OF TABLE, FIGURE AND CHART......................................................xiii
LIST OF APPENDICES.....................................................................................xiv
LIST OF ABBREVIATION...............................................................................xvi
CHAPTER I:INTRODUCTION........................................................................1
A. Background of the Study................................................................1
B. Problem Statements........................................................................5
C. Objectives of the Study...................................................................6
D. The Benefits of the Study...............................................................6
CHAPTER II: REVIEW OF RELATED THEORIES....................................7
A. Reviews on Reading........................................................................7
1. Definitions of Reading..............................................................7
2. Macro Skill and Micro Skill......................................................8
3. A Construct for Reading Ability...............................................10
4. Strategies on Reading................................................................10
5. The Purpose of Reading............................................................13
6. Ways of Reading.......................................................................13
7. Models of Reading....................................................................15
8. The Phases of Teaching Reading..............................................16
B. Review on Cooperative Learning....................................................17
1. The Nature of Cooperative Learning........................................17
2. The Elements of Cooperative Learning....................................19
3. The Benefits of Cooperative Learning......................................20
4. The Roles of Teacher in Cooperative Learning........................22
5. The Roles of Learners in Cooperative Learning.......................23
6. Kinds of Cooperative Learning.................................................23
c o m m it to u se r
C. Review on Think-Pa i r- S ha re (T P S ) ...........................24
1. The Nature of Think-Pair-Share (TPS).....................................24
2. The Benefits of Think-Pair-Share (TPS)..................................25
3. The Procedures of Think-Pair-Share (TPS)..............................25
D. Review of Related Study.................................................................28
E. Rationale..........................................................................................29
F. Hypothesis.......................................................................................30
CHAPTER III: RESEARCH METHODOLOGY...........................................31
A. Setting and Subject of the Research................................................31
1. Research Setting........................................................................31
a. The Place of the Research...................................................31
b. The Time of the Research...................................................31
2. Subject of the Research.............................................................32
B. Method of Research........................................................................32
1. The Definition of Action Research...........................................32
2. Characteristics of Action Research...........................................33
3. The Model of Action Research.................................................34
4. Procedure of Action Research..................................................35
a. Identifying the problems.....................................................36
b. Planning the Action.............................................................36
c. Implementing the Action.....................................................37
d. Observing and Monitoring the Action................................37
e. Reflecting the Result of the Observation............................37
f. Revising the Plan................................................................37
C. Techniques of Collecting Data........................................................38
1. Qualitative Data........................................................................38
2. Quantitative Data......................................................................40
D. Techniques of Analyzing Data........................................................41
CHAPTER IV: ACTION PROCESSES AND DISCUSSION.........................43
A. Introduction.................................................................................43
B. Process of the Research...............................................................45
1. Pre-Research.............................................................................48
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2. Research Implementation..........................................................51
3. Cycle 1......................................................................................51
a. Planning.............................................................................51
b. Action.................................................................................52
1) The First Meeting........................................................52
2) The Second Meeting...................................................54
3) The Third Meeting......................................................56
4) The Fourth Meeting....................................................57
5) The Fifth Meeting.......................................................58
c. Observation........................................................................58
d. Reflection...........................................................................60
4. Cycle 2......................................................................................68
a. Revising the Plan................................................................68
b. The Implementation of the Action......................................68
1) The First Meeting........................................................68
2) The Second Meeting...................................................69
3) Post-Test 2...................................................................70
c. Observation.........................................................................71
d. Reflection............................................................................72
C. Discussion....................................................................................78
CHAPTER V: CONCLUSION, IMPLICATION, AND SUGGESTION. 83 A.
Conclusion............................................................................................83
B. Implication......................................................................................84
C. Suggestion.......................................................................................85
BIBLIOGRAPHY................................................................................................87
APPENDICES......................................................................................................89
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LIST OF TABLE
1. Table 3.1:Schedule of the Research................................................................32
2. Table 4.1: Research Schedule.........................................................................44
3. Table 4.2: The Whole Process of the Research...............................................45
4. Table 4.3: The Results of Pre-Research.........................................................50
5. Table 4.4: Schedule of Implementation in Cycle 1........................................51
6. Table 4. 5: The Scores of Pre-test and Post-test.............................................59
7. Table 4.6: The Results of Pre- test and Post- test 1........................................61
8. Table 4.7: Research Finding of Cycle 1.........................................................63
9. Table 4.8: The Results of the Post-test 1 and Post-test 2................................73
10. Table 4.9: The Improvements at the end of Cycle 2.......................................75
11. Table 4.10: The Score of Reading Indicators.................................................79
LIST OF FIGURE
1. Figure 3.1 Steps in Action Research..............................................................35
LIST OF CHART
1. Figure 4.1: The Increasing of Students‟ Mean Score.....................................79
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LIST OF APPENDICES
1. Appendix 1:Schedule of the Research............................................................89

2. Appendix 2:Preliminary Observation Field Note...........................................90
3. Appendix 3: PreResearch Interview Note With Teacher................................94
4. Appendix 4: PreResearch Interview Note With Students1.............................97
5. Appendix 4: PreResearch Interview Note With Students2.............................98
6. Appendix 5:PreResearch Questionnaire.......................................................100
7. Appendix 6:The Coding Result of Questionnaire Analysis..........................102
8. Appendix 7: List of VII B Students‟ Name..................................................104
9. Appendix 8:Worksheet of Pre Test................................................................105
10. Appendix 9: Worksheet of Post-Test 1..........................................................114
11. Appendix 10: Worksheet of Post-Test 2........................................................123
12. Appendix 11: Keys Answer of Pre Test, Post Test 1 & 2..............................132
13. Appendix 12: Blue Print...............................................................................133
14. Appendix 13: Students‟ Score of Pre Test....................................................134
15. Appendix 14: Students‟ Score of Post Test 1...............................................136
16. Appendix :15 Students‟ Score of Post Test 2...............................................138
17. Appendix 16:Lesson Plan Cycle 1................................................................140
18. Appendix 17: Lesson Plan Cycle 2...............................................................173
19. Appendix 18:Field Note 1.............................................................................191
20. Appendix 18: Field Note 2............................................................................193
25. Appendix 19: Research Diary.......................................................................205
26. Appendix 20:Post Interview Note With Teacher..........................................212
27. Appendix 21:Post Interview Note With Students1.......................................216
28. Appendix 21:Post Interview Note With Students2.......................................217
29. Appendix 22:Syllabus ...........c..o..m...m...i.t..t.o...u..s..e..r .................221
30. Appendix 23:Photograph of the Research....................................................226
31. Appendix 24: Students‟ Worksheets.............................................................229
- Examples of Students‟ Worksheet 1.....................................230
32. Appendix 25:Validities of Reading Try out..................................................234
33. Appendix 26: Questionnaire after Research.................................................235
34. Appendix 27: Coding of Questionnaire........................................................237
35. Appendix 28: Legalization............................................................................239
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LIST OF ABBREVIATION
1. AR : Action Research
2. DM : The Teacher DM
3. DW : The student DW
4. KKM : Kriteria Ketuntasan Minimum
5. KTSP : Kurikulum Tingkat Satuan Pendidikan
6. LKS : Lembar Kerja Siswa
7. MTs : Madrasah Tsanawiyah
8. NHT : Numbered Head Together
9. RA : The student
10. RK : Riska Anastiara Sari
11. SD : Sekolah Dasar
12. Ska : Surakarta
13. SMP : Sekolah Menengah Pertama
14. STAD : Team-Achievement Division
15. TPS : Think-Pair-Share
16. TGT : Teams-Games-Tournament
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CHAPTER 1
INTRODUCTION
A. Background of the Study

English as an iinternational language has an important role to develop
science and technologies. Many countries in the world use English as a medium of
communication among people in different countries. Indonesian government
places English as a compulsory subject in secondary schools and universities.
Even some primary schools have included English in their curriculum.
In the 2006 KTSP curriculum of Junior High School, the ultimate objective
of English instruction is to develop English communicative competence in the
form of oral and written language, namely: listening, speaking, reading, and
writing. It is clear that the aim of English instruction in Junior High School is
emphasized on developing the students‟ communicative competence as stated
below:
“Mata pelajaran bahasa Inggris di SMP/MTs bertujuan agar peserta didik
memiliki kemampuan sebagai berikut:
1. Mengembangkan kompetensi berkomunikasi dalam bentuk lisan dan
tulis untuk mencapai tingkat literasi functional
2. Memiliki kesadaran tentang hakikat dan pentingnya bahan bahasa
Inggris untuk meningkatkan daya saing bangsa dalam masyarakat
global
3. Mengembangkan pemahaman peserta didik tentang keterkaitan antara
bahasa dan budaya.
Based on the statements above, it can be concluded that teacher should teach
students how to use the language to communicate, both in oral and written forms.
Reading is one of the ways to communicate in written forms. Reading implies
both a writer and a reader. A writer puts his idea onto the page and the reader tries
to understand the author‟s meaning and thinks about what he has read. Because it
is used to communicate, when reading one needs to figure out what is being read.
c o m m it t o u s e r
In other words, one should compr e h en d o r u n d e rstand the ideas.
Reading is one of
aspects noted as an important ability in broadening readers‟ perspectives, giving
them a chance to see the world.
Moore, et al. (1980: 8) state that:
“Reading is an active process, not a passive process. It involves
interpreting passages, not just receiving a message. A reader interprets
a passage by: understanding a writer‟s implications, making
inferences, realizing not only what information is given but also what
information is not given, evaluating the passage.”
Wallace (1996: 4) defines “reading as interpreting means reacting to a

written text as a piece of communication. She also states that in other word,
reading is communicative intent on the writer‟s part that the reader has some
purpose in attempting to understand.
From both definitions, it can be concluded that reading is an active
process;It involves interpreting passages, not just receiving a message. Reading is
a process of reacting and understanding a written text as a piece of
communication. Reading does not necessary need to look everything in a given
piece of text. The reader is not simply a passive object, fed with letters, words,
and sentences, but is actively working on the text, and is able to arrive at
understanding without looking at every letter and word. Reading does not mean
the activity to read aloud but to comprehend the message and information in the
text.
The standard of competence of English reading at the seventh grade of
junior high school understands meaning of functional written text and simple
essay in the forms ofprocedure texts dealing with surrounding environment.
Moreover, the basic competences of English reading at this grade are giving
response to meaning of the simple short functional written text accurately dealing
with surrounding environment; and giving response to meaning and to rhetorical
procedure of the simple essay accurately dealing with surrounding environment in
the forms of procedures texts. From the standard of competence and the basic
competences above, it can be concluded that ideally in reading the students should
be able to: (1) infer meaning of the words; (2) identify the main idea of the text;
c om m i t to u s er
(3) identify reference of the text ; (4 ) f in d i m plicit information of the text; (5)
determine the explicit information; and (6) identify communicative purpose of the
text.
Based on the observation, interview and questionnaire done in pre-research,
many students think that reading was the most difficult part when learning English
because they have problems when they read English text. This can be observed in
the reading classroom. The students‟ motivation to follow reading activity was
low. The students were not enthusiastic and interested in learning reading.
Moreover, they looked like sleepy and bored during the lesson. Most of the
students still got difficulties in comprehending English texts. They found it
difficult in comprehending a text when finding many new words. The students
also tended to be passive during the teaching and learning process. They were not
actively engaged in the learning activities.
While observing teaching learning process at the VIIB class, the writer
found that there are some problems which arisedin students‟ reading skill. The
problems come from the students and teacher. The problems coming from the
students are as follows: (1) students have difficulty in finding infer meaning from
the text.Based on the interview done with English teacher and the VIIB students
of SMP N 8 Surakarta, the researcher found that the students had a problem in
reading. The teacher said that the students had weaknesses in reading ability. Most
of students considered that reading is the most difficult part when learning English
because they had problems when they read English text. One of statement that we
can see, “Pelajaran Bahasa Inggris yang paling susah reading Miss,soalnya
susah buat mengerti teks-teks bahasa Inggris, malas juga Miss kalau harus bolak
balik buka kamus.” From this statement, it can be concluded that the students find
difficult to understand what is on the reading passage since they do not know
technique which can help them to read more effectively and efficiently.(2)
students have difficulty in finding detailed information of the text; (3) students
have difficulty in identifying reference of the text; (4) students have difficulty in
identifying main idea of the text; (5) students have difficulty in identifying
implied information of the text; (6) students have difficulty in identifying
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communicative purpose of the tex t.
The problems of classroom situation are: (1) the students do non-academic
activities rather than academic. They are noisy in the teaching and learning
process by chatting with their friends; (2) the students tend to be passive learners
because the teacher dominates the classroom activities; (3) the students are not
interested in the reading classroom because the teacher only use conventional
method of teaching, which is teacher- centered; (4) the students do not have
sufficient intrinsic motivation to learn English especially in reading classroom so
that they do not have willingness to participate during the teaching learning
process. They only read the text when the teacher asks them without knowing
what the text was about. They think that reading English text is very difficult to
understand, so they are reluctant to read English text and they are lazy to do their
home works.
Other problems come from the teacher. The causes are: (1) teacher does not
use appropriate technique to teach reading that encourages students to be active
and the students felt bored; (2) teacher did not use proper activity so that the
students are not interested in the lesson.
Another problem is related to the technique the teacher uses to teach. The
teacher only uses lecturing or teacher-centered technique in teaching reading so
the teaching learning process is monotonous. The teacher usually only gives the
text, explains it, then asks students to do the exercises based on the content of the
text and gives homework for the students to make other similar texts. This
technique is not suitable the condition of the teaching learning process.
The last come from the material. The material is usually not suitable to the
teenage world and it is not interesting. Moreover, the text contains unfamiliar
words. So, the language teacher must be creative and innovative to make
interesting material in order to get the goal of the language teaching.
One of suitable techniques in teaching reading to the condition of the
teaching learning process at VIIB of SMP N 8 Surakarta is Think-Pair-Share
(TPS). It provokes students to think what they were going to share then asked
them to conduct a discussion. Sometimes in one lesson, teacher gives students
time to think, discuss in pair with t h ei r p a r tn e r , and ask them to share
their idea in
order to create more critical information. When students talk over new ideas, they
are forced to make sense of those new ideas in terms of their prior knowledge.
Their misunderstandings about the topic are often revealed(and resolved) during
this discussion stage.
Think-Pair-Share is a cooperative discussion strategy developed by Frank
Lyman and his collogues in Maryland. It gets its name from the three stages of
students‟ action with emphasis on what students should do at each of those stages.
With Think-Pair-Share, students were given time to think through their own
answers to the question(s) before the questions were answered by other peers and
the discussion moves on. Students also had the opportunity to discuss with
another student about their responses before being asked to share ideas publicly.
This strategy provides an opportunity for all students to share their thinking with
at least one other student; this, in turn, increases their sense of involvement in
classroom learning.
From the benefits of Think-Pair-Share above, it could be seen that Think –
Pair-Share covered the indicators of reading because in the pair stage the students
conducted the discussion between their partner, and exchanged their ideas to find
out the solution/the answer of difficulties/questions. Besides that, the power of
share stage could force/motivate the students to share correct answers to the
whole class.
Based on the background above, the writer conducted an action research for
teaching reading in Junior high school to improve students‟ reading skill through
Think-Pair-Share.
B. Problem Statements
Based on the problem in the background above, the writer formulates the
problems as follows:
1. Does the use of Think-Pair-Share improve the student‟s reading skill of
the First grade of SMP N 8 Surakarta?
2. How is the situation whenThink-Pair-Share is implemented in the
c o m m it to u se r
reading class of the first g r ad e of S M P N 8 Surakarta?
C. The Objectives of the Study
Based on the problem statements above, the objectives of the study are:
1. To find whether the use of Think-Pair-Share improve the student‟s
reading skillofthe fisrt grade of SMP N 8 Surakarta.
2. To describe the situation whenThink-Pair-Share is implemented in the
reading class of the first grade of SMP N 8 Surakarta.
D. The Benefits of the Study

