Tps Strategy.docx

DEVELOPING STUDENTS’ READING COMPREHENSION THROUGH THINK-PAIR-SHARE STRATEGY

AGUSSATRIANA, S. Pd., M. Pd. NIDN. 0918089001

ISLAMIC UNIVERSITY OF MAKASSAR November, 2017

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HALAMAN PENGESAHAN

Judul Penelitian

Nama Rumpun Ilmu Peneliti a. Nama Lengkap b. NIDN c. Jabatan Fungsional d. Program Studi e. Nomor HP /surel f. Perguruan Tinggi

: DEVELOPING STUDENTS’ READING COMPREHENSION THROUGH THINK-PAIRSHARE STRATEGY : Pendidikan Bahasa (dan Sastra) Inggris : Agussatriana, S.Pd., M.Pd : 0918089001 : Asisten Ahli : Pendidikan Bahasa Inggris : 085299722580/[email protected] : Universitas Islam Makassar

Kota Makassar, 05-11-2017 Mengetahui, Dekan

Peneliti

(Dr. H. M. Arfah Shiddiq, M.A.) NIP/NIK 195102051978011001

(Agussatriana, S.Pd., M.Pd) NIDN. 0918089001

Menyetujui, Ketua LPPM

(Dr. Ir. Musdalipa Mahmud, M.Si.) NIP. 19630626 199203 2 001

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CHAPTER I

INTRODUCTION

This chapter deals with background, problem statement, objective, significance, and scope of the research.

A. Background

In the context of learning English both as foreign and second language; students are to concern with the language skills. Language skills consist of four skills; namely listening, speaking, reading and writing. These skills are divided into two parts, productive skills and receptive skills. Productive skills include speaking and writing, while receptive skills include listening and reading (Harmer in Afiah, 1991). Nowadays, global discrimination of information is very dominant and to solve that problem, we need to read. By reading, people can improve their own knowledge and experience and know what they do not know before. Reading ability is believed as one effective tool to acquire various information including science and technology. This is supported by Harper in Sudirman (1999:1) who said that “the purpose of reading in any language is to inform ourselves about something we are interested in or to challenge our knowledge on certain method. In other word, to extent our experience about the world in which we live.” Comprehending a text message while read is not as easy as we think. Reading comprehension is a complex process, which involves not only the readers’ ability to read the text but also their ability to comprehend it. Because of this reason, many teachers of English at junior high school and senior high school find difficulties when teaching reading. Most of Indonesian students can not understand what they have read, even though they have been learning for many years.

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Based on the researcher’s observations during doing teaching practice in Februari-May 2012 at SMA Negeri 3 Makassar, the students’ reading comprehension was still far from what is being expected. It can be seen by their low score in English mid test and daily exam or task, especially in reading skill. The average of students’ reading score is ranging from 65 until 71. The teacher said that it was low score if we see the students’ passing grade in English is 70. Most of the students still find difficulty dealing with English reading texts. The unsatisfactory result of students’ reading comprehension regarding English texts is caused by some problems. First, the strategy that the teachers employ is still conventional in which the students sometimes read text silently or aloud, and after that the teacher translates the text for students. In other time, the teacher reads the text, and afterwards, one or two students read the text again prior to answering the questions provided. Second, the reading teaching and learning activities is more teacher-centered in a way that the reading instruction is based on what the teachers tell, and students are only required to answer questions, without any sharing ideas or discussions with their pairs or groups. Third, students are seldom engaged in cooperative and interesting work. Students work competitively and individually which triggers them to give up when dealing with difficult tasks. Fourth, the reading teaching and learning process is sometimes boring, students are not motivated and uninterested to do it. Sometimes, the students just keep silent in listening to what the teacher is reading. The last, students’ vocabulary is less. Students are not able to understand texts when they find words that have not actually been taught or told to them. As a result, they end up feeling bored and unmotivated. Referring to the problems above, it is essential to apply a method or strategy that can solve the problem. We need a method that can bring students out of boredom, competitive and individual class atmosphere. We need a new method that is more student-centered and can improve students’ reading comprehension. There are some variety of strategies to involve and engage students in reading activities. The important thing is that method includes the student’s interest and

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background knowledge, as well as their environment and learning abilities. Cooperative learning is one of teaching method that can be used. Flowers & Ritz (1994) define cooperative learning as teaching strategy where teams of two or more work together on learning tasks. Each member of the team brings special talents to the group. Also other team members cooperate on the achievement of the tasks and learn from each other. As a result, students learn both academic and social skills from a cooperative learning environment. In other words, cooperative learning aims to increasing students’ academic achievement through a good social relationship with one another in a classroom. David in Nurhaeni (2010:2) stated that the core idea of cooperative learning is indicating the students' interest and provoke serious thinking as the students acquired. Engaging students in a small group and cooperative working give a chance for the students to explore their ideas and makes them interested to focus and active on the teaching and learning process. Among the number of cooperative learning strategies, Think- Pair- Share is chosen to be applied in the classroom to improve students’ reading comprehension. Think-Pair-Share is a strategy developed by Lyman and his associates (1985) that enable student to formulate individual ideas and share their ideas with other students. It is a cooperative learning technique that encourages individual participation and applicable across all grade levels and class sizes. Think-Pair-Share strategy includes three steps, namely; thinking, pairing, and sharing. With Think-Pair-Share strategy, the students are given time to think through their own answers to the questions 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. This strategy provides an opportunity for all students to share their thinking with at least one other student. As a Cooperative Learning strategy, Think-Pair-Share also benefits students in areas of peer acceptance, peer support, academic achievement, self-esteem, and increased interest in other students and school.

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Considering the benefits of Think-Pair-Share strategy, the researcher was interested to conduct the research under the title, “Developing Students’ Reading Comprehension through Think-Pair-Share Strategy.”

B. Problem Statement

Based on the background of the research previously stated, the research problem can be formulated in the following questions: 1.

Does the application of Think-Pair-Share strategy develop students’ reading comprehension?

2.

How is the students’ interest toward the application of Think-Pair-Share strategy in reading activity?

C. Objective of the Research

According to the problem statement above, the objective of this research is to find out whether or not Think-Pair-Share strategy develops students’ reading comprehension and how the students’ interest toward the application of Thinkpair-Share strategy in reading activity.

