THE IMPLEMENTATION OF THE COOPERATIVE LEARNING STRATEGY OF THINK-PAIR-SHARE (TPS) TECHNIQUE TO ENHANCE GRADE XI STUDENTS’ READING COMPREHENSION AT SMA N 1 PRACIMANTORO IN THE ACADEMIC YEAR OF 2013/2014
Rizal · Universitas Negeri Yogyakarta
Abstrak / Ringkasan
The aim of this action research was to enhance the reading comprehension of Grade XI students of SMA N 1 Pracimantoro through the implementation of cooperative learning strategy of think-pair-share type in reading class.
This research was conducted in two cycles. The actions included the cooperative learning strategy of think-pair-share technique which consisted of three main stages, namely think, pair, and share. The participants of this research were the researcher, the English teacher as the collaborator and the students of grade XI IPA2 of SMA N 1 Pracimantoro. The data of this research were in the form of qualitative and quantitative data. The qualitative data were obtained by observing the teaching learning process, interviewing the English teacher and the students, holding discussions with the English teacher as the collaborator, and taking pictures. Meanwhile, the quantitative data were obtained by administering a pre-test and a post-test to see the improvement of the students’ reading comprehension. The instruments of this research included observation and interview guidelines, reading comprehension test sheets, a camera, and an audio recorder. The validity of the data was attained by applying democratic validity, dialogic validity, process validity, outcome validity, and catalytic validity. In addition, to make the data trustworthy or reliable, three kinds of triangulation (time triangulation, investigator triangulation, and theoretical triangulation) were used in this research.
The research findings showed that reading comprehension of most students improved after the think-pair-share technique was used in the teaching and learning process. It was indicated by the increase of the mean of students’ reading comprehension scores in the pre-test and post-test (5.73 to 7.79). The implementation also resulted in several other improvements. First of all, the technique is believed to change the students’ behaviour in the class. It can decrease the level of the students’ misbehaviour during teaching and learning process. After that, the technique is believed to improve the students’ motivation in joining English lesson. Finally, the interaction among the students and between the students and the teacher improved after the implementation of the group and class discussion.
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