For the researcher, this research contributes a useful experience. The
researcher can see how far and how well teaching and learning English can
improve by using Think-Pair-Share. The research also knows whether or not the
students enjoy and improve their reading skill of procedure texts.
For teacher, this study could be used to formulate a suitable procedure for
teaching reading. The teacher can see how effective teaching and learning English
can be improved by using Think-Pair-Share. For students, it could be used to
solve the students‟ difficulties; this research result could be used as resources in
developing techniques of teaching reading, especially by using Think-Pair-Share.
Besides that, the result of the research hopefully would be very beneficial
for the other researches. So, it could increase their knowledge to make a new
research in improving student‟s reading skill or other research.
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CHAPTER II
REVIEW OF RELATED THEORIES
A. Reviews on Reading
1. Definitions of Reading
Reading is one important skill in learning a language. It is also a means
of recreation and enjoyment. At the same time it enlarges knowledge and
improves the technological achievement In order to develop reading skill it is
necessary to read many kinds of reading materials. Students should not only
develop their reading skill through formal education and assignment in various
school textbook, but they also should read fiction, free reading books,
newspapers and magazines.
Although people read many kinds of reading materials and have
interest in reading, actually they do similar things. They try to catch the
meaning or the idea of the text. It means that they do not only interact with the
written symbol, but they also use the knowledge to catch the meaning.
Moore, et al. (1980: 8) state that:
“Reading is an active process, not a passive process. It involves
interpreting passages, not just receiving a message. A reader interprets
a passage by: understanding a writer‟s implications, making inferences,
realizing not only what information is given but also what information
is not given, evaluating the passage.”
Wallace (1996: 4) defines “reading as interpreting means reacting to a

written text as a piece of communication. She also states that in other word,
reading is communicative intent on the writer‟s part that the reader has some
purpose in attempting to understand.
Another expert, De Boer (1964: 17) defines:
“Reading as an activity which has two essential processes; the first is
interpretation, the process to decode the written symbols and the second is
comprehension, the understanding of the ideas within the printed language.
Those two matters play important role on obtaining information from written
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symbols.”
According to Aebsold and Field (1997: 15) that reading is something
which people look at the text and assign to the written symbols in that text. The
text and the reader are the two physical entities necessary for the reading
process to begin. Another expert said that reading is a powerful activity that
covers knowledge, insight, and perspective on readers. Those who grow up in
homes where reading is seldom seen have a very different view of the value of
reading (Heath in Aebsold and Field 1983). In the most general terms, it can be
concluded that reading involves the reader, the text, and the interaction
between reader and text (Rumelhart in Aebsold and Field 1977).
Based on the definitions above, it can be concluded that reading is an
active process, not a passive process. A written text as a piece of
communication has two matters which play an important role on obtaining
information from written symbols and understanding the meaning of written
forms. Reading is the interaction between the text and the reader that they are
the two physical entities that are necessary for the reading process to begin.
Reading is a powerful activity that covers knowledge, insight, and perspective
on readers. Reading involves the reader, the text, and the interaction between
reader and text
2. Macro skills and Micro skills

Reading involves a variety of skills. Brown (2004: 187-188) propose
these following micro and macro skills.
Micro skill
1) Discriminate among the distinctive graphemes and orthographic
patterns of English.
2) Retain chunks of language of different lengths in short-term memory.
3) Process writing at an efficient rate of speed to suit the purpose.
4) Recognize a core of words, and interpret word order patterns and their
significance.
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5) Recognize grammatical words classes (nouns, verbs, etc.), systems
(e.g. tense, agreement, and pluralization), patterns, rules, and elliptical
forms.
6) Recognize that a particular meaning may be expressed in different
grammatical forms.
7) Recognize cohesive devices in written discourse and their role in
signaling the relationship between and among clauses.
Macro skills
8) Recognize the rhetorical forms of written and their significance for
interpretation.
9) Recognize the communicative functions of written texts, according to
form and purpose.
10) Infer context that is not explicit by using background knowledge.
11) From described events, ideas, etc., infer links and connections between
events, deduce causes and effects, and detect such relations as main
idea, supporting idea, new information, given information,
generalization, and exemplification.
12) Distinguish between literal and implied meaning.
13) Detect culturally specific references and interpret them in a context of
the appropriate cultural schemata.
14) Develop and use a battery of reading strategies, such as scanning and
skimming, detecting discourse markers, guessing the meaning of
words from context, and activating schemata for the interpretation of
texts.
Based on the micro and macro skills in reading, it can be concluded
that the researcher used some micro and macro skills to the students of the
seventh grade of SMP N 8 Surakarta. They were:
5) Recognize grammatical words classes (nouns, verbs, etc.), systems (e.g.
tense, agreement, and pluralization), patterns, rules, and elliptical forms.
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6) Recognize that a particular meaning may be expressed in different
grammatical forms.
7) Recognize cohesive devices in written discourse and their role in signaling
the relationship between and among clauses.
9) Recognize the communicative functions of written texts, according to form
and purpose.
10) Infer context that is not explicit by using background knowledge.
3. A Construct for Reading Skill

From the explanations above, it can be concluded that reading skill is
an activity and active mental process of understanding literal and implied
meaning. This activity involves understanding general ideas, understanding
specific information and making inferences. In other words, reading is
complex cognitive process which consists of receiving information,
understanding, interpreting, and evaluating the meaning from the written or
printed language. Reading is an active process, not a passive process that a
written text as a piece of communication. It has two matters play important
role on obtaining information from written symbols and understanding the
meaning of written forms.
There are many aspects of reading ability. In this research, the
researcher limits the aspects of reading ability as follows: (1) infer meaning of
the words; (2) identify the main idea of the text; (3) identify referent of the
text; (4) find implicit information of the text; (5) determine the explicit
information; and (6) identify communicative purpose of the text.
4. Strategies on Reading
Aebsold and Field (1997: 16) there are some principal strategies to
comprehend text well come from:
Recognize words quickly

Use text features (subheading, transition, etc)
c o m m i t to u se r
Use title(s) to infer what in f o rm a t io n m ig ht follow
Use world knowledge
Analyze unfamiliar words
Identify the grammatical functions of words
Read for meaning, concentrate on constructing
meaning Guess about the meaning of the text

Evaluate guess and try new guess if
necessary Monitor comprehension

Keep the purpose for reading the text in
mind Adjust strategies to the purpose for
reading Identify or infer main ideas

Understand the relationship between the parts of a
text Distinguish main ideas from minor ideas

Understand the relationship between the parts of a
text Tolerate ambiguity in a text (at least temporarily)

Paraphrase
Use context to build meaning and aid comprehension
Continue reading even when unsuccessful, at least for a while

(Anderson et al. 1991; Barnett 1989; Clarke 1979)
Another idea comes from Brown (2004: 188-189) who states some
reading strategies. They are:
a. Identify your purpose in reading a text.
b. Apply spelling rules and conversations for bottom-up decoding.
c. Use lexical analysis (prefixes, roots, suffixes, etc.) to determine meaning.
d. Guess at meaning (of words, idioms, etc.) when you aren‟t certain.
e. Skim the text for the gist and for main ideas.
f. Scan the text for specific information (names, dates, key words).
g. Use silent reading techniques for rapid processing.
h. Use marginal notes, outlines, charts, or semantic maps for understanding
and retaining information.
i. Distinguish between literalcoamndmiimt tpoliuedsemr eanings.
j. Capitalize on discourse markers to process relationships.
Based on the some reading strategies according some experts above, it
can be concluded that the researcher used some strategies to the students of the
seventh grade of SMP N 8 Surakarta, they were:
 Recognize words quickly
 Use title(s) to infer what information might follow
 Use world knowledge
 Analyze unfamiliar words
 Identify the grammatical functions of words
 Read for meaning, concentrate on constructing meaning
 Guess about the meaning of the text
 Evaluate guesses and try new guesses if necessary
 Monitor comprehension
 Keep the purpose for reading the text in mind
 Identify or infer main ideas
 Understand the relationship between the parts of a text
 Distinguish main ideas from minor ideas
 Understand the relationship between the parts of a text
 Identify your purpose in reading a text.
 Use lexical analysis (prefixes, roots, suffixes, etc.) to determine meaning.
 Guess at meaning (of words, idioms, etc.) when you aren‟t certain.
 Skim the text for the gist and for main ideas.
 Scan the text for specific information (names, dates, key words).
 Use silent reading techniques for rapid processing.
 Use marginal notes, outlines, charts, or semantic maps for understanding
and retaining information.
 Distinguish between literal and implied meanings.
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5. The Purpose of Reading
Wallace (1996: 6-7) describes that reading has three main objectives,
they are:
a. Reading for survival
It means reading a text that is very crucial for life, for example an
instruction sign. Survival reading serves immediate needs.
b. Reading for learning
It is expected to be exclusively school-related. Reading is intended to
support learning. The reader needs to “translate” the text literally or
metaphorically, to learn vocabulary, to identify “useful” structure or
collocations, to use a text as a model for writing and to practice
pronunciation, for example one reads a text loudly, then analyzes it and
makes the same kind of text.
c. Reading for pleasure
Reading for pleasure is reading to get happiness. The reader wants to
enjoy the sound, and rhythm or rhyme of the text. The text being read is
written originally to offer enjoyment. For example read narrative text.
From the purpose of reading above, the researcher used reading for
learning in SMP N 8 Surakarta. It is intended to support learning. The
students need to “translate” the text literally or metaphorically, to learn
vocabulary, to identify “useful” structure or collocations, to use a text as a
model for writing and to practice pronunciation, for example one reads a text
loudly, then analyzes it and makes the same kind of text. It is expected to
solve the reading‟s problem of the students.
6. Ways of Reading
West (1997: 8-20) mentions some techniques in reading, they are:
a. Skimming
Know roughly what a text is about, we read it through quickly. We let our
eyes run over it. Then, we should have the gist that is the general meaning
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without any of the details.
b. Scanning
It is a reading technique used only when we need to find answer to specific
questions. Often the answers are short and factual and may be numbers or
names.
c. Intensive Reading
It involves a very careful thorough reading of a text. Underline or
highlight word we do not know, and look them up or guess their meaning.
Paraphrase difficult groups of words. When we come to the end, read the
text again several times, if necessary until we feel we really understand all
of it.
d. Reading Between the Line
Sometimes we are not only required to answer questions based on our
understanding of the gist and the detail of the text, but also to deduce
meaning from the context. The answer we want may not be started in
black and white, but will be implicit in the text.
e. Speed Reading
If we have a long text to skim or scan, we may need to read it fast in order
to answer the questions in the allotted time.
Based on the ways of reading above, the researcher used Skimming,

Scanning, Intensive Reading, and Reading between the Line to the students.
Skimming is used to find the main idea of the text; scanning is used to find
explicit information; then intensive reading is used to find the word meaning,
reference, implicit information, and communicative purpose of the text, and
the last reading between the line is used to find the word meaning, reference,
implicit information. They are appropriate to improve reading skill to the
students‟ of the seventh grade of the SMP N 8 Surakarta.
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7. Models of Reading
Barnett (1989) provides a thorough summery of models of reading.
There are three models of how reading occurs.
a. The Bottom-up theory
Argues that the reader constructs the text from the smallest units (letters to
words to phrases to sentences, etc.) and that the process of constructing the
text from those small units becomes so automatic that readers are not
aware how it operates (see Eskey 1988; Stanovich 1990). Deciding is an
earlier term for this process.
b. The Top-down Theory
Argues that readers bring a great deal of knowledge, expectations,
assumptions, and questions to the text and, given a basic understanding of
the vocabulary, they continue to read as long as the text confirms their
expectations (Goodman, 1967). The top-down school of reading theory
argues that readers fit the text into knowledge (cultural, syntactic,
linguistic, and historical) they already possess, then check back when new
or unexpected information appears.
c. The Interactive school
Of theorists, which most researchers currently endorse-argues that both
top-down and bottom-up process are occurring, either alternately or at the
same time. These theorists describe a process that moves both bottom-up
and top-down, depending on the type of text as well as on the reader‟s
background knowledge, language proficiency level, motivation, strategy
use, and culturally shaped beliefs about the reading.
The researcher used The Interactive School Processing in reading
approaches. The interactive model combine top-down and bottom-up skills.
Top-down processing may be easier for the poor reader who may be slow at
word recognition but has knowledge of the text topic.
While Bottom-up processing may be easier for the reader who is skilled at
word recognition but does not know much about the text topic. The
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interactive model view reading is the interaction between reader and text. It is
appropriate with the technique used in this research.
8. The Phases of Teaching Reading

According to William (1999: 37-39) there are three main phases
needed to be followed in reading activity, namely:
a. Pre-reading
This phase is aimed to introduced and arouse learners‟ involvement,
interest, and motivation in the topic. In this phase, teachers present
activities that activate and build up background knowledge, while at the
same time helping with vocabulary development, and trying to arouse
learners‟ interest.
b. While-reading
The main goals of while-reading phase are strategy and skill practice, and
linguistic development, as well as helping learners to understand the
writers‟ purpose, and the text structure and context. Some activities like
answering comprehension question, completing diagrams or maps, making
lists, and taking notes are while reading type work.
c. Post-reading
This last phase is aimed to consolidate what has been read with learners‟
knowledge, interest, or ideas. To achieve this objective, the teacher should
give activities that contribute to the integration of reading with other
language skills, for example, listing fact, summarizing, describing or
providing information, discussion, etc.
The other expert, Wallace (1992: 86) mentions that there are three
stages in reading activities in the classroom as describes below:
a. Pre-reading activities
Some pre-reading activities simply consist of questions to which the reader
is required to find the answer from the text. Traditionally this type of
question followed the text a n d w a s d e s ig ned to test comprehension, but in
more recent materials questions often precede the text and function as
scanning task-that is the learner reads the text quickly in order to find
specific information related to the question.
b. While-reading activities
Generally the purpose of while-reading activities is to encourage learners
to be flexible, active, and reflective readers. Flexibility is encouraged by
inviting the reader to read in ways which are perceived to be appropriate to
the type of the text being presented. Many while reading tasks with the aim
of encouraging active and reflective reading attempt to promote the kind of
dialogue between reader and writer.
c. Post-reading activities
Usually, kind of post-reading activity consists of questions which follow a
text.
In conclusion the researcher will use three stages in reading activities
in the classroom. They are Pre-reading, While-reading, and Post-reading.
B. Review on the Cooperative Learning