D. Significance of the Research

The result of this research is to give some information and reference for the English teacher in teaching reading comprehension, especially in using of Think-Pair-Share strategy. The researcher hopes the information from this research can improve the quality of teaching and learning process and develop the activity more effectively in reading skill.

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E. Scope of the Research

By discipline, this research is under applied linguistic. It deals with teaching and learning English. By content, this research is limited to the use of Think-Pair-Share strategy to develop the students’ reading comprehension. The researcher applied it on the second grade students of SMA Negeri 3 Makassar. By activity, this research is focus on reading materials based on the curriculum. The materials that will be given are narrative text. The materials are taking from some English textbook for Senior High School, Students’ Worksheet, and Internet sources.

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CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter deals with previous related research findings, some pertinent ideas, resume, conceptual framework and hypothesis.

A. Previous Related Research Findings

There are many researches that have been done related with Cooperative Learning,

Think-Pair-Share,

and

students’

achievement

in

reading

comprehension. Some of the previous related research findings are cited briefly below. Ghaith (2003) investigated the effects of learning together method of cooperative learning in improving English as a Foreign Language (EFL) reading achievement and academic self-esteem and in determining feeling of school alienation. The result of pre-test and post-test allowed a significant difference in favor in experimental group on the variable of reading achievement. Buharsa (2011) stated that Think-Pair-Share strategy was successful in improving students’ reading comprehension. The improvement could be seen from the increase of students’ reading scores. Besides, Think-Pair-Share strategy was effective in enhancing the students’ participation, especially in terms of sharing ideas, asking and answering questions. Hollingsworth (2007) stated that using Cooperative Learning as a method of teaching turn out to be valuable tools to help students learn comprehension strategies while encouraging positive interactive among peers. Muthmainnah (2011) concluded that there is an improvement of the students’ achievement in reading comprehension by using Think-Pair-Share (TPS) strategy. The result showed the difference mean score of pretest (40.50) and posttest mean score (62.70), and also the value of t-test (7.099) is higher than ttable (2.069).

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Related to the previous findings as stated above, the researcher concludes that there are many techniques or strategies that can be use in teaching reading to improve students’ reading comprehension. The teachers have to find out the appropriate teaching strategy in presenting the materials in the classroom that can be useful and interested for the learners. By applying Think-Pair-Share strategy of Cooperative Learning as teaching strategy, it is expected to lead the students to be more active in learning process.

B. Some Pertinent Ideas

Here are some information related to reading, reading comprehension, cooperative learning, and Think-Pair-Share strategy.

1.

Definition of Reading Carrel in Muthmainnah (2011:9-10) stated that reading is a receptive

language process. It is a psycholinguistic process in which starts with a linguistic surface representation encoded by researcher and ends with meaning which the reader construct. There is an essential interaction between language and thought in reading.

The following are some definitions of reading proposed by some experts: Burns (1984) define reading as the attaining the meaning as the result of the interplay between perceptions of graphic symbols that represents language and the memory traces of the readers past verbal and nonverbal experiences. Reading is not interaction to a text but interaction between the writer and the reader that mediated through a text. Reading is an active process in which the reader must make an active contribution by drawing upon and using concurrently use abilities that he has acquired (Widdoson, 1982:19). According to Alyousef (2005) reading is an interactive process between readers and a text which leads to automatically or making fluency.

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McWhorther (1994:4) stated that reading is a process of thinking. It is an active process of identifying the important ideas and comparing, evaluating, and applying them. Based on some reading definition above, the researcher concludes that reading is an interaction between the reader and the writer that mediated through the text to identify the important ideas or attaining the meaning of the text. The reader tries to understand what the writer means in the text. Reading is a process that activity of the reader to get some information or knowledge about the reader being read.

2.

Reading Comprehension a. Definition of reading comprehension Reading comprehension is not just to read with loudly voice, but read with

aims to understand the meaning of the words, sentences, and paragraph sense relation among the ideas. If the student just read and can not understand the content of the text means that he fails in comprehension. Reading comprehension is an active thinking process that depends not only on comprehension skill, but also the understanding of vocabulary relation among word and concept, making judgment and evaluation. The following are some definitions of reading comprehension which explained by some experts. 1) Taylor (1988) defines reading comprehension as a cognitive in which reader be aware and have a control to their comprehensive. 2) McWhorter (1994) stated that reading comprehension as interaction between thought and language. 3) Maria in Nurhaeni (2010:11) defines reading comprehension as holistic process of constructing the meaning from written text through the interaction of:

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 The knowledge of the reader brings to the text such as word recognition ability, world knowledge, and knowledge of linguistic conventions.  The reader’s interpretation of the language that the writer used in constructing the text.

b. Level of reading comprehension The term of level does not mean simply different of difficulties. It refers to attitude and reaction to what is read. Smith in Yuliana (2010:12-13) explain about levels of comprehension into four levels, they are; 1) Literal comprehension (reading the line) Literal comprehension refers to the ideas and facts that are directly states on the printed pages. The literal levels of comprehension is fundamental to all reading skill at any level because the reader must first understand what the researcher said before they can draw inference or make an evaluation. 2) Interpretation comprehension (reading between the lines) This level demands a higher level of thinking ability because the questions in the category of interpretation are concerned with answer that are not directly stated in the text but implied or suggested. 3) Critical reading Critical reading is higher than other comprehension because it involves evaluation and personal judgment. In critical reading, the reader must be able to collect, interpret, apply, analyze, and synthesis the information. 4) Creative reading Creative reading requires readers to think as they read just as critical reading and it also requires the readers to use their imagination. In creative reading, the readers try to propose the new solution to the writer.

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c. Factors that influence reading comprehension In relation to the factors that influence the reading comprehension, Cooper in Nurhaeni (2010:13) explained that there are some factors that influence the students’ comprehension: 1) Oral language Oral language is important factor that teacher must consider when teaching comprehension. The students with limited oral language ability will not have an understanding to the basic pattern and concept of the language. Therefore, these students will not have the basic to develop their reading’s comprehension. 2) Attitude The students’ attitude can affect their comprehension in reading. The students with negative attitude toward reading will not be able to comprehend as actively as the students with positive attitude. The students who have developed their negative attitude in reading task will not perform as well as the students with positive attitude. 3) Purpose of reading The purpose in reading by an individual directly influences the person’s comprehension in reading. If the students just read the text because they are going to have a test, they probably just focus on what they need to know. They will not pay attention to all details of the reading text. 4) Physical and Emotional Condition Physical

and

emotional

condition

influences

the

students’

comprehension. Students who have good health, good vision, and good emotional will comprehend most effectively.