1. The Nature of Cooperative Learning
Cooperative learning is not new idea in education, but until recently it
has only been used by a few teachers for limited purposes, such as occasional
group projects or reports. Johnson, Johnson, Johnson and Anderson (1976)
found that students who had worked cooperatively were better able to identify
feelings in taped conversations than were students who worked individually.
Cooperative learning is an instructional strategy based on the human
instinct of cooperation. It is the utilization of the psychological aspects of
cooperation and competition for curricular transaction and student learning.
The concept of cooperative learning refers to instructional methods and
techniques in which students work in small groups and are rewarded in some
way for performance as a group. The idea behind the cooperative learning
method is that when group rather than individuals are rewarded.
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According Richard I. Arends (1997: 337) cooperative learning is unique
among the models of teaching because it uses a different goal, task, and reward
structure to promote student learning. The cooperative learning task structure
requires students to work together on academic task in small groups. The goal
and reward structures require interdependent learning and recognize groups as
well as individual effort. The cooperative learning model aims at instructional
goals beyond academic learning, specifically intergroup acceptance, social and
group skills, and cooperative behavior.
According to Olsen & Kagan (1992), cooperative learning is defined as
“group learning activities organized so that learning is dependent on the
socially structured exchange of information between learners in groups and in
which each learner is held accountable for his or her own learning and is
motivated to increase the learning of others”. In other expert,cooperative
learning has been defined as “small groups of learners working together as a
team to solve a problem, complete a task, or accomplish a common goal” (Artz
& Newman, 1990, p. 448). In journal International, in cooperative learning,
students are arranged in groups of heterogeneous ability levels in which they
work together to accomplish shared and common goals. Cooperative learning
is a successful teaching strategy in which small teams, each with students of
different levels of ability, use a variety of learning activities to improve their
understanding of a subject. Each member of a team is responsible not only for
learning what is taught but also for helping teammates learn, thus creating
atmosphere of achievement.
According to Richard I. Arends (1998: 312), there are some
characteristics of cooperative learning:
a. Students work in teams to master academic materials
b. Teams are made up of high, average, and low achievers
c. Whenever possible teams include a racial, cultural, and sexual mix of
students
d. Reward systems are group oriented rather than individually oriented.
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In classroom where collaboration is practiced, students pursue learning in
groups of varying size: negotiating, initiating, planning and evaluating together.
Rather than working as individuals in competition with every other individual
in the classroom, students are given the responsibility of creating a learning
community where all students participate in significant and meaningful ways.
Cooperative learning requires that students work together to achieve goals
which they could not achieve individually.
Based on the definition above, it can be concluded that cooperative
learning is a variety of teaching method in which students work together in
groups so that they can exchange the information and motivate one another for
a better learning to accomplish shared and common goals.
2. The Elements of Cooperative Learning

According Smith (1996: 74–76) five elements that he considers essential for
successful cooperative learning groups (see also Johnson, Johnson, & Smith,
1998: 21–23).
1. Positive interdependence:
The success of individuals is linked to the success of the group;
individuals succeed to the extent that the group succeeds. Thus students
are motivated to help one another accomplish group goals.
2. Promotive interaction:
Students are expected to actively help and support one another. Members
share resources and support and encourage each other‟s efforts to learn.
3. Individual and group accountability:
The group is held accountable for achieving its goals. Each member is
accountable for contributing his or her share of the work; students are
assessed individually.
4. Development of teamwork skills:
Students are required to learn academic subject matter (task work) and
also to teach the interpersonal and small group skills required to function
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as part of a group (teamwork). Teamwork skills should be taught “just as
purposefully and precisely as academic skills”.
5. Group processing:
Students should learn to evaluate their group productivity. They need to
describe what member actions are helpful and unhelpful, and to make
decisions about what to continue or change.
From the elements of cooperative learning above, it can be concluded that
there are five elements of cooperative learning. They are the basic of TPS.
They are:
- Positive interdependence
- Promotive interaction
- Individual and group accountability
- Development of teamwork skills
- Group processing
3. Benefits of Cooperative Learning

According to the Modern journal of Applied Linguistics by Rita Rani
Mandal, international, the benefits of cooperative learning are:
1. Cooperative learning develops higher level thinking skills.
2. Skill building and practice can be enhanced and made less tedious though
cooperative learning activities in and out the classroom.
3. It creates an environment for active, involved and exploratory learning.
4. It improves the performance of the weaker students when grouped with
higher achieving students.
5. It addresses learning style differences among students.
Crandall (in Arnold, 1999: 233-234) mentions some benefits of
cooperative learning as follows:
a. Reducing anxiety
Oxford and Ehrman (in Arnold, 1999: 233) define cooperative
learning as a classroom procedure that can lower anxiety in the language
co m m it t o u s e r
classroom. It is because w h en s tu d e n t s involved in cooperative learning,
they get opportunity to work with one another and to share their opinion
with their group‟s member. They also have more time to think so that they
feel more comfortable in learning. Cooperative learning provides students
with the circumstance in such a way that it can reduce their anxiety.
b. Promoting interaction
Cooperative learning encourages students to interact with each
other during the learning activity. Besides, students should work together
as a team to gain their group success. Students who are involved in
cooperative learning must interact with their peers for gaining their
learning success.
c. Increasing self-confidence and self-esteem
Cooperative learning can increase self-confidence and self-esteem
of the students. In cooperative learning, positive interdependence is
enhanced. It makes each student hopes their partner to come up with good
answer because they know that a gain for the other (Kagan, 2000: 3). As a
result, sharing, caring, verbal skills, and listening skills are enhanced.
Thus, it can increase the students‟ self-confidence and self-esteem.
d. Increasing motivation
Cooperative learning activity can increase students‟ motivation
because cooperative learning encourages students to work in small group,
so they feel more comfortable in learning activity. They know that
everything will be easier because they can ask for help from others.
According to Orlich, et al. (1998: 276) the benefits of cooperative
learning are:
a. It improves comprehension of basic academic content
b. It reinforces social skills
c. It allows student decision making
d. It creates active learning environment
e. It boots students‟ self-esteem
f. It celebrates diverse learning style
c o m m i t t o user
g. It promotes student resp o n s ib i li t y
h. It focuses on success for everyone.
According to the some experts, the benefits of cooperative learning can
be concluded:
- Reducing anxiety
- Promoting interaction
- Increasing self-confidence and self-esteem
- Increasing motivation
The benefits of cooperative learning are the benefits of TPS too. Its caused of
the TPS is one of the techniques in cooperative learning.
4. The Roles of Teacher in Cooperative Learning

Kessler (1992: 164-170) mentions that there are 5 elements of the
teacher‟s roles as follows:
a. The teacher as Inquirer
In order to plan for the learners, the Cooperative Learning needs to know
the learners. The teacher must ask the following questions: what is the age
of the learner? What is the language proficiency level? What are previous
learning experiences, interest, abilities, and needs? Other considerations
often overlooked are the culturally absorbed ways of learning and
displaying knowledge.
b. The Teacher as a creator
According to Johnson, et al. in Kessler (1992: 165), the teacher has to
create a highly structured and well-organized learning environment in the
classroom, set goals, plan, and structure tasks, establish the physical
arrangement of the classroom, assign the students to groups, roles, select
materials and time.
c. The Teacher as Observer
Kessler (1992: 166) states that cooperative small-group learning provides
the teacher with the opportunity to observe, reflect, and intervene in
supportive ways. Observing groups at work gives the teacher the basis to
c o m m i t to u s e r
reflect on his/her own teac h in g a n d le a r n ing practices.
d. The Teacher as Facilitator
Cohen in Kessler (1992: 168) gives explain that the facilitator is to give
feedback, to redirect the group with questions, to encourage the group to
solve its own problems, to extend activity, to encourage students‟ thinking,
to manage conflict, to observe the students, and supply resources.
e. The Teachers Change Agent
It means that changes that affect the way of the teacher and students will
affect the social climate for learning ultimately (Kessler, 1992: 171).
In conclusion, there are 5 elements of the teacher‟s roles in cooperative
learning. The teacher‟s roles in cooperative learning which is the teacher‟s
roles in TPS too.
5. The Roles of Learners in Cooperative Learning

Cooperative Learning is viewed as learner-centered. The learners must be
responsible for their own learning. The learners have to learn teamwork skills.
They are taught to plan, monitor, and evaluate their own learning. Thus,
cooperative learning requires the students‟ active involvement and
participation.
6. Kinds of Cooperative Learning

According to Ornstein and Lansley (2000: 325), there are two kinds of
Cooperative Learning.
a. Formal Cooperative Learning
It focuses more on teacher-led instruction and a certain amount of student
competition, usually between cooperative groups rather that between
individual students. In formal cooperative learning, students share:
1. A goal to maximize the learning of all members.
2. Both individual and group responsibility for their learning goals.
3. Specific work goals that can be accomplished cooperatively
4. Opportunities and obligations to learn and use the interpersonal and
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skill
5. Opportunities and obligations to reflect on both learning and pee
interaction.
Strategies that are included in Formal Cooperative Learning are Student
Team-Achievement Division (STAD), Teams-Games-Tournament (TGT)
and Jigsaw.
b. Informal Cooperative Learning
It occurs when teachers ask questions and then have students discuss
among them or with the teacher‟s response, when teachers read stories or
lecture and then periodically ask questions and when teachers ask question
in order to encourage students to summarize or synthesize idea. Several
examples of Informal Cooperative Learning Strategies are Numbered Head
Together (NHT), Think-Pair-Share (TPS), and Think-Pair-Square.
C. Review on THINK-PAIR-SHARE (TPS)

1. The Nature of Think-Pair-Share (TPS)
Think-Pair-Share is a cooperative discussion strategy developed by Frank
Lyman and his colleagues in Maryland in 1985. It is simple and quick
technique, the instructor develops and poses a question, gives students a few
minutes to think about a response, and then asks students to share their ideas
with a partner.
Think-Pair-Share is particularly effective as a warm-up for whole class
discussion. The “Think” component requires students to stop and reflect before
speaking, thus giving them an opportunity to collect and organize their
thoughts. The “Pair” and “Share” components encourage learners to compare
and contract their understandings with those of another, and to rehearse their
response first in low-risk situation before going public with the whole class.
This opportunity to practice comments first with a peer tends to improve the
quality of student contributions and generally increase will-ingress and
readiness to speak in a large group.
Lyman (2005: 2-4) states that Think-Pair-Share (TPS) is a “multi-mode”
strategy developed to
participation in the classroom
encour a g e s tu d e n t s‟
activities. The other definition come from Arend (1997: 122) that TPS
challenges the assumption 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, to respond, and to help each other.
Based on explanation above, it can be summarized that Think-Pair-Share
is one of strategy in cooperative learning which allows students to try out their
ideas in, one hopes, a supportive dialog with a partner. Thinking and talking
about an idea also helps students sharpen their ideas as they listen to others.
2. The Benefits of Think-Pair-Share (TPS)

With Think-Pair-Share, students are given time to think through their
own answers to the question(s) before the questions are answered by other
peers and the discussion moves on. Students also have the opportunity to think
aloud with another student about their responses before being asked to share
their ideas publicly. This strategy provides an opportunity for all students to
share their thinking with at least one other student; this, in turn, increases their
sense of involvement in classroom learning.
As a Cooperative Learning Strategy, Think-Pair-Share also benefits
students in the areas of peer acceptance, peer support, academic achievement,
self-esteem, and increased interest in other students and school. Students spend
more time on task and listen to each other more when engaged in Think-Pair-
Share activities. More students are willing to respond in large groups after they
have been able to share their responses in pairs. The quality of students‟
responses also improves.
3. The Procedures of Think-Pair-Share (TPS)

According to Richard I. Arends (1998: 322) the procedures of TPS are:
a. 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.
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Students need to be taught that talking or walking about is not part of think
time.
b. Step 2- Pairing
Next, the teacher asks students to paid off and discuss what they have been
thinking about. Interaction during this period can be sharing answers if a
question has been posed or sharing ideas if a specific issue was identified.
Usually, teachers allow no more than 4 or 5 minutes for pairing.
c. Step 3- Sharing
In the final step, the teacher asks the pairs to share with the whole class
what they have been talking about. It is effective to simply go around the
room from pair and continue until about a fourth or a half the pairs have had
a chance to report.
The other procedures of TPS based on Barkley, Cross, and Major (1976:
104):
1. Pose the question to the class, giving students a few minutes to think about
the question and devise individual responses.
2. Ask students to pair with another student nearby.
3. Ask student A to share his or her responses with student B, and then student
B to share ideas with student A. Suggest that if the two students disagree,
they clarify their positions so that they are ready to explain how and why
they disagree. If useful, request that pairs create a joint response by building
on each other‟s ideas.
From some procedures of TPS above, they can be concluded:
1. Think
The teacher provides the students with a topic or idea, then the students
reflect independently about the meaning of the topic. The teacher should
give students some seconds for independent thinking‟s.
For example: the teacher gives a text to the students, and then they are given
some questions based on the text. They asked to think their answers
individually.
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2. Pair
Using designed partners, nearby neighbor, or a desk mate students pair up to
talk about the idea or answer each has developed. They compare their
answers and identify the best or most unique answers.
For example: the teacher divides their students in pair, and they asked to
compare their answers and choose the best answer in their pair.
3. Share
After students discuss their reasoning in pairs for a few moments, the
teacher calls for pairs to share their thinking with the rest of the class. This
can be done by calling on each pair randomly, taking answers as they are
called out, or as hands are raised.
For example: the teacher asked all pairs to share their answers in the class.
From the procedures of Think-Pair-Share above, it is hoped that TPS
covers the indicators of reading. In the pair stage the students will conduct the
discussion between their partner, exchange their ideas and together to find out
the solution/ the answer of difficulties/questions (example: determine main
idea; find explicit information; find implicit information; infer meaning of
vocabularies, and etc). Besides that, the power of share stage can
force/motivate the students to be more accurate to read the text because it is
important for the students to share correct answer to the whole class.
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D. Review of Related Study
The writer finds several researches related to this research. They have
same method but they have some differences in skill and subject.
The first one belongs to Indah Nurul Izzati in her thesis “Improving
Students’ Speaking Skill through Think-Pair-Share (TPS) Method (A Classroom
Action Research at the Eleventh Grade SMA N 3 Surakarta)”, believed that there
are improvements in the students‟ speaking skill and in the students‟ motivation.
The students also interested in improving their speaking.
Sofiatun in her thesis “Teaching English Using Think-Pair-Share (TPS)
to Improve the Students’ Speaking Competence (An Action Research at the Fifth
Year of SD N 2 Kemiri, Tulung), suggested that TPS encourages the students to
actively participate in teaching-learning process because this method provides a
way of creating a rich communicative environment.
In addition, Beni Gunawan, in his thesis “Improving Student’s Speaking
Ability in Conveying Interpersonal and Transactional Speech Using Think-Pair-
Share Strategy for the Fifth Year of SD Muh. 16 Karangasem, Surakarta” believed
that Think-Pair-Share method also enhances the student‟s oral communication
skills as they discuss their ideas each other. It will be applied when they live in the
real society. When they meet a foreigner, they can communicate well. The teacher
applies TPS in increasing the student‟s speaking competence.
Endah Safitri, in her thesis “Improving Students’ Reading Skill through
Think Pair Share (An Action Research in Eighth Grade Students of SMP Negeri 1
Ngadirojo)” The research findings show that the use of Think Pair Share could
improve students‟ reading skill and classroom situation of English class.
Agnasari Wulan Mulia “THE USE OF COOPERATIVE LEARNING
“THINK-PAIR-SHARE” IN TEACHING READING DESCRIPTIVE TEXT (A
Case Study of Year Seven Students of SMP N 1 Gabus, Purwodadi)” The use of
think-pair-share strategy was effective to improve reading descriptive text for
Junior High School students. Thecwomritmeritotfofeurseedr some suggestions: for
students, it
was good for them to use think-pair-share strategy to improve their mastery in
reading descriptive text. For teachers, they used the results as a reference to help
the students‟ problem in learning English.
According to five researchers above, there are three researches which
have some differences in skill used and subject. And the other researchers have
same skill, but they are different in place where the research was conducted.
According five researchers above, the problems in reading and speaking
can be solved by conducting TPS method. It can increase students‟ reading and
speaking skill. Based on the problems found in reading class of VII B students of
SMP N 8 Surakarta, the researcher proves that TPS can improve the development
of reading comprehension strategies, the students‟ motivation, and encourage the
students to actively participate in teaching-learning process.
E. Rationale
With TPS, students are given time to think through their own answers to
the question(s) before the questions are answered by other peers and the
discussion moves on. Students also have the opportunity to think with another
student about their responses before being asked to share their ideas publicly. This
strategy provides an opportunity for all students to share their thinking with at
least one other student; this, in turn, increases their sense of involvement in
classroom learning.
From the benefits of TPS above, it was hoped that TPS covered the
indicators of reading because in the pair stage, the students conduct the discussion
with their partner, exchange their ideas to find out the solution/answer of
difficulties/questions. Besides that, the power of share stage could force/motivate
the students to be more accurate to read the text because it was important to the
students for share correct answer to the whole class. So, it is believed or assumed
that TPS can improve reading skill in the Seventh grade of SMP N 8 Surakarta.
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F. Hypothesis
Based on the assumption above, the hypothesis can be formulated as
follows: the use of Think-Pair-Share can improve students‟ reading skill.
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CHAPTER III
RESEARCH METHODOLOGY
This chapter discusses the research method that is used in this study. This
chapter covers setting and subjects of research, method of the research, and the
steps of conducting the research. Research is systematic process of inquiry
consisting of three elements or components: (1) a question, problem, or
hypothesis, (2) data, (3) analysis and interpretation of data (Nunan, 1992: 3). Each
of them is discussed in the following section.
A. Setting and Subject of the Research
1. Research Setting
a. The Place of the Research
This classroom action research was carried out in SMP N 8

Surakarta. This school is located in Jalan H.O.S Cokroaminoto No. 15
Surakarta. The location of the school is in a settlement environment so it is
conducive enough to study since it is not so crowded.
b. The Time of the Research
The research was conducted for 7 months from January 2012 to
July 2012 by exploiting the use of Think-Pair-Share as a teaching
technique. This research includes the pre-research, action, and activities
after the action. It can be arranged as follows:
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No. Activity Time of Research
1. Pre-research ( interview, observation) January 2012
2. Preparation of thesis proposal January-February 2012
3. Preparation of try out and pre-test March 2012
4. Pre-test March 2012
5. Action April to May 2012
6. Post-test May 2012
7. Analyzing the result May to July 2012
Table 3.1The Schedule of The Research
2. Subject of the Research

The subject of the research is the 32 students of VIIB in the second
year students of SMP N 8 Surakarta. The firstgrade consists of 14 boys and
18 girls. Most of their parents work as civil servants, entrepreneur, private
employee, driver, etc. the students come from some villages in Karanganyar
district and other districts, such as Pucang sawit, Jagalan, etc.
B. Method of the Research

The method used in this research is action research. This research is
conducted as a classroom action research where the researcher is also as an
English teacher of the first grade students of SMP N 8 Surakarta.
1. The Definition of Action Research
There are several definitions of Action Research. According to Burns

(1993: 30), “action research is the application of fact finding to practical problem
solving in social situation with view to improve the quality of action within
involving the collaboration and cooperation of researchers, practitioners and
laymen”. Bodgan and Biklen (in Burns, 1999: 30) propose action research as the
systematic collection of information that is designed to bring about social change.
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According to Penny Ur (1996:328), action research is primarily to improve
the teacher-researcher‟s own teaching. It is based on a cycle investigation, action,
and re-investigation, and is usually done by two or more collaborating teachers.
While Wallace (1998: 1), defines action research as systematic collection
and analysis of data relating to the improvement of some aspect of professional
practice.
From the definitions above, it can be concluded that action research is
systematic collection and analysis of data conducted by teacher researcher,
principals, or school counselor in the teaching/learning environment, to gather
information about the ways that their particular schools operate, how they teach,
and how well their students learn. The goal of actions research is improving and
evaluating the results of the strategies is practiced.
2. Characteristics of Action Research

Action research is different from other research. It has its own
characteristics. The following common features are the characteristics of action
research suggested by Burns (1999: 30) as follows:
a. Action research is contextual, small-scale and localized. It identifies and
investigates problems within a specific situation.
b. It is evaluative and reflective as it aims to bring about change and

improvement in practice.
c. It is participatory as it provides for collaborative investigation by terms of

colleagues, practitioners and researchers.
d. Changes in practice are based on the collection of information or data which

provides the impetus for change.
While, Kemmis and McTaggart in Nunan (1992:17) argue that the three
defining characteristics of action research are that it is carried out by practitioners
(for our purposes, classroom teachers) rather than outside researchers; secondly,
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that it is collaborative; and thirdly, that it is aimed at changing things.According
to John W. Creswell (2008: 605), these characteristics are:
A practical focus
The educator-researcher‟s own practice

Collaboration
A dynamic process
A plan of action
Sharing research
Based on the characteristics of action research above, this research was
appropriately conducted as collaborative action research in order to bring about
social and educational change and improvement in reading skill and the students‟
learning attitude.
3. The Model of Action Research

Kemmis and McTaggart (1998: 32) state that Action Research occurs
through a dynamic and complementary process, which consists of four
fundamental steps in a spiraling process. They are as follows:
a. Planning
Develop a plan of critically informed action to improve what is already
happening.
b. Action
Act to implement the plan.
c. Observation
Observe the effects of the critically informed action in the context in which it
occurs.
d. Reflection
Reflecting process on these effects as the basis for further planning, subsequent
critically informed and so on, through a succession of a stages.
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The Figure 3.1
PLAN
REF
LEC
T
OBSERVE
ACT
REVISED
PLAN
REF
LEC
T
OBSERVE
ACT
Burns (1999: 30) suggest a number of common features which can be

considered to characterize action research:
a. Action research is contextual, small scale and localized. It identifies
and investigates problems within a specific situation.
b. It is evaluative and reflective as it aims to bring about change and
improvement in practice.
c. It is participatory as it provides for collaborative investigation by
teams of colleagues, practitioners and researchers.
d. Changes in practice are based on the collection of information or data
which provides the impetus for change.
4. Procedure of Action Research
The four steps at the model can be expanded into six steps which included
in the procedure of action research. The procedures are: 1) identifying the
problem; 2) planning the action; 3) implementing the action; 4) observing the
action; 5) reflecting the action; and 6) revising the plan. In more detail, the process
done in this research runscwomithmtiht etofoulsloewr ing procedures:
a. Identifying the problems
Before starting classroom action research, the researcher needs to

identify a problem. She conducted the pre-research at SMP N 8 Surakarta.
She found that reading was the most difficult skill in the seventh grade
students of SMP N 8 Surakarta. The problems are identified by using 4
instruments:
1) Interview the teacher and the students
The interviews are held to know the students‟ opinion about English
and the teaching learning process in the classroom. The teacher told that
the students‟ reading ability is the lowest than the other skills.
2) Observation during the teaching learning process
Observation is held in the classroom during the teaching learning
process. It is to know the students‟ behavior during the teaching
learning process, to know how far the students master reading ability,
the teacher‟s technique in the teaching learning process, and to know
the class situation during the teaching learning process. Besides, they
were less active and less cooperative in the class.
3) Questionnaire
A questionnaire is a research instrument consisting of a series of
questions and other prompts for the purpose of gathering information
from respondents. It consists of some questions about the students‟
problems in reading ability, problems in class situation, and the causes
of those problems.
4) Pre-test
The researcher conducts the pre-test to know the students‟ reading
ability. The pre-test is held before the implementation of the research.
b. Planning the Action
Before implementing the action, the researcher needs to make

general plan. In this research, the researcher works as the teacher.
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The planning of the research consists of some steps, as follows:
1) Preparing materials, preparing sheets for classroom observation (to
know the situation of teaching-learning process when the technique is
applied)
2) Making lesson plan and designing the steps in doing the action.
3) Materials related to the topic.
4) Preparing exercises and post-test.
c. Implementing the Action
In implementing the action, the researcher does the planning has

been made. The researcher carries out the lesson plans she has made. The
teacher uses Think-Pair-Share technique in teaching learning reading.
d. Observing and Monitoring the Action
The observation part is done during the teaching and learning

process. In this step, the English teacher of SMP N 8 Surakarta play role as
the observer. She observes all activities happening in the classroom and
takes notes related to the process of teaching and learning.
e. Reflecting the Result of the Observation
The researcher makes an analysis toward what the teacher has done
in the teaching learning process. A researcher makes evaluation towards
the implementation of research in class and finds weaknesses found in the
implementation. The weaknesses are basis to conduct the next step.
f. Revising the Plan
The researcher revises the plan based on the weaknesses in the