3.

Types of Reading Strategies According to Beare (2009), there are some reading strategies, they are;

skimming, scanning, extensive reading, and intensive reading. a. Skimming

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Skimming is quickly gathering the most important information and obtains the gist or main idea. Run your eyes over the text and noting the important information. It is not essential to understand each word when skimming. The aims of skimming are:  Getting the impression from the book or article or about stories.  Finding the specific cases from reading materials.  Looking for the material that we need from library. b. Scanning Scanning is read the text quickly in order to find the specific information. Run your eyes over the text to find the information that you need. If you see the phrases or the words that you do not understand, you do not have to worry while scanning. The procedures of scanning are:  Read the section that contains the clues to get the information that needed.  Memorize the location of the specific information. c. Extensive reading Extensive reading is to obtain the general understanding of a subject and includes reading longer texts for pleasure as well as business book. Extensive reading is used to improve your general knowledge of a subject. d. Intensive reading Intensive reading is used to recall or total accuracy. It includes very close accurate reading for detail. Use intensive reading skill to grasp the details of a specific situation. In this case, you need to understand each word.

4.

Cooperative Learning a. Definition of cooperative learning Cooperative learning is a successful teaching strategy in which small

teams, with the students in different levels of ability, use a variety of learning activities to improve their understanding of a subject (Kagan, 1994).

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Hollingworth, at al, (2007:46) explained that cooperative learning is also called as group learning which is a way to have students work together to reach a goal which can be affective in all context areas with all age groups. Slavin (1995) stated that cooperative learning is an instructional program in which students work in small groups to help one another master academic content. Johnson & Johnson (1998) also said that cooperative learning is a studentcentered approach that believes that active learning is more effective than passive one where the teacher becomes a facilitate rather than an instructor. Through cooperative learning, students have to exchange ideas, make plans, and propose solutions to accomplish a collaborative goal. Therefore, it can enhance students’ social and personal developments. Cooperative learning in worksheet library is a method where teacher places students in small groups with students of different learning levels. The object is the higher-level students can help the lower-level students to improve their understanding of concept being taught.

b. Six key concepts of cooperative learning There are six key concepts of cooperative learning that can be implemented by the teacher successfully (Kagan, 1994: 1-9). They are as follow; 1) Teams; team should have a strong, positive team identity, ideally consist of four members and endure over time. Teammates know and accept each other and provide mutual support. 2) Cooperative management; in cooperative learning, the assumption comes from the need of students. They are students-students interaction while along with it. They are involved in seating arrangement, giving direction, distributing storage of team materials, and method of shaping the behavior groups. 3) Will to cooperate; there are two ways in will to cooperate in created and maintained, they are team building and class building and task and reward structures.

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4) Skill to cooperate; skill to cooperate is the social that depends on part of the kinds of cooperative learning which concerns. It includes modeling, defining and role playing, structuring, reflecting, and practicing specific social skills, such as encouraging and praising others. 5) Basic principles or element of cooperative learning; 6) Structures; structure are instructional activities that channel through processing the method of cooperative learning. They are content free ways of organizing the interaction of individual in a classroom.

c. Elements of cooperative learning The success of cooperative learning is crucially depends on the nature and organization of group work. This requires structure programs of learning carefully design, so that the learners interact with each other and are motivated to increase each other’s learning.

Olsen and Kagan (1992) propose the following key

elements of successful group-based learning in cooperative learning: 1. Positive interdependence Positive interdependence occurs when group members feel that what helps one member can helps all. It is created by the structure of cooperative learning task and by building a spirit of mutual support within group. For example, a group may produce a single product such as an essay or the scores for members of a group may be average. 2. Group Formation Group formation is an important factor in creating positive interdependence. Factors that involved in setting up group are:  Deciding on the size of the group: this will depends on the task that they have to carry out, the age of the learners, and time limits for the lesson. Typical group size is from two to four.  Assigning students to groups: groups can be teacher-selected, random,

or

students-selected.

Although

teacher-selected

is

recommended as the usual mode so as to create groups that are

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heterogeneous on such variables as past achievement, ethnicity or sex.  Students’ role in groups: each group member has a specific role to play in a group, such as noise monitor, turn-take monitor, recorder, or summarizer. 3. Individual Accountability Individual

accountability

involves

both

group

and

individual

performance, for example, by assigning each student a grade on his or her portion of a team project or by calling on a student at random to share with the whole class, within group members, or with another group. 4. Social skills Social skills determine the way students interact with each other as teammates. Usually some explicit instruction in social skills in needed to ensure successful interaction. 5. Structuring and structure Structuring and structure refers to the way of organizing students’ interaction and different ways students are to interact such as three-step interview.

d. Benefit of cooperative learning There are some advantages of cooperative learning in language teaching according to Richard in Yuliana (2010), namely; 1. To provide opportunities for naturalistic second language acquisition through the use of interactive pair and the group activities. 2. To provide teacher with methodology to enable them to achieve learning goal that they want and can be applied in a variety of curriculum setting. 3. To enable focused attention to particular lexical items, language, structures, and communicative function through the use of interactive task.

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4. To enhance learner motivation and reduce learner stress and create a positive effective classroom climate.

5.