previous cycle to get better result of the action.
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C. Techniques of Collecting Data
In this classroom action research, the researcher collects the data using
qualitative and quantitative method. Wallace (1998: 38) defines that Quantitative
method is broadly used to describe what can be counted or measured and can
therefore be considered „objective‟ while Qualitative is used to describe
data which are not amenable to being counted or measured in an objective way,
and are therefore „subjective‟.
The action research may utilize qualitative or quantitative methodology or
a mixture of both. The techniques are as follows:
1. Qualitative Method
The qualitative method of the research was collected by using some
techniques of data collection including: interview, observation, and document
analysis. Photograph was also taken during the implementation of the research
to provide more accurate data. The data, which were collected in this research,
consisted of the information of pre-research, the process and the result of
Action Research. The whole qualitative data collection used in this research
was summarized as follows:
1) Interview
According to Burns (1999: 117), interviews and discussion are face-to-face
personal interactions, which generate data of research and allow specific issue
to be discussed from other people perspective.
Interview comes in many different forms. As stated by Wallace (1998: 146),
there are three broad categories of interview as follows:
a. Structured Interview
Structured Interview is an interview that has a very tight structured
and in which the question will probably be read from a carefully prepared
interview schedule.
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b. Unstructured Interview
Unstructured Interview can be quite free-wheeling, without losing
sight of the research purpose. This open-ended approach can be revealed
which might otherwise be withheld in a more formal setting.
c. Semi-structured Interview
Semi-structured Interview is a kind of compromise between the two
extremes. There willl almost certainly be a prepared interview schedule, but
most of the questions will be probably open questions. It combines a certain
degree of control with a certain amount of freedom to develop the interview.
In this research, researcher used semi-structured interview. The
researcher made a shcedule first before doing the interview, and prepared the
questions for interview. The questions are related to the students‟ reading
ability, the implementation of TPS techniques and the situation in reading
classroom.
The researcher interviewed the teacher and the students about the way
she implements the material, and the problem faced. The researcher also
interviewed the students about their response during learning reading by using
TPS technique. The researcher did the interview before and after conducting
research in order to know the researcher‟s view of the teaching learning
process and students‟ reading ability.
2) Observation
Burns (1999: 80) says that observation is taking regular conscious notice
of classroom action and occurrences, which are particularly relevant to the
issues or topics being investigated.
In this research, the observation was carried out to cover the process of
the implementation of TPS technique in teaching reading. Observations are
ways of finding out more about the students‟ response, students‟ behaviour,
and students‟ activities during the learning process dealing with the students‟
reading ability, the interaction among students and interaction between students
and the teacher, and classroom situation in reading classroom.
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The observation was done in the pre-observation and in the
implementation of the research. In pre-research, observation was conducted to
get information about classroom environment, class condition, and teaching
learning techniques. In the implementation, the observation was done by the
researcher and the teacher as collabor. The collabor observed and made notes
about the teaching and made notes about the teaching learning process. He
helped the resercher to observe, evaluate, and offer suggestions about the
implementation of TPS technique.
3) Document Analysis
The document that was collected is in the form of teacher‟s lesson plans,
reading, materials, textbooks, syllabus, and students‟ product. By analyzing
them, the researcher got information about the process of teaching learning
activity and students‟ ability in reading. The researcher also collected the data
from scores representing the students‟ achievement. The score is the final
products of the students‟ ability of reading. In this research, the
researcher gathered some documents that were analyzed to get the data.
4) Photographs
Photographs are a way of greatly enhancing classroom analysis and
providing visual stimuli, which can be integrated into reporting and presenting
the research to others.
The qualitative data which are collected in this study consist of the
information abtained during pre-research, the process and the results of action
research implementation, and the results of the discussion between teacher and
researcher.
2. Quantitative Method
- Test
The researcher used the objective test type. The tests were pre-test and
post-test. The result of the tests is analyzed to know the students‟ skill
in reading. The data were collected by using reading test.
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D. Techniques of Analyzing Data
In analyzing the qualitative data the researcher used qualitative
technique as suggested by Burns. The qualitative data consist of the result of
observation, field notes, interview, documents and photographs.
The researcher analyzed the data from the result of observation, field
notes, interview, documents and photographs. The observation, field notes,
photographs, documents and interview describes how the process of teaching
reading using TPS in the classroom. The researcher also analyzed the process of
teaching reading by studying the field notes and the photograph that were made
during the teaching learning process. After studying the notes, she could identify
progresses and advantages as well as problems and its possible solution in
teaching reading using TPS technique.
McKernan (1996) in Burns (1999: 156) states that there are five stages in
analyzing the qualitative data:
1. Assembling the Data
The first step is to assemble the data that the researcher collects over the period
of the research: field-notes, journal entries, questionnaires and so on.
2. Coding the Data
In this stage, once there has been some overall examination of the data,
categories or codes can be developed to identify patterns more specifically.
3. Comparing the Data
At this stage, comparison can be made to see whether themes or pattern are
repeated or developed across different data gathering techniques.
4. Building Interpretations
It is the point where moving beyond describing, categorizing, coding and
comparing to make some sense of the meaning of the data.
5. Reporting the Outcomes
The final stage involves presenting an account of the research for others.
Besides, the researcher gave a written test to measure the students‟ reading
skill. After the data from the written test of readinghad been collected, they
c o m m i t t o u se r
wereanalyzed to prove whether te a c h in g r ea d in g using TPS could
overcome the
student‟s problems in reading skill or not. The quantitative data were analyzed by
comparing the mean scores of the pre-test and the post-test. It is used to know the
difference before and after the cycles was conducted. The improvement was seen
if the mean score in the post-test was higher than in the pre-test.
The mean scores of the pre-test and the post-test can be calculated with the
formula as follows:
The mean score of the pre-test can be calculated by dividing the sum of students‟
score before the action with the number of the student. Then, the mean score of
the post-test can be calculated by dividing the sum of students‟ score after the
action with the number of the student.
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CHAPTER IV
ACTION PROCESSES AND DISCUSSION
This chapter discusses the result of the research. The objectives of the
research are to identify the improvement of the students‟ reading skill through
think-pair-share and the classroom situation when think-pair-share is
implemented. This chapter covers research implementation and discussion. Each
cycle consisting of the research implementation.The research implementation
itself consists of planning, acting, observing and reflecting an activity which is
described in this chapter.
A. Introduction
Having conducted observation to the VIIB students of SMP N 8
Surakarta, the researcher found that students of VIIB got many difficulties in
reading skill. They were categorized into the indicators of reading relating to the
students‟ skill in procedure text. They were (1) inferring meaning of words; (2)
identifying the main idea of the text; (3) identifying the reference of the text; (4)
finding implicit information of the text; (5) determining the explicit information;
and (6) identifying communicative purpose of the text.
Instead of the indicators of reading, the other category came from the
class as follows: (1) the students did non-academic activities rather than academic.
They were noisy in the teaching and learning process by chatting with their
friends. It was because they had low motivation to read English text;(2) the
students tend to be passive learners because the teacher dominates the classroom
activities, they did not want to ask to the teacher when they have difficulty; (3) the
students didn‟t pay attention to the teacher. They felt bored. It was caused by the
teacher usedinappropriate technique applied to teach reading that encourages
students to be active. The teacher also did not use proper activity so that the
students are not interested in the lesson.
In doing the research, there were targets that must be reached. First, the
students can improve their reading skill including (1) infer meaning of the words;
(2) identify the main idea of the text; (3) identify the reference of the text; (4) find
c o m m it t o u se r
implicit information of the text; ( 5 ) de te r m in e the explicit
information; and (6)
identify communicative purpose of the text. At least it shows the mean of
students‟ score that 7.1 as the standard minimum score. Second, the researcher
could solve the problems coming from class situation above.
The researcher offered a solution to overcome the reading problems in
the classroom by using Think-Pair-Share (TPS) method to make students more
interested in reading. This method provides the students with a given topic them
to formulate their ideas and share these ideas with another student in pair. TPS
method is a cooperative learning method that provides a structured opportunity to
students to think about the case or the issue, work in pair to discuss their
individual ideas, and share those ideas with other students to improve
communicate skill. This method can increase the students‟ sense of involvement
in classroom learning.
The schedule of the research can be seen from the table below:
Table 4.1 Research Schedule
No Date Activity Time
Pre- observation
1 January 2012 (questionnaire, interview to
the teacher and the students)
2 March 28th 2012 Pre-test 07. 00-08. 30 am
Cycle 1
April 2th 2012 (meeting 1) 09.55-11.15 am

3 th
April 4 2012 (meeting 2) 07. 00-08.20 am
th
April 11 2012 (meeting 3) 09.15-10.30 am
th
April 16 2012 (meeting 4) 08.20-09.40 am
4 April 18th 2012 Post test 1 08.20-09.40 am
Cycle 2
th
5 May 2 2012 (meeting 1) 08.20-09.40 am
th
May 7 2012 (meeting 2) 11.15-12.55 pm
6 May 9th 2012 Post- test 2 08.20-09.40 am
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B. Process of the Research
In this classroom action research, the researcher became a practitioner
who implemented the action in the teaching learning process in the classroom and
the English teacher of class VIIB was the observer and facilitator who observed
the teaching learning process from beginning until the end of the research. It was
done from March to May 2012.
The researcher conducted the action research in two steps. First, she did
the pre-research observation and then she conducted the action research. In this
research, the implementation was held in two cycles. During the process of the
research, the researcher noticed that cycle one was through stages of planning,
implementation, observation, reflection and revising plan. Cycle two was through
stages of planning, implementation, observation, reflection of observation result
and final reflection. The whole process of this study can be seen in the table 4. 2
Table 4.2:The Whole Process of the Research

No Procedure Activities Doer Specific Activities
1 Pre-Research Class observation The Identifying and focusing the problems
researcher (R) during teaching learning process.
interview The Identifying and confirming teacher‟s
Researcher and the students‟ difficulties in teaching
(R) and learning procedure text.
Giving The Identifying the problems,
questionnaire Researcher students‟ background, students‟
(R) response toward reading class, and
activities done in
reading.
Pre-test The Identifying the students‟
Researcher comprehension on procedure text.
(R)
2 Research Cycle 1
Implementatio a. Planning The Preparing materials, lesson plan,
n Researcher teaching aids, camera, texts, worksheet
and everything related to the Action
Research.
b. Action The
1. Meeting 1
co mmReisteatroch 1. Teacher explained about procedure
uesrer
text and introduces Think-Pair-Share
technique to the students.
2. Meeting 2 2. The teacher used Think-Pair-Share
to solve the problems of reading
comprehension.
3. Meeting 3 3. The students practiced and
understood the rules with
discussion in pair through Think-
Pair-Share.
4. Meeting 4 4. The students are accustomed to
working on tasks assigned by the
teacher using Think-Pair-Share.
5. Post Test 1 5. Preparing the test for identifying
the students‟ comprehension on
procedure text after conducting
cycle 1.
c. Observation The  Students enjoyed the activity and
Researcher making the pairs.
and the  Students could interact with their
teacher friends in studying of Think-Pair-
Share with Procedure text.
d.Reflection The Positive:
Researcher  By using Think-Pair-Share
and the technique, the students could
teacher answer the questions quickly.
 They were able to use limited
time efficiently.
 They could understand about
reading strategy.
 Some students were active during
the question and answer
activities
Weaknesses:
 Because of dividing pair
according their classmate, they
felt bored, and there were some
pairs who did not do the exercise
well.
 Some boys who pairs with boys
were lazy to do the exercises.
co mmit to user  Some students were afraid to
make mistakes.
 Some students want to do the
exercise individually.
e. Revising Plan The  Dividing appropriate pair by
Researcher considering the score of the pre
test and post test 1 in cycle 1.
 Making a group by mixing boys
and girls students.
 Giving rewards to the students,
such as giving point, if they are
active in order to make the class
more active.
 Giving task to the students in
order to get a better
understanding in reading class.
Cycle 2
a. Planning The Preparing lesson plan, text, and
Researcher everything related action research.
b. Action The
1. Meeting 1 Researcher 1. The students used Think-Pair-Share
to do the assignment.
2. Meeting 2 2. Making games to give the students
motivation and to understand how far
the students comprehend the
procedure text.
3. Post Test 2
3. Preparing the test for identifying the
students‟ comprehension on
procedure text after conducting cycle
2.
c. Observation The The improvement of the class situation,
Researcher the improvement of the students‟
and The achievement, and solve the problem in
Teacher cycle 1.
d. Reflection The Reflecting the observation data.
Researcher
and the
teacher
3. Result Discussion The Discussing the result of the research as
discussion Researcher a conclusion.
co mmanidt to
usethre
teacher
1. Pre Research
As shown in Table 4.2 above, the pre research was conducted before the
implementation of the study. The goal of the pre research is to identify the
problems happening during the teaching learning process. The problems were
identified through observation in the class, questionnaire and the result of
interview with the English teacher and the students. The researcher focused on the
identification of students‟ reading skill before using Think-Pair-Share, the
identification of the students‟ attitude during teaching learning process, and the
teacher‟s technique in teaching reading. The pre-research covered four steps: 1)
observing the teaching learning process; 2) interviewing the teacher and some
students; 3) giving questionnaire; 4) giving pre-test to the students.
The result of the observation in pre research that in teaching learning
process the teacher taught the students by using students‟ worksheet in LKS and
followed all the learning activities from LKS, especially the reading activity. The
teacher gave explanation and task to the students in every meeting. He asked the
students to read the text, one student one paragraph then tried to translate the text
one paragraph by one paragraph. The teacher asked the students to answer the
question in LKS and to read the answer to whole class. He did not use any other
teaching aids in teaching English. He used the same technique in every meeting.
He informed that the students were difficult in reading skill and to do the
exercises. In order to solve the problems, teacher asked them to read some texts
from LKS. Then they were asked to translate each word that they had been read.
As a result, the students got tired so that they made noise during teaching learning
process.
From the data on the class observation above, the researcher found some
problems came from the class as follows: (1) the students did non-academic
activities rather than academic. They were noisy in the teaching and learning
process by chatting with their friends; (2) the students tend to be passive learners
because the teacher dominates thceocmlamsistrotoomusearctivities; (3) the
students‟ refused
teacher‟s instruction, (4) The students did not want to ask to the teacher when
they have difficulty.
The researcher got the data that the problems above are caused by some
situations. From students, the causes are: (1) Students had low motivation to read
English text, and (2) Most of the students were passive. From teacher, the causes
are: (1) teacher didn‟t use appropriate technique to teach reading that encourages
students to be active and the students felt bored; (2) teacher did not use proper
activity so that the students are not interested in the lesson.
The next causes came from other factors, such as from the materials, and the
atmosphere of the class. The material depends on the curriculum, and the material
was very limited, so the teacher could not develop the material. The limited of the
material could not help the students improve their reading skill, because the
material used was not interesting and the text contains unfamiliar word so make
the students difficult to understand what they have read. The bad classroom
atmosphere was a negative influence to the students‟ motivation to learn.
Based on the interviewed to the students and the teacher, the researcher
could be concluded that: (1) Most of the students were passive. (2) The reading
skill of the students still low. (3) Teacher did not use proper activity so that the
students are not interested in the lesson and felt bored. (4) Teacher does not use
appropriate technique to teach reading that encourages students to be active. (5)
The students felt difficult to understanding the text.
Furthermore, based on the questionnaire completed by the students, the
researcher found out that (1) the students thought that the situation of reading was
not interesting caused of the teacher used monotonous technique; (2) the students
felt difficult to understanding the text; (3) the students got difficult to find implicit
and explicit information of the text; (4) the students tend to be passive learners
because the teacher dominates the classroom activities.
Based on the data of the students‟ pre-test result, the researcher found out
that most of the students got the lower score than minimum standard (the standard
was 7.1). The mean scores of the students in the pre-test only 6.9. The researcher
found that the students felt difficult in some indicators of reading skill related to
the procedure text. They are: (1) infer meaning of words; (2) identify the main
idea of the text; (3) identify the reference of the text; (4) find implicit information
of the text; (5) determine the explicit information; and (6) identify communicative
purpose of the text.
Table 4.3: The Results of Pre-Research
No Activities The results
1. Observing the teaching - The students do non-academic activities rather than
learning process. academic, such as chatting with their friends.
- The students tend to be passive learners because the
teacher dominates the classroom activities. They didn‟t
want to ask to the teacher when they have difficulty.
- The students refused teacher‟s instruction.
2. Interviewing the teacher - Most of the students were passive. They didn‟t want to
and the students. ask to the teacher when they have difficulty.
- The reading skill of the student is still low.
- Teacher didn‟t use proper activity so that the students
were not interested in the lesson and felt bored.
- The teacher didn‟t use appropriate technique to teach
reading that encourages students to be active.
- The students felt difficult to understanding the text.
3. Questionnaire A. The students‟ interest on English
- Most of the students were passive. They didn‟t want to
ask to the teacher when they have difficulty.
B. The difficulties of English reading text
- The students thought that teaching reading was not
interesting because of the teacher‟s monotonous
technique.
- The students felt difficult to understand the text.
- The students felt difficulty to find the main idea of the
text.
- The students felt difficult to find implicit and explicit
information of the text.
- Most of the students were passive. They didn‟t want to
ask to the teacher when they have difficulty.
4. Pre-Test The students got difficulty relating to the indicators of
c o m m it to u s e r
re a di ng sk ill re l a ted to the procedure text.
they are:
- Inferring meaning of words
- Identifying the main idea of the text
- Identifying the reference of the text
- Finding implicit and explicit information of the text
- Identifying communicative purpose of the text.
2. Research Implementation
After conducting the pre-research, the researcher continued research
implementation. The implementation of the teaching reading using TPS in
classroom action research covered two cycles. The researcher divided the first
cycle into four meetings and every meeting spent 80 minutes. For detail times of
the implementation of the classroom action research in cycle 1, it can be presented
in the following timetable:
Table 4.4: Schedule of Implementation in Cycle 1
No Meeting Date Time
th
1. 1th April 2 2012 09.55-11.15 am
th
2. 2
nd
April 4 2012 07.00-08.20 am
th
3. 3
rd
April 11 2012 09.15-10.30 am
th
4. 4
th
April 16 2012 08.20-09.40 am
th
5. Post test 1 April 18 2012 08.20-09.40 am
3. Cycle 1
a. Planning
The researcher planned the action was conducted in cycle 1 based on the
problems on pre research observation. She tried to implement Think-Pair-Share
(TPS) method to overcome the problems in reading skill.
The researcher prepared the research instrument based on the syllabus.
Before implementing the action, she planned everything related to the action in
the first cycle. They were as follows:
1) Constructing a lesson plan and designing the steps in doing action. Each
lesson plan consisted of three terms, they are opening, main activity, and
closing. The steps 80 minutes in one meeting.
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2) Preparing the material from some exercises books and internet related to
the procedure text.
3) Preparing a book to note the activities happening in the teaching learning
process and a camera to take photos of the teaching learning process in the
class.
b. Action
In implementing the action, the researcher played a role as a teacher.
Meanwhile, English teacher of class VIIB SMP N 8 Surakarta as a collaborator,
Mr. Domas Budi Satriyo, helped the researcher in observing the students and in
overcoming the problems faced by the researcher in the class during the
teaching and learning process.
The researcher did the teaching-learning process in three terms: opening,
main activity, and closing. The opening phase covered all the things such as
greeting and checking the students‟ attendance. The researcher also gave
apperception by asking some questions to the students to learn more about the
materials. The main activity phase consisted of three steps; they are
exploration, elaboration, and confirmation. The including those who are:
explaining the materials, building knowledge of fields, modeling, and
implementing think-pair-share to improve the students‟ reading skill and
making summarize. Closing consists of reflecting the lesson and closing the
lesson.
1) The First Meeting, April 2th 2012 ( 09.55-11.15 am )
a. Opening
The first meeting, it began at 09.55 am. The researcher and the
teacher, Mr. Domas Budi Satriyo entered the classroom and took the
position. The researcher was in front of the class as the teacher and the
collaborator was in back side because he observed the students. Before
starting the lesson, she checked the students‟ attendance. Unfortunately,
not all students attended the class. There were 2 students who did not
attend the class because they were sick. The total students attending the
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reading class were 30 stu d en ts .
After that, the researcher introduced the material about the
procedure text, “Now, I want to ask you what procedure text is? Who
knows? Please raise your hand”. One student raised her hand and said
“Saya Miss. Procedure text itu menjelaskan cara membuat sesuatu.”
The researcher said “OK, that’s right. Procedure text itu menjelaskan
tentang cara membuat sesuatu. Contoh procedure text apa? Give me
example, please?” One student said “Contohnya cara membuat mie.”
The researcher said “Yes, good job.” She stimulated other students to
share their experiences. She also motivated other students who did not
know what procedure text was to learn more.
b. Main Activity
The researcher tried to make a good condition in class by telling to
the students that the day‟s activities would be reading lesson by using
think-pair-share. Firstly, the researcher showed the slide about
procedure text. She discussed with the students about the purpose, the
generic structure and language features of the procedure text. The
researcher explained them and gave an example of procedure text and
invited the students to analyze the text together. After discussing them,
she asked “Any question?” but no one asked. They were still silent.
Having finished discuss the modeling text, the researcher distributed a
text entitled “How to Make A cup of Cappuccino Coffee”.
Thesstudents were asked to read the text individually. After that, she
gave each students worksheet. The worksheet consist of six questions
involve all of the indicators of the reading skill. Students had to answer
the question in a text. “Please, answer the question according to the text
individually” said the researcher. She gave 5 minutes to think their
answer individually. After 5 minutes, the researcher asked “Have you
finished?” and students replied “Not yet Miss”. “OK, no problem.
Sekarang kerjakan secara berpasangan. Cari jawaban terbaik dari
hasil
diskusi kalian.” The students worked in pair to compare their answer and
to start the discuss i o n. T h e y c o u ld share, compare, and
combine
their answer to get the best answer from the discussion. The researcher
said “I give you 10 minutes untuk mengerjakannya.” She gave 10
minutes to share the answer with his or her partner. “Kok Cuma 10 menit
seh Miss?” said one of the students. The researcher said “Pokoknya
dikerjakan dulu”. The researcher turned around the class to help
whether students got difficulties. Having finished the think-pair-share,
the researcher asked each pair to report the result of their discussion in
whole the class. She asked “Have you finished?” and the students replied
“Yes Miss.” The researcher said “Ok, sekarang mari kita bahas
bersama-sama jawaban dari pertanyaan di text. Ada yang mau
menjawab pertanyaan nomer 1?” Only few pairs wanted to answer the
question and share the answer to whole the class. Many pairs were still
afraid.
c. Closing
In closing phase, the researcher gave feedback to some pairs about
their answers, “Saya rasa belum semuanya belum aktif di kelas. Malah
beberapa dari kalian masih gojek sendiri. I hope next meeting, all of
you will aktive ya. OK!” the students said “OK, Miss.” Having finished
conducting the first meeting, the researcher asked the students whether
they had difficulty or not, and then she summed up the topic of today‟s
lesson together procedure texts. Suddenly the bell rang and the
researcher closed the meeting, “Thank you for your attention. See you
next meeting.” At the end, the researcher put the tools into the right
position and exited the classroom.
2) The Second Meeting, April 4th 2012 (07.00-08.20 am)

a. Opening
The second meeting was conducted on Wednesday April, 04th
2012. The researcher opened the class by asked to pray together,
greeting and checking the students‟ attendance. Fortunately, all students
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attended the class. Besides, the researcher reminded and checked the
students understanding about the previous topic which is procedure text.
b. Main Activity
Firstly, the researcher showed the video “How to Make a Cup
Cake”. The researcher asked “Have you ever seen this video?” the
students answered “No, Miss.” The researcher also distributed the text
related to the video. They asked to fill the blank text related to the
video.They asked to thought the answer based on the video individually.
In the second meeting she asked the students to finish their tasks
still use think-pair-share. Firstly, the students answered the question
individually. The researcher said “Please, do the questions sesuai
dengan video.” One of students said “Dikerjakan sendiri Miss? Kenapa
gak dikerjakan satu bangku saja?” The researcher said “Ya nanti, yang
penting sekarang coba dikerjakan sendiri dulu.”After video finished,
she played two again, but in this case, the students worked with their
pairs to answer the question. “Saya putar lagi videonya, tapi sekarang
dikerjakan 1 bangku.” The students said “asiiikkkkkkk”. The researcher
said “Dicocokkan dengan jawaban kalian yang tadi ya. Dicari jawaban
yang terbaik dengan teman sebangkunya.” They worked in pair to
compare their answer and to start the discussion. “Sudah selesai semua
belum mengisi jawabannya? Kalau belum saya putar 1 x lagi videonya.”
Said the researcher. “1x lagi Miss!” Said the students. “OK.” Said the
researcher. Having finished conducting the think-pair-share, the
researcher asked each pair to report the result of their discussion to the
whole class. After finished, the researcher gave feedback to the pairs
about their result of the discussion. She gave reinforcement to all
presenters but she also asked other students to giving arguments about
the answer.
c. Closing
Having finished conducting the second meeting, the researcher
c o m m it t o u se r
asked to the students w h e th er t h e y h ad difficulty or
not, and then she
summed up the topic of today‟s lesson together with the students in
order to review the students‟ understanding in reading procedure text. At
the end, the researcher closed the meeting and put the tools into right
position. The researcher said “Thanks’ a lot. And bye bye”. Then, they
exited the classroom.
3) The Third Meeting, April 11th 2012 (09.15-10.30 am)

a. Opening
The third meeting was conducted on Wednesday, April 11 th 2012.
As usual, at beginning the lesson, the researcher greeted the students
and checked the students‟ attendance. All students attended the class.
The topic is still procedure text. The researcher wanted to all of the pair
delivered their discussion, not only some of pairs.
b. Main Activity
The researcher explained again about procedure text, the
characteristics of procedure text. In this meeting, she gave a game to the
students. She asked the students to work in pair. She distributed
randomized picture of “How to Make a Fried Rice”. The researcher
asked the students to set a correct procedure picture. She gave 20
minutes to arrange it. One of the student said “Miss, dikerjakan 1
bangku lagi? Kelompoknya mbok ganti Miss, bosen 1 bangku terus.”
Other student also said “Iya Miss, mosok Eva sama Cicil itu sama-sama
pinter”. “iya, setuju, setuju.” The researcher said “Yes, next time ya.
Sekarang dikerjakan satu bangku dulu”.
After the students finished, each group asked to attached the picture
in board and report the result of their discussion. Each pair active in the
discussion. They enjoyed the game and the discussion. They tried to
attach the picture quickly. And then, the researcher gave more
explanation related to the picture.
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After finished about that, the researcher distributed the assignment
related to the “How to Make a Fried Rice”. They asked to work the
assignment individually.
c. Closing
The bell was ringing, so the assignment was do at home. The
researcher closed the meeting, “Thank you for your attention. See you
next meeting.”
4) The Fourth Meeting, April 16th 2012 (08.20-09.40 am)

a. Opening
The researcher and the collaborator entered the classroom and took
the position. As usual, the researcher beginning the lesson with greeted
the students and checked the students‟ attendance. There` were two
students who have absent.
b. Main Activity
This meeting discussed the assignment in the previous meeting.
“Hari ini kita bahas dari tugas yang kemarin ya. Sudah dikerjakan
semua kan?” said the researcher. “Yes Miss.” Answered the students. The
researcher and the students discussed together of the result the answers.
And then, the researcher gave added explanation. After that, the
researcher gave the questions related to the procedure text. It was used to
comprehend how far the students comprehend about procedure text. And
the questions worked in a pair. “Ini dikerjakan in pair ya.” Said the
researcher.
After finished worked the questions, they discussed together to
prepare post test in the next meeting. The researcher called some pair to
presentation the result of their discussion.
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c. Closing
Because the time was almost over, the researcher gave some
feedback to all students. And then, she said “Thank you very much for
your attention. Don’t forget the next meeting will be test, and see you.”
5) The fifth meeting (Post test 1), April 18th 2012 (08.20-09.40)
a. Opening
The researcher and the collaborator entered the classroom and took
the position. The researcher opened the meeting. Before starting the
post test, she greeted the students and then checked the students‟
attendance. All students attended the class.
b. Main Activity
This meeting was a post-test 1. The post-test was aimed to know
the improvement of students‟ ability on procedure text. The number of
questions was 30 items related to procedure text. The kinds of questions
are multiple choices. The result of the post-test showed that the
student‟s mean score increased from 65 in the pre test to 71 in the post-
test.
c. Closing
After the students finished, and the time was over the researcher
closed the meeting.
c. Observation
During the teaching and learning process, the researcher was helped the
teacher as a collaborator observing the things happened. Observing or
monitoring is an importance aspect in a classroom action research, because it
can help the researcher gain a better understanding of her own research, while
at the same time define the students‟ ability to observe, analyze and interpret
the material which also can be used to improve their comprehension. To
observe the result of the action done in cycle 1, the researcher used some
techniques: test and observation. The researcher conducted the post test 1 on
April 18th, 2012 at the
order to measure how far the
c o m m i t to use r
end o f c y c le 1 in
improvement the students made was. The improvement of the students‟
achievement could be seen from the mean score of the test. The next technique
was observation. It was carried out during the teaching and learning process
and the data was poured in the field notes.
From observing the teaching learning process in the first cycle, the
researcher found that think-pair-share can motivate the students to get more
active and communicative in learning English, especially in learning reading
text. It could be seen from their activeness during the lesson when they found
difficult words or unfamiliar terms. They were not reluctant to open dictionary
and raise their hands to ask for difficult words. They could discuss with their
pairs to discuss the important information from the text. The class could be
controlled although sometimes they were noisy during the discussion. The
improvement of the ability in reading skill could be seen from the mean score
of pre-test and post-test 1 below.
Table 4. 5: The Scores of Pre-test and Post-test
Kind of Test Pre-Test Post Test 1
Multiple Choice 65 70.78
In the first cycle, the researcher conducted four meetings. The result of
observation can be explained as follows:
1) The first meeting
The researcher and Mr. D came on time to the class. In the first meeting,
two students were absent because they were sick. In this meeting, the
researcher was giving explanation about the material and some the
students were noisy and did not pay attention to the researcher‟s
explanation. When the researcher told the step of Think-Pair-Share, some
students seemed confused. In the pair and share session, some students
tended to be passive in discussion and did the non-academic activities.
They were shy and ashamed when they were asked to reporting the result
of discussion.
2) The second commit to user
meeting
In the second meeting, all of the students were involved in teaching
learning process. The researcher showed a video “procedure to make a cup
of cake”. The students enjoyed the video and paid more attention. They
gave the positive response and they more interested. In pair session, they
looked more active in discussion. They were also able to use limited time
efficiently.
3) The third meeting
In this meeting, the researcher gave a game to the students. The students
were asked to set a correct procedure picture. In the third meeting, the
students‟ response was good, but they felt boring with the partner. They
felt some pairs were clever, but the other pairs were lazy. In this meeting, a
half of class tended to be active learner, they could answer all of the
questions, although they still made mistakes in doing exercises. They were
not shy when the researcher asked them to reporting their result of
discussion.
4) The fourth meeting
All of the students finished their homework, and no one was absent. The
researcher asked the students to report the result of their homework in pair.
The students‟ skill seemed improve in choosing the appropriate words to
show their opinion. They opened the dictionary if they got difficulty in
finding word meaning. In this meeting, the students were brave to express
their idea.
5) In the fifth meeting, the students did the post-test 1. The aimed of the post-
test 1 to measure how far the students improvement of reading skill using
think-pair-share. The students‟ scores increased.
d. Reflection
After analyzing the observation result and the test result in the first cycle,
the researcher did reflection in order to evaluate the teaching and learning
process she did so far. She found the students‟ progress in reading skill and
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students‟ attitude. The result showed that there were some improvements
achieved after doing the action.
In reading indicators, there were scores‟ improvements from pre-test to
post-test 1 in cycle 1.
Table 4.6: The Results of Pre- test and Post- test 1
The scores of The score of post-test
The Problems of Reading Skill
pre-test 1
- Identify infer meaning - 33.59 - 46.69
- Identify the main idea of the text - 83.33 - 84.38
- Identify the reference of the text - 50 - 54.38
- Find implicit information of the text - 83.85 - 85.42
- Determine the explicit information - 66.15 - 72.92
- Identify communicative purpose of the - 70.31 - 82.29
text
The score of post-test 1 is better than the score of pre-test. TPS helped
students to improve their reading skill in all indicators. The score in identify
the infer meaning and identify the reference were still low and under the
KKM (71). The students still had difficulties.
The improvements were not only of the students‟ reading skill but also
the students‟ attitudes and classroom situation toward reading itself. In the
first meeting, the students were still ashamed and awkward to get involved in
the activities, but in the next meetings, they began to participate actively by
giving their opinion. They also tried to be active in answering the research‟s
questions and responding the researcher‟s instruction. They were also
interested and motivated to join and get involved in the teaching learning
process because the teacher used new materials. The students were also
enthusiastic with media and technique used by teacher.
From the observation above, the researcher got the result from the first
cycle. The researcher found the improvement and the problem in first the
cycle.
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1) The strengths of TPS in the cycle 1 were:
a. By using Think-Pair-Share technique, the students could answer the
questions quickly.
b. They were able to use limited time efficiently.
c. They could understand about reading strategy.
d. Some students were active during the question and answer activities.
2) The weaknesses after the implementation TPS in cycle 1:
a. Because of dividing pair according their classmate, they felt bored, and
there were some pairs who did not do the exercise well.
b. Some boys who pairs with boys were lazy to do the exercises.
c. Some students were afraid to make mistakes.
d. Some students want to do the exercise individually.
From the result of the reflection above, it can be concluded that the
action in cycle one resulted the improvement, but still had appears problems.
It was not satisfactory, because the result of the learning was not optimal.
Consideration of those results, the researcher thought that it was important to
make the next planning in order to overcome those problems.
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Table 4.7: Research Finding of Cycle 1
The Improvement
Problem appears after
of the Reading Skill
No Before Action Strategies/ Action the implementation
by using TPS after
TPS in cycle 1
cycle 1
1. Reading Skill a. They had a. Teacher gives question about meaning. She 1. By using Think- Students still had
difficulties to asks each students to find the answer Pair-Share difficulty in:
identify individually by guessing or finding it in the technique, the 1. Identifying meaning of
meaning of dictionary. Then, they are asked to discuss students could the words
words. the answer in pair. After that, teacher answer the questions 2. Identifying references
chooses the pair randomly. The choosen quickly. of the text.
pair, should share their answer to the other
students. And then, the others should give 2. They were able to
their opinion. Finally, the teacher gives feed use limited time
back or additional information. efficiently.
b. They had b. Teacher gives question about the main idea.
difficulties to She asks each students to find the answer 3. They could
identify the individually. Then, they are asked to understand about
main idea of discuss the answer in pair. After that, reading strategy.
the text. teacher chooses the pair randomly. The
choosen pair, should share their answer to
4. Some students were
the other students. And then, the others
active during the
should give their opinion. Finally, the
question and
teacher gives feed back or additional
answer activities.
information.
c. They had c. Teacher gives question about reference. She
difficulties to asks each students to find the answer
identify individually. Then, they are asked to
reference of discuss the answer in pair. After that,
the text. teacher chooses the pair randomly. The
information.
d. They had d. Teacher gives question about explicite
difficulties to information. She asks each students to find
identify the answer individually. Then, they are
explicit asked to discuss the answer in pair. After
information of that, teacher chooses the pair randomly. The
the text. choosen pair, should share their answer to
information.
e. They had e. Teacher gives question about implicite
difficulties to information. Teacher gives question about
identify the main idea. She asks each students to
implicit find the answer individually. Then, they are
information asked to discuss the answer in pair. After
of the text. that, teacher chooses the pair randomly. The
information.
f. They had f. Teacher gives question about
difficulties to communicative purpose of the text. She asks
identify each students to find the answer
communicativ individually. Then, they are asked to
e purpose of discuss the answer in pair. After that, teacher
the text chooses the pair randomly. The choosen
pair, should share their answer to the other
students. And then, the others should give
their opinion. Finally, the teacher gives feed
back or additional information.
2. Class a. Most of the 2. The teacher used appropriate a. Some of the a. Some boys who
Situation students did technique that was Think-Pair- students pair with boys
not pay Share (TPS). started to pay were lazy to do the
attention to 4. Think attention to the exercises.
the teacher. The teacher provides the students teacher‟s
b. They were with a topic or idea, then the explanation. b. Some students
doing non- students reflect independently were afraid to
academic about the meaning of the topic. b. The students make mistakes.
activities The teacher should give students were quite
c. They were some seconds for independent active in
not thinking‟s. reading class.
interested For example: the teacher gives a They
in reading text to the students, and then they participated in
class. are given some questions based on asking and
They the text. They asked to think their answering the
tended to answers individually. questions.
be passive 5. Pair
and were Using designed partners, nearby
afraid to neighbor, or a desk mate students
ask to the pair up to talk about the idea or
teacher if answer each has developed. They
they got the compare their answers and
difficulties identify the best or most unique
in reading answers.
For example: the teacher divides
their students in pair, and they
asked to compare their answers
and choose the best answer in
their pair.
6. Share
After students discuss their
reasoning in pairs for a few
moments, the teacher calls for
pairs to share their thinking with
the rest of the class. This can be
done by calling on each pair
randomly, taking answers as they
are called out, or as hands are
raised.
Cycle 2
a. Revising the Plan
The researcher revised planning in cycle two to overcome the barriers
emerged in cycle one. She planned to take three meetings, two meeting for
explanation and the last meeting for post test two. In this cycle, the researcher
taught the same topic of procedure text as the one in the first cycle. Based on
the fact in the first cycle, it was found the students felt bored with her/his
classmate to did the assignment, and there were some pairs who did not do the
exercise well. To solve this problem, the researcher divided appropriate pair by
considering the score of the pre test and post test 1 in cycle 1.
The other problem was the students couldn‟t find the right pair, for
example: some boys who pairs with boys were lazy to do the exercises. To
solve this problem the researcher made a group by mixing boys and girls
students. Another problem was some students were afraid to make mistakes. So
the researcher gave rewards to the students. These rewards were meant to
attract them to be more active.
b. The Implementation of the Action