Think-Pair-Share Strategy of Cooperative Learning a. Definition of Think-Pair-Share Think Pair Share is a cooperative discussion strategy developed by Frank

Lyman and his colleagues in Maryland. Lyman (1981) explains that Think-PairShare is a cooperative learning technique that encourages individual participation and it is applicable across all grade levels and class sizes. It gets its name from the three stages of students’ action with emphasis on the students are to be doing at each of those stages. Students think through questions using three distinct steps, as follows; 1) Think. The teacher provokes students’ thinking with a question or prompt or observation. The students should take a few moments just to think about the question. 2) Pair. Students are grouped in pairs to discuss their thoughts. This step allows students to articulate their ideas and to consider those of others. Using designated partner, nearby neighbors, or a desk mates, students’ pair up to talk about the answer each came up with. They compare their mental or written notes and identify the answers they think are best, post convincing, or most unique. 3) Share. After students talk in pairs for a few moments, the teacher calls the pairs to share their thinking with the rest of the class. Student pairs share their ideas with a larger group, such as the whole class. Often, students are more comfortable presenting ideas to a group with the support of a partner. In addition, students' ideas become better through this three-step process.

b. The important of Think-Pair-Share (TPS) There are some the important of Think Pair Share assessed from http://wwww.readingquest.org/strat/tps.html, they are:

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1) It does not take much preparation time and the personal interaction motivates many students with little intrinsic interest in science. 2) Some researchers have found that students’ learning have enhanced when they have many opportunities to elaborate on ideas through talk. 3) In sharing their ideas, students take ownership of their learning and negotiate meanings rather than rely solely on teachers’ authority. 4) Positive changes in students’ self esteem that occur when they listen to the one another and respect others’ ideas. Students have opportunity to learn higher level thinking skills from their peers, gain confidence when reporting ideas to the whole class. 5) While the strategy may appear to be time consuming, it makes classroom discussions more productive, as students have already had an opportunity to think about their ideas before plunging into whole class conversations. 6) The “think” steps may require students merely to be quiet for a moment and ponders their thoughts about the question. They may write some thought response to the question. 7) The “pair” step of the strategy ensures that no students that left out of the discussion. Even the student who is uncomfortable discussing his or her ideas with the whole class still has an audience in this step. 8) In “share” steps strategy, students can shares their ideas in several ways. One way is all students stand, and after each student responds, he or she sits down, as does with students with a similar response. c. Steps of Think-Pair-Share According to Frank Lyman (1985), the steps of think pair share are; at the first, the teacher poses a problem or asks an open-ended question to which there may be a variety of answer. The teacher gives the think time and directs them to think about the question. After that, the students turn to face their learning partner and work together, sharing ideas, discussing, clarifying, and challenging. And the last, the pair shares their ideas with another pair, or with the whole class. It is

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important that students need to be able to share their partner’s ideas as well as their own.

6.

Interest a. The concept of interest Interest is mentally condition of someone that produces a response to

particular situation an object that gives pleasure as well as satisfaction. Interest usually refers to an activity that a person refers to engage in, would not avoid and would choose in preference to many others activities. Interest also refers to the kinds of thing we appreciate and enjoy (Evan and Murdof in Masna, 2003: 5). Good (1959: 259) gave definition of interest is a subjective-objective aptitude concern or condition involving a perception or an idea in attention and combination of a feeling consciousness may temporary or permanent, based on active curiosity, conditioned by experience. Interest is a positive attitude towards something that we really like and enjoy. Meanwhile, Robert in Mulawanty (2011: 9) said that interest is response of liking or disliking. It is present when we are aware of an object or when we are aware of our disposition towards the object we like, the object we prepare to react to. Based on some definition above, the researcher can conclude that interest is a feeling of wanting to know or learn about something where someone have positive attitude towards he or she like and enjoy.

b. Characteristic of Interest Strong (1958) stated that there are five characteristics of interest. They are: (1) interest is obtainable; (2) interest is persistent; (3) interest maybe strong or weak; (4) interest may cause rejection or acceptance of something; and (5) interest may indicate the readiness to do something.

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c. Types of interest Hanson, at al (1982:473) categorizes interest into four types namely: expressed interest, manifest interest, tested interest and invention interest. 1) Expressed interest In general expressed interest is the verbal expression of liking or disliking something. This expression term is related to maturity and experience. 2) Manifest interest Manifest interest is what is observable because of individuals participation in a given activity may be necessary or certain fringe benefit to occur. It is usually valuable to observe the activities related to the event as well as the individual participation the degree manifest interest. 3) Tested interest Tested interest can be curtained by measuring the knowledge of vocabulary or other information the examinee has in specific interest idea. This measure is based on the accumulation of the relevant information as well as specialized vocabulary. 4) Inventoried interest Inventoried interest is those determined by interest checklist. Usually an examinee is asked to check whether he or she likes or dislikes certain activities or situation. Pattern of high or low interest normally result, so that the test taker can began to areas of liking or disliking.

The interest that the researcher has been observed in this research was expressed interest, which is the students’ respond to the application of Think-PairShare strategy in reading activity.

d. Factors that influence students’ interest According to Junaid in Masna (2003: 7-8), there are two factors that can influence the students’ motivation as well as their interest in learning, they are:

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internal and external factors. Internal factors such as the students’ attitude toward a subject and the students’ aptitude or linguistic ability. External factors such as school factor, which may involve the teachers, the students, and the lesson material. Family factors such as: mental support and social environmental factors. In similarity, Jalil in Masna (2003: 8) said that generally there are two factors that can influence students’ interest. They are internal factors and external factors. The first one such as: students’ attitude, aptitude, physical condition and sex. And the latter is the teacher’s method in teaching, material used and environment.

e. The measurement of interest Anastasia (1982:576) states that there are two principles in the procedure of interest measurement. First, the items which deals with the respondents’ liking or dislike for a wide variety of specific activities, objects, or types of person that he or she commonly encountered in daily. Second, the reason was empirically keyed for different occupation. The students’ interest has received its strongest input from educational and career counseling. In general, interest inventoried compare an individual expressed interest with these typical of person engaged in different occupations, this is done ether in the scoring of individual item responses or in the interpretation of scores in board interest areas, or both. Bidu (2000:11) introduced some various ways to get information of someone interest of preferences. Some those ways as follow: 1) Asking people what they are interest. People may have little insight into what they are interest or what particular occupation detail. 2) Observing person behavior in various situation or participation in various activities, inferring interest from knowledge of specific occupation, administer, and interest inventory. In addition, Mapparemma (2002: 9) introduced one way to measure the students’ interest. To know one interest, the researcher can use questionnaire that consist some questions that may be positive or negative statements. We can score

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for positive alternative answers have high score, and for negative alternative answers have low score.

f. Interest and learning The relationship between interest and learning is further observed that new learning is depending upon interest. Learning cannot occur unless the students are interested in learning. The study of interest is complex and diverse because when we really think about it, we found that our interest or the determinants of our actions are complex and divers the problem with the term interest is that it encompasses so much. Especially when we speak of interest we refer to factors we initiate and direct behavior and to those that determine the intensity and the persistence. Thus interest gets up and going to energize us (Singer, 1980:6). Interest and learning are closely bound together, so dependent upon and affected by one another, that is difficult to speak of one without some reference to the other. The issue comes down to trying to identify an instance of learning that occurs in the absence of reinforcement. Singer (1980: 131) states that it appears to be impossible to frame a good definition of learning without referring to interest. Further, he says that in pursuing the complex relationship between interest and learning, we should realize that some interest is learned or acquired.

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C. The Conceptual Framework The conceptual framework underlying this research is described in the following diagram: Teaching READING

The Application of Think-PairShare Strategy:

Reading comprehension

INTEREST

 Thinking  Pairing  Sharing

READING

StudentS’ reading comprehension

Figure 1. The Conceptual Framework

D. Hypothesis Null hypothesis (H0)

: the application of Think-Pair-Share strategy can not develop the students’ reading comprehension.

Alternative hypothesis (H1) : the application of Think-Pair-Share strategy can develop the students’ reading comprehension.

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CHAPTER III

METHOD OF THE RESEARCH

This chapter presents research design, variables and its operational definitions, population and sample, instrument of the research, procedures of collecting data, treatment and technique of data analysis.

A. Research Design

This research employed quasi-experimental designs with the form of pretest-posttest control group design. The design of the research involved two groups namely Experimental and Control Group. The experimental group is the group who was given the treatment by applying Think-Pair-Share strategy, while the control group is the group who was given treatment by applying conventional way as the teacher usually use. The effectiveness of the treatment was determined by comparing the posttest scores of both groups. The design can be illustrated as follows:

E

O1

X1

O2

C

O1

X2

O2

Where : E = Experimental Group C = Control Group O1 = Pretest O2 = Posttest X1 = Teach by applying Think-Pair-Share strategy X2 = Teach without applying Think-Pair-Share strategy (Gay, 2006)

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This design means that both experimental and control groups were given pretest (O1) to find out the prior ability of the students. Treatment (X1) was given for experimental group by applying Think-Pair-Share strategy while the treatment (X2) for control group was given by applying conventional way. Finally, both experimental and control group were given a posttest (O2) to see the final students’ reading comprehension.

B. Variable and Its Operational Definition 1.

Variables There are two variables; they are independent variable and dependent

variable. Independent variable is variable which influence the object, while dependent variable is variable which influenced by the object. They are; a.

Independent variable

: Think-Pair-Share as a strategy in learning reading

skill. b.

Dependent variable

2.

Operational Definitions

: Students’ reading comprehension.

The two variables are defined as follows: a.

Reading comprehension is the students’ ability to understand completely in which the students are aware of the situations, facts, and information from the reading material and to control over their comprehension.

b.

Think-Pair-Share strategy is a cooperative learning technique that encourages individual participation and is applicable across all grade levels and class sizes. The teacher poses a question to a class. The students think about their response and then student pair with a partner to talk over their ideas. Finally, students share their ideas in the class with their partner. While the students’ reading comprehension is the students’ actual ability on reading after being taught by using Think-Pair-Share strategy.

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C. Population and Sample 1.

Population The population of this research was the second year students of SMA

Negeri 3 Makassar. The number of population was 270 students that consisted of nine classes; they were, XI IPA1, XI IPA2, XI IPA3, XI IPA4, XI IPA5, XI IPA6, XI IPS1, XI IPS2, and XI IPS3. Each class consists of 30 students.

2.

Sample Considering to the large number of population, the researcher used cluster

random sampling technique to determine the sample. Two classes were taken as sample. XI IPA 5 as the experimental group and XI IPA 2 as the control group.

D. Instrument of The Research

This research applied pretest-posttest using reading test and questionnaire as its instruments. The pretest was given before Think-Pair-Share strategy was applied. It was intended to find out the students’ reading comprehension before giving the treatment, while the posttest was given after treatments by applying Think-Pair-Share strategy. It

aimed to find out the students’ reading

comprehension after the treatment was given. The test was formulated in multiple choice forms with four options. The researcher also used questionnaire that was addressed to the students. This instrument was used as the evidence of students’ interest in learning English when Think-Pair-Share strategy was applied. Questionnaire was given after classroom teaching-learning process in this case after giving the posttest. There were 16 statements in this questionnaire.

E. Procedure of Collecting Data 1.

Pretest The researcher conducted the research in six meetings in which pretest was

given on the first meeting. The researcher gave pretest for experimental and control class. The test consists of reading material based on curriculum of SMA

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Negeri 3 Makassar at the second year. It meant to know the prior students’ reading comprehension. The procedures are: a.

The researcher distributed worksheet that consists of 30 questions in form of multiple choices to each student.

2.

b.

The students read the text and then answer the questions that follow.

c.

The researcher monitored the students in doing the test.

d.

The researcher asked the students to submit their worksheet.

Treatment After conducting pretest, the researcher gave the students treatment. The

treatment was given from the second until the fifth meeting. The treatment for experimental and control group was different. a.

Experimental Group The experimental group was taught reading skill by applying Think-Pair-

Share strategy for four meetings, each meeting took 90 minutes, which consist of some steps. These steps was involved in a lesson plan. In giving treatment, the researcher explained about the application of Think-Pair-Share strategy in reading activities. The procedures of treatment are as follows: 1) First treatment At the first treatment, the researcher asked some questions about narrative text to know the students’ prior knowledge. Then, the researcher explained about Think-Pair-Share strategy and how ThinkPair-Share strategy can affect their reading comprehension in reading activities. 2) Second treatment Those steps are as follows: 

The researcher prepared the reading material before coming to the class.



The researcher explained about what the students should do from the beginning until the end of the meeting.

27



The researcher asked the students to read the text with the title “Why Do Hawks Hunt Chicks?”



The researcher asked the students to think and understand the reading text individually in several minutes (think).



The researcher asked the students to face their pairs and presented their ideas each other (pair).