1) The first meeting, May 2th 2012 (08.20-09.40 am)
In cycle two, the first meeting was conducted on Wednesday, May 2 th
2012. The topic was still procedure text. In this meeting the students gave
more assignment to solve the problem in the first cycle.
a. Opening
The researcher and collaborator entered classroom at 08.20 a.m. the
researcher opened the lesson by greeting and checking students‟
attendance. Suddenly, a student shouted “Wah, asik ketemu Miss lagi,
belajar reading lagi ya Miss.” The researcher smile to the students and
said “Today, still about procedure text. do you still remember?” the
students said “Yes, Miss.” The researcher reviewed about procedure text
and ask the students to discuss together about generic structure, language
feature the procedure text.
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b. Main Activity
Firstly, the researcher distributed the text entitled “How to make fried
Banana”. The students asked to read and tried to answer the questions
individually. “Please, read the text and coba dikerjakan the questions
individually. I give you ten minutes.” One student said “Langsung
dikerjakan satu bangku aja to Miss.” The researcher said “ya jangan,
nanti diacak kok in pairnya. Gak satu bangku lagi.” The student said
“Yang pinter jangan sama yang pinter ya Miss. Biar adil.” The researcher
“yes, of course.” The students looked happy.
Ten minutes left, the researcher asked the students to do in pair. In this
case, the researcher mixed the boy and the girl student. She gave thirty
minutes to answer the questions. The class situation can be controlled
and the students were not noisy. The students more quickly do the
exercise. After finished, each pairs asked to report the result of the
discussion. The pair who would answer the question raises their hand.
The fastest one who got chance to answer the question, if they could give
the right answer, they got a reward. The students more active than in the
first cycle.
c. Closing
Having finished conducting the first meeting on cycle 2, the
researcher asked to the students whether they had difficulty or not and
then she summed up the topic of today‟s lesson. And then, the researcher
said good bye to the students.
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2) The Second Meeting, May 7th 2012 (11.15 a.m -12.55 p.m)
a. Opening
The second meeting was conducted on Monday 7 th 2012. As usual
beginning the lesson, the researcher greeted the students and checked
students‟ attendance. Besides, the researcher reminded and checked the
students‟ understanding about the previous topic which is procedure text
by giving question orally. Almost all of the students could answer the
questions. After that, she continued teaching the next reading.
b. Main Activity
The researcher distributed a worksheet related the procedure text with
the title “How to make meatballs” to all the students, and suddenly a
student said “Miss, saya bantuin.” The researcher replied “Ya, thank you
very much. Here you are. Please, read the text and answer the question
ya.”
As usual firstly, the students answered the question individually. After
10 minutes, they worked in pair to compare their answer and to start the
discussion. The pair mixed boy and girl students. After 20 minutes, the
researcher asked each pair to report the result of the discussion. The pair
who can answer the question raise their hand. The fastest one who got
chance to answer the question, if they could give right answer, they got a
reward. All of the students want to answer the question. They didn‟t fell
shy or afraid. They looked motivated to follow the teaching learning.
c. Closing
The researcher gave feedback to students about their work. She also
informed that next meeting would be held a test. The students asked to
study hard at home. And then, the researcher ended the meeting and said
“Good bye”.
3) Post-test 2, May 9th 2012 (08.20-09.40 am)

The third meeting was carried out on Wednesday, May 9th 2012 at
08.20-09.40 a.m. the essence of this meeting is to know the competence of
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students after conducted TPS method in cycle 2, whether they lack in cycle
1 could be solved or not and also to know the improvement, whether it
became better or not.
a. Opening
The researcher and the collaborator entered the classroom and took the
position. The researcher opened the meeting. Before the starting the post
test, she greeted the students and then checked the students‟ attendance.
b. Main Activity
The students did the test. The post-test 2 was aimed to know the
improvement of students‟ ability of procedure text. The result of the post-
test 2 showed that the students‟ mean score increased from 70.78 in post-
test 1 to 77.94 in the post-test 2.
c. Closing
After conducted the post-test 2, the students collected the result of the
test. After that, the researcher closing the meeting.
c. Observation
Having done the second cycle, the researcher found that the use of TPS
motivated the students in teaching and learning process and the students know
well the step of TPS. Some students were active in asking some difficult terms
to the researcher.
After implementing the technique, it seemed the class better than before.
The students enthusiastically answered the questions in the lesson. They
seemed to enjoy it and were happy working with their friends when
comprehending a text. The students could enjoy the activity and they can create
a good communication between their pairs. A good atmosphere was created in
the class.
In the second cycle, the researcher conducted three meeting. The result of
observation can be explained as follows;
1) The first meeting
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In the first meeting in cycle 2, all of students were involved in teaching
and learning process. The researcher told to the students that she still
taught about procedure text and use TPS. When the researcher asked the
students about the characteristics of procedure text, all of them still
remembered. The researcher told them; that she would be manage the
students‟ pair. The boy would be mixed with the girl.
The students seemed enjoy their discussion and the activities in the class.
The students answered the questions and reporting the result of discussion
enthusiastically.
2) The researcher and DM came on time the class. In the second meeting, the
students‟ response was very good. The students knew well the step of TPS.
Some students were active in asking some difficult terms to the researcher.
In every meeting there were some improvements from the students not
only from the students‟ competence but also from the class. The class runs
better than before. The students looked happy during the lesson. The
passive students in the cycle one gave their contribution in cycle two.
3) The third meeting
In the third meeting of cycle 2 there were post-test 2. The post-test 2 was
aimed to know the improvement of the students‟ comprehension of
procedure text. The result of the post-test 2 showed that the students‟ mean
score increased from 71 in post-test 1 to 80.9 in post-test 2.
d. Reflection
By analyzing the observation result in the second cycle, the researcher
concluded that teaching reading by using Think-Pair-Share made the students
easier to understand the text. They became more active in learning reading and
enjoyed work in pair. Think-Pair-Share is an appropriate technique to improve
the students‟ reading skill.
In reading indicators, there were scores‟ improvements from post-test 1
to post-test 2 in cycle 2.
commit to user
Table 4.8: The Results of the Post-test 1 and Post-test 2
The scores of The scores of Post-test
The Problems of Reading Skill
Post-test 1 2
- Identify infer meaning - 46.9 - 56.25
- Identify the main idea of the text - 84.38 - 95.83
- Identify the reference of the text - 54.38 - 68.3
- Find implicit information of the text - 85.42 - 94.27
- Determine the explicit information - 72.92 - 73.44
- Identify communicative purpose of the - 82.29 - 83.3
text
1) The strengths of TPS in teaching reading skill and class situation.

The strengths of TPS in teaching reading skill could be explained as
follows:
a. There was improvement of the students‟ reading skill. It was shown from
the result of the post-test 2 that was 77.94. It was higher than the mean
score of the post-test 1 that was 70.78.
b. The students had able to identify the six indicators of reading skill, as
shown in the table above.
c. The indicators still less in cycle 1 could be improving in cycle 2.
The strengths of TPS in the class situation as follows:

a. Most of students were active and communicative during teaching and
learning process.
b. The students started to pay attention to the teacher‟s explanation.
c. The students began more enthusiastic in reading class, especially when
the researcher delivered reading material with the video or game. The
students were more motivated in reading class.
d. The students could be more active and braver to ask their difficulties in
reading to their friends and to the researcher.
e. The students did not bother their friends. They paid attention to the
teacher‟s explanation, they were responsible with their pair, and they
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focused to the pair discussion, by working together in TPS technique
and answering the question with their own pair.
f. The students were more active and more confident to present their
discussion in front of the class.
2) The weakness of TPS in teaching reading skill and class situation.
There were no weaknesses of TPS found in teaching reading skill.
Nevertheless there was still weakness in the class situation. It was the
students still noisy in teaching and learning process. But, they started to pay
attention to the teacher‟s explanation.
commit to user
Table 4.9: The Improvements at the end of Cycle 2
Research Findings Before Action Research The Improvement of Cycle 1 The Improvement of cycle 2
1. Student‟s Reading 1. The students‟ reading 1. The student‟s reading skill was The student‟s reading skill was
Skill Improvement. ability was low. improved. improved.
2. Pre-Test score:
2. Post Test 1 score:
Highest : 2. Post Test 2 score:
Highest 86
a) The improvement of 80 Highest 96
Lowest 56
students test score Lowest : Lowest 56
Average post-test 1 :
46 The students‟ mean score : 77.94
70.78
Average Pre test :
65
Students had difficulty in: Students had difficulty in: Students had able:
1. Identifying meaning of the 1. Identifying main idea of the text 1. Identifying meaning of the words
words 2. Identifying explicit information of 2. Identifying main idea of the text
2. Identifying main idea of the the text 3. Identifying references of the text
text 3. Identifying implicit information of 4. Identifying explicit information of
b) The improvement of 3. Identifying references of the the text the text
students‟ Reading text 4. Identifying communicative purpose 5. Identifying implicit information
Skill 4. Identifying explicit of the text of the text
information of the text 6. Identifying communicative
5. Identifying implicit Students still had difficulty in: purpose of the text
information of the text 1. Identifying meaning of the words
6. Identifying communicative 2. Identifying references of the text
purpose of the text
The score of Pre-Test: The score of Post Test 1: The score of Post Test 2:
1. Identifying meaning of words 1. Identifying meaning of words : 46 1. Identifying words meaning :
: 33.59 % (4 questions) % (4 questions) 56.25% (4 questions)
2. Identifying main idea : 2. Identifying main idea : 2. Identifying main idea :
83.33% (3 questions) 84.38% (3 questions) 95.83% (3 questions)
3. Identifying references : 3. Identifying references : 3. Identifying references :
c) The Improvements of
50% (5 questions) 52.38% (5 questions) 68.13% (5 questions)
student‟s Reading
4. Identifying explicit 4. Identifying explicit information : 4. Identifying explicit information :
Skill aspect.
information : 66.15%(6 72.92%(6 questions) 73.44%(6 questions)
questions) 5. Identifying implicit information: 5. Identifying implicit information :
5. Identifying implicit 85.42% (6 questions) 94.27% (6 questions)
information: 83.85% (6 6. Identifying communicative purpose 6. Identifying communicative
questions) of the text : 82.92% (6 questions) purpose of the text : 83.33 (6
6. Identifying communicative questions)
purpose of the text : 70.31% (6
questions)
1. The students were noisy in 1. The students still noisy in teaching 1. The students started to pay
teaching and learning process. and learning process. But, they attention to the teacher explanation.
Most of students did not pay started to pay attention to the
more attention. teacher‟s explanation.
2. The students were not interested 2. The students were interested in 2. The students began more
2. The class situation in reading class. Most of reading class. enthusiastic in reading class,
change
students were doing non- especially when the researcher
academic activities, such as delivered reading material with the
talking with others. 3. The students could be more active video or game. The students were
3. There were only few students and braver to ask their difficulties more motivated in reading class
who were active during the in reading to their friends and to 3. The students could be more active
teaching and learning process. the researcher. and braver to ask their difficulties
The students tended to be in reading to their friends and to
passive in the class, they just the researcher.
kept silence and were afraid to
ask to the teacher if they had 4. The students did not bother their
difficulties in reading; friends. They paid attention to the
4. There were some students who teacher‟s explanation, they were 4. The students did not bother their
bother their friends that made responsible with their pair, and friends. They paid attention to the
the classroom situation became they focused to the pair discussion, teacher‟s explanation, they were
noisy. Actually, the other by working together in TPS responsible with their pair, they
students tried to pay attention to technique and answering the focused to the pair discussion, by
the teacher‟s explanation and question with their own pair. working together in TPS technique
take notes but they could not 5. The students were more active and and answering the question with
focus in the classroom; more confident to present their their own pair.
discussion in front of the class. 5. The students were more active and
more confident to present their
discussion in front of the class.
C. Discussion
The last step of action research was discussing the result of the research.
The data discussed come from the observation, interview, questionnaire and result
of pre-test and post-test 1 in cycle 1 and 2.
In pre-research, the result showed that the reading skill of the students
still low. They had difficulty in: (1) Identifying meaning of the words, (2)
Identifying main idea of the text, (3) Identifying references of the text, (4)
Identifying explicit information of the text, (5) Identifying implicit information of
the text, (6) Identifying communicative purpose of the text. Then, the class
situation observed was not conducive for teaching learning activity. Students did
not pay attention to the teacher but they did other activities which were not related
to the materials such as talking to their friends, sleeping, and eating some snacks.
Moreover, they tended to be passive in discussion. But, the situation was opposite
when the teacher explained the material, they were very active.
In the second cycle, TPS had improvements in reading skill and class
situation. It can be seen from the findings research above.
1. The Improvement of reading skill.
The implementation of TPS had improved six indicators of reading skill.
Six indicators of reading skill were identifying meaning of the words, main
idea, reference, explicit information, implicit information, and communicative
purpose of the text
According Slavin (1995: 132) states that TPS is a very useful method
developed Frank Lyman. TPS is simple and quick technique, the instructor
develops and poses a question, gives students a few minutes to think about a
response, and then asks students to share their ideas with a partner.It can be
proof from the mean score of pre-test, post test 1 and 2, and the indicators of
problems significantly decreased because they could answer the questions
related to the text.
. The scores of reading test related to the procedure text also improve.
Table 4.10: The Score of Reading Indicators

The scores of The scores
The score of
The Problems of Reading Skill pre-test of post-test
post-test 1
2
- Identify infer meaning - 33.59 - 46.9 - 56.25
- Identify the main idea of the text - 83.33 - 84.38 - 95.83
- Identify the reference of the text - 50 - 54.38 - 68.3
- Find implicit information of the text - 83.85 - 85.42 - 94.27
- Determine the explicit information - 66.15 - 72.92 - 73.44
- Identify communicative purpose of - 70.31 - 82.29 - 83.3
the text
This improvement also can be seen from the increase of mean score. The
mean score increased from pre-test in which mean score 65.4 became 70.78 in
cycle 1 and improved to 77.94 in cycle 2. It can be showed on the graphic below:
Chart 4.1: The Increasing of Students’ Mean Score
Column1
80
70
60 Column1
50
Pre-Test Post-Test 1 Post-Test
2
With Think-Pair-Share, students are given time to think through their

own answers to the question(s) before the questions are answered by other
peers and the discussion moves on. Students also have the opportunity to think
aloud with another student about their responses before being asked to share
their ideas publicly. This strategy provides an opportunity for all students to
share their thinking with at least one other student; this, in turn, increases their
sense of involvement in classroom learning.
From the procedures of Think-Pair-Share above, it is hoped that TPS
covers the indicators of reading. In the pair stage the students will conduct the
discussion between their partner, exchange their ideas and together to find out
the solution/ the answer of difficulties/questions (example: determine main
idea; find explicit information; find implicit information; infer meaning of
vocabularies, and etc). Besides that, the power of share stage can
force/motivate the students to be more accurate to read the text because it is
important for the students to share correct answer to the whole class.
2. The improvement of class situation.
In the end of cycle 2, the researcher interviewed one of the students to

give comments about the learning process. They had good response towards
the activities and enjoyed the situation of class. Below is the transcript of the
interview with Dimas:
Researcher : “Dek, bagaimana pendapat kamu tentang
pembelajaran yang sudah dilaksanakan?
Apakah kamu menyukainya?”
Dimas : “Iya Miss. Saya suka pembelajaran yang kayak
Missitu daripada yang biasanya.”
Researcher : “Kenapa kok lebih suka yang kayak gini?”
Dimas: “Ya, karena tidak giu-gitu aja Miss. Apalaagi soal-soalnya
dikerjakan berdua, gak sendirian. Jadinya kan gak
males. Asik pokoknya.”
From the interview above, it can be seen that the student enjoyed the
activities. They liked work in pair to make them closer and took their equal
participation. The students also started to pay attention to the teacher
explanation; more enthusiastic in reading class, especially when the researcher
delivered reading material with the video or game. They more motivated in
reading class and they could be more active and braver to ask their difficulties
in reading to their friends and to the researcher.
Lyman (2005: 2-4) states that Think-Pair-Share (TPS) is a “multi-mode”
strategy developed to encourage students‟ participation in the classroom
activities.
As a Cooperative Learning Strategy, Think-Pair-Share also benefits
students in the areas of peer acceptance, peer support, academic achievement,
self-esteem, and increased interest in other students and school. Students spend
more time on task and listen to each other more when engaged in Think-Pair-
Share activities. More students are willing to respond in large groups after they
have been able to share their responses in pairs. The quality of students‟
responses also improves.
The definition come from Arend (1997: 122) that TPS challenges the
assumption 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,
to respond, and to help each other.
Think-Pair-Share is particularly effective as a warm-up for whole class
discussion. The “Think” component requires students to stop and reflect before
speaking, thus giving them an opportunity to collect and organize their
thoughts. The “Pair” and “Share” components encourage learners to compare
and contract their understandings with those of another, and to rehearse their
response first in low-risk situation before going public with the whole class.
This opportunity to practice comments first with a peer tends to improve the
quality of student contributions and generally increase will-ingress and
readiness to speak in a large group.
3. The weakness of TPS in teaching reading skill and class situation.
There were no weaknesses of TPS found in teaching reading skill.
Nevertheless there was still weakness in the class situation. It was the students
still noisy in teaching and learning process. But, they started to pay attention to
the teacher‟s explanation.
Even though there was still found the weakness in class situation, TPS is
appropriate and useful method to improve students‟ reading skill and class
situation, actually for the VII B students of SMP N 8 Surakarta.
HAPTER V
CONCLUSION, IMPLICATION, AND SUGGESTION
A. Conclusion
This research was conducted in the seventh grade of SMP N 8 Surakarta
for three months (March-May).Based on the result of the research findings and the
discussion in the previous chapters, the researcher concluded that the Think-Pair-
Share improves the students‟ reading skill. The research findings can answer the
problems as stated in chapter 1.
The improvement of the students‟ reading skill can be seen from the
result of mean score in pre-test and post-test 1 and 2. The improvement involves
the students‟ ability in: (1) inferring meaning of words; (2) identifying the main
idea of the text; (3) identifying referent of the text; (4) finding implicit
information of the text; (5) determining the explicit information; and (6)
identifying communicative purpose of the text.
The improvement of class situation when think-pair-share is
implemented in reading skill can be showed during teaching and learning process,
such as the students paid more attention to the lesson and they tended to be active
learners. Most of them were confident to ask the questions and express their ideas.
They were not noisy during teaching and learning process. TPS helps them to
have higher motivation and interest in joining reading class. Moreover, TPS
makes the students more communicative and cooperative. They can discuss the
text with their friends; therefore the students can build their communication and
interaction with other.
From the conclusion above, it can be formulated the theories dealing with
TPS in teaching reading. The theories can be written as follows:
1. Think-Pair-Share improves the students‟ reading skill
2. The class situation is more cooperative and communicative when
TPS is implemented in reading class.
B. Implication
Based on the conclusion of this study, Think-Pair-Share can be applied in
teaching and learning process to improve the students‟ reading skill. Think-pair-
share is an effective way to teach reading, especially for VII B of SMP N 8
Surakarta. In think-pair-share, the students had three sessions to solve the
problems or to answer the questions in reading skill. First, the students had
chances to thinking alone about the problem to be solved. And the second, they
can share and discuss their answer with partner, and the last they can share their
answer in whole the class. From the procedures of Think-Pair-Share, they are
hoped that TPS covers the six indicators of reading. They are: infer meaning of
words, determine main idea, identify reference, find explicit information, find
implicit information, and communicative purpose of the text. In the pair stage the
students will conduct the discussion between their partner, exchange their ideas
and together to find out the solution/ the answer of questions from the indicators.
Besides that, the power of share stage can force/motivate the students to be more
accurate to read the text because it is important for the students to share correct
answers to the whole class.
In addition, the implementation of Think-Pair-Share makes the students
more cooperative and communicative during teaching learning process, because
when they share their idea with other, they also build their communication.
Hopefully, by applying Think-Pair-Share, the students can achieve the optimum
reading skill.
C. Suggestion
After conducting an action research and based on the research findings,
the researcher would like to propose some suggestions for the English teacher, the
students, and other researcher. The researcher hopes, Think-Pair-Share become an
input in determining the appropriate teaching technique which improve students‟
reading skill as follows:
1. For the English teacher
a. The teacher should give the students many kinds of exercise instead of
the LKS.
b. The teacher should improve their ability to make innovation and
effective strategies to teach reading, so teaching and learning process not
monotonous.
c. The teacher should improve their creativity in managing the class to
create a good atmosphere during teaching and learning process.
d. The teacher can use think-pair-share as a teaching technique to teach
English, especially to teach reading in order to make the students more
active and communicative during teaching and learning process.
Therefore, the students‟ reading skill can improve.
2. For the students
The students should be more active learners, and not afraid of making
mistakes during teaching and learning process. They should improve their
ability in learning English, they should practice speak up, helps each other,
and enjoy during reading class. Think-Pair-Share is one of alternative ways
that can be chosen in teaching reading.
3. For the school
The school should encourage the English teachers to use the various
techniques in the teaching learning English process on the basic competence
stated in the national curriculum, especially in the reading class in order to
improve the quality of their teaching and students‟ achievement.
4. For the other researcher
a. The result of the research is expected to be able to encourage other researchers
to conduct research dealing with the Think-Pair-Share techniques in the other
skills, such as listening, speaking, and writing.
b. This thesis can be a reference for other researcher to conduct the next research
if there are some weaknesses.

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IMPROVING STUDENTS’ READING SKILL BY

USING THINK-PAIR-SHARE (TPS)

Submitted to Teacher Training and Education Faculty of Sebelas Maret

ENGLISH EDUCATION DEPARTMENT

I would like to certify that the thesis entitled “IMPROVING

If then, this pronouncement proves wrong; I am ready to receive any

Surakarta, July 2012

Riska Anastiara Sari

Ilmu itu lebih baik dari harta. Ilmu akan menjagamu,

sedangkan harta sebaliknya kamu yang menjaganya. Jika

bertambah, sedangkan harta, jika disebarkan maka akan

(Ali bin Abi Thalib r. a)

Jadilah kamu manusia yang pada kelahiranmu semua orang

This thesis is whole-heartedly

Surakarta, July 2012

Riska Anastiara Sari

1. Figure 4.1: The Increasing of Students‟ Mean Score.....................................79

1. Appendix 1:Schedule of the Research............................................................89

A. Background of the Study

Wallace (1996: 4) defines “reading as interpreting means reacting to a

D. The Benefits of the Study

Wallace (1996: 4) defines “reading as interpreting means reacting to a

2. Macro skills and Micro skills

3. A Construct for Reading Skill

Recognize words quickly

Analyze unfamiliar words

Identify the grammatical functions of words

Read for meaning, concentrate on constructing

meaning Guess about the meaning of the text

necessary Monitor comprehension

mind Adjust strategies to the purpose for

reading Identify or infer main ideas

text Distinguish main ideas from minor ideas

text Tolerate ambiguity in a text (at least temporarily)

Use context to build meaning and aid comprehension

Continue reading even when unsuccessful, at least for a while

Based on the ways of reading above, the researcher used Skimming,

8. The Phases of Teaching Reading

B. Review on the Cooperative Learning

2. The Elements of Cooperative Learning

3. Benefits of Cooperative Learning

4. The Roles of Teacher in Cooperative Learning

5. The Roles of Learners in Cooperative Learning

6. Kinds of Cooperative Learning

C. Review on THINK-PAIR-SHARE (TPS)

2. The Benefits of Think-Pair-Share (TPS)

3. The Procedures of Think-Pair-Share (TPS)

A. Setting and Subject of the Research

a. The Place of the Research

This classroom action research was carried out in SMP N 8

Table 3.1The Schedule of The Research

2. Subject of the Research

B. Method of the Research

1. The Definition of Action Research

There are several definitions of Action Research. According to Burns

2. Characteristics of Action Research

b. It is evaluative and reflective as it aims to bring about change and

c. It is participatory as it provides for collaborative investigation by terms of

d. Changes in practice are based on the collection of information or data which

The educator-researcher‟s own practice

3. The Model of Action Research

Burns (1999: 30) suggest a number of common features which can be

4. Procedure of Action Research

Before starting classroom action research, the researcher needs to