The researcher asked the student pairs to share their ideas with another pairs and then presented their discussion result in a whole class (share).



The researcher gave task to the students in form of “essay” related to the text.



At the end, the researcher gave conclusions related to the material.

3) Third treatment Those steps are as follows: 

The researcher prepared the reading material before coming to the class.



The researcher explained about what the students should do from the beginning until the end of the meeting.



The researcher asked the students to read the text with the title “Let Me Love You”.



The researcher asked the students to think and understand the reading text individually in several minutes (think).



The researcher asked the students to face their pairs and presented their ideas each other (pair).



The researcher asked the student pairs to share their ideas with another pairs and then presented their discussion result in a whole class (share).



The researcher gave the task to the students in form of “true-false” related to the text.



At the end, the researcher gave conclusions related to the material.

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4) Fourth treatment Those steps are as follows: 

The researcher prepared the reading material before coming to the class.



The researcher explained about what the students should do from the beginning until the end of the meeting.



The researcher asked the students to read the text with the title “The Tyrant Who Become a Just Ruler”.



The researcher asked the students to think and understand the reading text individually in several minutes (think).



The researcher asked the students to face their pairs and presented their ideas each other (pair).



The researcher asked the student pairs to share their ideas with another pairs and then present their discussion result in a whole class (share).



The researcher gave task to the students in form of “multiple choices” related to text.

 b.

At the end, the researcher gave conclusions related to the material.

Control Group The control group was taught without applying Think-Pair-Share strategy.

It was taught as what the teacher usually does in the teaching-learning process. It was taught using skimming as reading strategy. Those steps were as follows: 1) The researcher prepared the material before come in to the class. 2) The researcher gave reading text. 3) The students read the text and found important information or main ideas from the text without using Thin-Pair-Share strategy. The kinds of the text that was given in control class were the same with the text that was given in experimental class. 4) The students answered the question based on the reading text.

29

3.

Posttest After giving treatment, the researcher gave posttest for both of groups

(experimental and control group) in the sixth meeting. It aimed to find out the value or the students’ reading comprehension after giving the treatment. The topic and procedures of posttest were the same with the topic and procedures of pretest.

4.

Questionnaire The questionnaire was given to the students in the sixth meeting at the

same time when posttest was conducted. The questionnaire that was given to the students used Likert Scale. It was aimed to ask the samples to respond to a series of statements by indicating whether one is strongly agree (SA), agree (A), undecided (U), disagree (D), and strongly disagree (SD) which each statement. The highest point value was given to strongly agree (SA) answer for positive statement. On the other hand, for negative statement in which the highest point value was given to strongly disagree (SD) statement. The highest point is 5 and the lowest point is 1. Table 3.1 The Point Values for Positive and Negative Statements ITEMS

SA

A

U

D

SD

POSITIVE

5

4

3

2

1

NEGATIVE

1

2

3

4

5

(Gay, Mills, Airasian; 2006:130)

The procedures of collecting data in form of questionnaire were: a. The researcher distributed questionnaire that consists of 10 statements to each student. b. The students read the statement and choose the alternative answers by themselves. c. The researcher monitored the students in filling the questionnaire. d. The researcher asked the students to submit their questionnaire.

30

F. Technique of Data Analysis

The data collecting in form of pretest and posttest in this research were analyzed quantitatively by using the following procedures: 1.

Scoring the students correct answer at pretest and posttest by using this formula:

Score:

2.

𝑠𝑡𝑢𝑑𝑒𝑛𝑡𝑠 𝑐𝑜𝑟𝑟𝑒𝑐𝑡 𝑎𝑛𝑠𝑤𝑒𝑟 𝑡𝑜𝑡𝑎𝑙 𝑛𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑖𝑡𝑒𝑚𝑠

× 100 %

Classifying the students score into the following measurement scale. Table 3.2 Measurement Scale

No.

Classification

Score

1.

Very good

91-100

2.

Good

75-90

3.

Fair

61-74

4.

Poor

51-60

5.

Very poor

Less than 50

(Depdikbud in Puspita, 2011)

3.

The data from the students was analyzed by using SPSS (Statistical Package for Social Science) 16.0 program.

4.

Calculating the value of t-test to indicate the significance between the posttest and pretest, the researcher used independent sample t-test in SPSS (Statistical Package for Social Science) 16.0 program. Before analyzing using independent t-test, the researcher calculating N-Gain of the students’ score as the requirement of independent t-test. N-Gain formula was as follow: 𝑆𝑝𝑜𝑠𝑡 − 𝑆𝑝𝑟𝑒

g=𝑆

𝑚𝑎𝑘𝑠 − 𝑆𝑝𝑟𝑒

Where:

31

g

= Gain

Spre

= Pretest Score

Spost

= Posttest Score

Smaks

= Maximal Score

The result of independent t-test analysis (the value of calculated t was compared with the value of t-table at the level of significance α = 0.05 and degree of freedom df = 58 (n1+n2-2), in order to determine the rejection or the acceptance of either the hypothesis based on the following criteria.

Reject the null hypothesis (H0) and accept the alternative one (H1) if the value of the calculated t is equal or greater than the value of t-table. (Tiro, 2008:252) The data collecting in form of questionnaire in this research was analyzed quantitatively by using the following procedures: Because this questionnaire has 5 categories, the interval used in deciding the students’ category is formulated as follows:

Interval =

𝑡ℎ𝑒 ℎ𝑖𝑔ℎ𝑒𝑠𝑡 𝑠𝑐𝑜𝑟𝑒−𝑡ℎ𝑒 𝑙𝑜𝑤𝑒𝑠𝑡 𝑠𝑐𝑜𝑟𝑒 𝑎𝑚𝑜𝑢𝑛𝑡 𝑜𝑓 𝑐𝑎𝑡𝑒𝑔𝑜𝑟𝑖𝑒𝑠

(Nurkancana, 1992: 22)

The questionnaires consist of 16 items, so the interval was formulated as follows:

Interval = =

𝑡ℎ𝑒 ℎ𝑖𝑔ℎ𝑒𝑠𝑡 𝑠𝑐𝑜𝑟𝑒−𝑡ℎ𝑒 𝑙𝑜𝑤𝑒𝑠𝑡 𝑠𝑐𝑜𝑟𝑒 𝑎𝑚𝑜𝑢𝑛𝑡 𝑜𝑓 𝑐𝑎𝑡𝑒𝑔𝑜𝑟𝑖𝑒𝑠

80−16 5

= 12.8 = 13 Based on the interval, to determine the category of students’ interest, the researcher used the following classification:

32

Table 3.3 The Rating Score of Interest Category Scores

Categories

67-80

Strongly Interested

54-66

Interested

41-53

Moderate

28-40

Uninterested

16-27

Strongly Uninterested

The data also was calculated by using percentage formula, as follow: P=

𝐹 𝑁

× 100 %

Where: P = Percentage F = Frequency N = Amount of Sample (Sudjana, 1991) Based on the percentage, to know the mean score of the students’ interest in reading activities using Think-Pair-Share strategy, the researcher used the formula as follows: ∑𝑋 𝑋̅ = 𝑁

Where: 𝑋̅

= Mean score

∑X

= Total score

N

= The number of sample

33

CHAPTER IV FINDINGS AND DISCUSSION

This chapter particularly covers the findings and discussion of the research. The findings of the research consist of the description of the result from the data collected from pretest, posttest and questionnaire. Then, the discussion provides further explanation and interpretation of the findings given.

A. Findings

As has been explained previously in collecting data, the researcher employed tests that were used as pretest and posttest. The pretest was administered before giving the treatment and posttest was administered after giving treatment. The content of them was the same.

1.

Pretest a. Classification of Students’ Score in Pretest Table 4.1 The Rate Percentage of Pretest Experimental

No. Classification

Group

Score

Control Group

F

%

F

%

1.

Very Good

91-100

-

-

-

-

2.

Good

75-90

2

6.7

3

10

3.

Fair

61-74

19

63.3

13

43.3

4.

Poor

51-60

8

26.7

11

36.7

5.

Very Poor

< 50

1

3.3

3

10

100

100

Table 4.1 indicated that before giving the treatment, none of the two groups of students got very good score. Where in the experimental group, 2 (6.7 34

%) out of the 30 students could be categorized as well, 19 (63.3 %) students as fair, 8 (26.7 %) as poor, and 1 (3.3 %) as very poor. While, in the control group, 3 (10%) students could be categorized as good, 13 (14.33%) as fair, 11(36.7%) as poor, and 3(10%) students categorized as very poor. From the table above, the researcher concluded that the majority of the two groups of students were categorized as fair. It means that they were considered to be equal treatment.

b. The Mean Score and Standard Deviation Table 4.2 Mean Score and Standard Deviation of the Students’ Pretest Group

Mean score

Standard deviation

Experimental

66.00

7.34

Control

62.77

8.8

The table above showed the mean score and standard deviation of both groups. In experimental group the students gained mean score (66.00) and standard deviation (7.34). While in the control group the students gained mean score (62.77) and standard deviation (8.8). Based on the scores above the researcher concluded that the result of pretest for both, experimental and control group, were categorized as poor, which is proved by the mean score (66.00) for experimental group and (62.77) for control group.

35

2.

Posttest a. The Classification of Students’ Score in Posttest Table 4.3 The Rate Percentage of Posttest

No. Classification

Experimental Group

Score

Control Group

F

%

F

%

1.

Very Good

91-100

4

13.3

-

-

2.

Good

75-90

24

80

3

10

3.

Fair

61-74

2

6.7

16

53.3

4.

Poor

51-60

-

-

2

6.7

5.

Very Poor

< 50

-

-

9

30

100

Table

4.3

indicated

that

after

100

giving

the

treatment,

there was a significant difference of score rate percentage between experimental and control group’s students. 4 of experimental group’s students (13.3 %) reached very good score, 24 (80 %) students reached good score, 2 (6.7 %) students as fair, and neither of them got poor and very poor score. While none of control group students reached very good score. There are 3 (10 %) students as good, 16 (53.3 %) as fair, 2 (6.7 %) as poor, and 9 (30 %) students as very poor. From the table above, the researcher concluded that the score of experimental group’s students was developed significantly after the treatment.

b. The Mean Score and Standard Deviation Table 4.4 Mean Score and Standard Deviations of the Students’ Posttest

Group

Mean score

Standard deviation

Experimental

84.44

6.39

Control

63.11

1.18

36

In the table above showed the mean score (84.44) with standard deviation (6.39) were gained to the experimental group while the mean score (63.11) with standard deviation (1.18) gained by the students in the control group. It means that the students’ ability in both groups is different. Based on the scores, the researcher concluded that the posttest of the experimental group was changed, and can be categorized good (84.44). Then the posttest of control group categorized as fair, by lower mean score (63.11).

3.

The t-test Table 4.5 The t-test of Students’ Pretest and Posttest Variable

t-test value

t-table value

5.747

2.002

Experimental & Control Group

In the table 4.5 above the t t-test value (5.747) was greater than the t-table value (2.002). The t-test value was greater than t-table value at the level of significance α = 0.05 and degree of freedom (df) = 58(n1+n2-2). So, the null hypothesis (H0) was rejected while alternative hypothesis (H1) was accepted.

4.

Difference of Experimental and Control Group Mean Score Table 4.6 Difference of Experimental and Control Group Mean Score Experimental Group

Control Group

Difference

Pretest

66.00

62.78

3.22

Posttest

84.44

63.11

21.33

Table 4.6 above indicated that the mean score of pretest of both groups were nearly the same. The difference of both groups was (3.32). Besides,

37

this table also showed that the achievement of both groups in reading test after treatment. The experimental group got (84.44) while the control group got (63.11), in which the experimental group was higher than the control group.

5.

Questionnaire a. Mean Score of Students’ Interest Based on the students’ responds in classroom activity, it showed that the

students were interested toward the application of Think-Pair-Share strategy. It is proved by the result of data analysis from the questionnaires. The mean score of students’ interest is shown as follows: ∑𝑋 𝑋̅ = =

1808

𝑁

30

= 60.27

The mean score of students’ interest toward the application of Think-PairShare strategy indicates that Think-Pair-Share strategy is effective in developing their reading comprehension. It means that Think-Pair-Share strategy should be applied in teaching-learning process. b. Percentage of Students’ Interest The finding about students’ interest toward the application of Think-PairShare strategy can be also seen the questionnaire result as follow: Table 4.7 The Percentage of Students’ Interest Category

Frequency

Percentage

Strongly Interested

6

20 %

Interested

24

80 %

Improper

-

0 %

Uninterested

-

0 %

Strongly Uninterested

-

0 %

30

100 %

Total

38

Table 4.7 indicated that 8 students (20 %) were strongly interested and 24 students (80 %) were interested. From the table above, the researcher concludes that Think-Pair-Share strategy interested students in reading activity and developed their reading comprehension. Based on the analysis above, the researcher concludes that there was significant difference between the pretest and posttest of the students’ reading comprehension after they were given treatment, in this case application of ThinkPair-Share strategy in order to develop the students’ reading comprehension. Besides, all of the students were interested in reading activity through the application of Think-Pair-Share strategy.

B. Discussion This part deals with the interpretation of the findings, derived from the statistical analysis through pretest, posttest and questionnaire. 1. The Students’ Reading Comprehension

The description of the data collected through pretest and posttest as explained in the previous section shows that Think-Pair-Share strategy gave positive effect to the students’ reading comprehension. In this case the students’ reading comprehension was developed. It is supported by the frequency and rate percentage of the result of students’ pretest and posttest. The students’ score after presenting material by applying Think-Pair-Share strategy is better than before the treatment was given to the students. Before giving treatment, the researcher conducted pretest. The description of the data collecting pretest shows that the students’ reading comprehension was fair (see table 4.1). It can be interpreted that the students’ was still low in comprehending the text and they were not interested to the reading activities that could give negative effect to their achievement.

39

Based on the result of students’ pretest, the researcher conducted treatment for four times. Further both of the groups were given two treatments, Think-PairShare strategy for the experimental group and conventional way for the control group. In this case, conventional way means that the teacher used skimming as reading strategy. In experimental group, on the first treatment, the researcher explained about Think-Pair-Share strategy and how it is applied by the students. The researcher showed and explained some examples about the application of ThinkPair-Share strategy. On the second until forth treatment, the researcher applied the steps of Think-Pair Share strategy in reading activities. In which, the first step, the students were asked to read the text and think individually. In this step, the students tried to understand and comprehended the text. After that, the students asked to discuss in pair about their opinion. In this step, the students’ pair share their opinion each other to compare it. The last, the students’ pair asked to share their discussion pair result in whole class. In this step, the students’ pair will share their own idea. There will be discussion in a whole class. They were required to think more creative and be responsible with their opinion. The students were seen share enthusiastically and finally they made a conclusion. During those steps, the cooperative work of them can be seen. All the students had opportunities to share their opinion. After all the students understand the text well, in the last session of teaching and learning process, the students asked to answer some questions in different form for every treatment. In control group treatment, the researcher also divided reading activities in some steps. At the first, the students asked to read the text individually, either with loud or silent. After that, the researcher translated and explained more about the text for them. The last, the researcher asked the students to answer the question. After applying Think-Pair-Share strategy in classroom process, the researcher conducted posttest. The result of posttest shows that the students’ reading comprehension developed. It was categorized as good level (see table 4.3).

40

In addition, the mean score of students’ pretest (66.00) was categorized as fair and posttest’s mean score (84.44) was categorized as good. It shows that the mean score of the students’ posttest was greater than the mean score of pretest. The difference between the mean score of pretest and posttest were caused by the treatment. It indicates that the application of Think-Pair-Share strategy in teaching reading give positive effect to the students’ reading comprehension. Based on the calculation of the students’ pretest and posttest before, it was obtained that t-test value was greater that t-table (see table 4.5). From that result, the researcher found that there was significance difference between the result of pretest and posttest. This means that the null hypothesis (H0) is rejected and the alternative hypothesis (H1) is accepted. It was proven by the development of students’ reading comprehension after giving treatment by applying Think-PairShare strategy. The supporting finding was shown in the difference between the posttest of the two groups where their difference was 21.33 (84.44-63.33), in which the experimental group was greater than the control group. In other words, the posttest of experimental group was greater than control group. The treatments for the students in applying Think-Pair-Share strategy allowed students to interact more frequently to other students and more active. In other words, they work cooperatively, pay attention, interested, and try to comprehend the text that they have been read. The teaching and learning process in this group was student-centered. While, the treatment for control group by applying conventional way allowed the students to work more individually and competitively. They do not interested to comprehend the text well because they have known that the teacher usually translates it for them and explain more the text later. Different with experimental group, the teaching and learning process in this group was more teacher-centered. Thus, it is clear to say that the acceptance of the hypothesis reveals that the treatment at the experimental group was better than the treatment at the control group. In other words, there is significance difference of the students’ reading

41

comprehension achievement after teaching reading by applying Think-Pair-Share strategy. 2. Students’ Interest toward the Application of Think-Pair-Share Strategy The result of distributed questionnaire showed that the students were interested toward the application of Think-Pair-Share strategy in teachinglearning reading activities of English classroom. The percentage of students’ questionnaire result showed that 20% students were strongly interested and 80% students were interested. It means that the students were engage to the classroom activities. In classroom activities, it can be assumed that the students were interested because they showed their enthusiastic in working cooperatively, pairing and sharing ideas. The students were excited in explore their ideas or opinion about the text that they have been read for example. It can be interpreted that the students were enjoy their English learning in reading activities through Think-Pair-Share strategy. From the discussion above, the researcher concludes that Think-PairShare strategy gives positive effect to the students’ reading comprehension of the second year students of SMA Negeri 3 Makassar. The students was also interested in learning English, in this case reading skill when it delivered by applying ThinkPair-Share strategy because they learnt cooperatively. The results are supported by the research of Buharsa (2011) that Think-Pair-Share strategy was effective in enhancing the students’ participation, especially in terms of sharing ideas, asking and answering questions. The different between this research and the previous research finding is related with the students’ interest. In this research, the researcher also states about the students’ interest toward the application of Think-Pair-Share strategy, that can strength and support the result of the research, in this case, the effectiveness of this strategy. While, the previous research finding did not state about the students’ interest toward Think-Pair-Share strategy. He only found the effectiveness of Think-Pair-Share strategy in teaching reading.

42

CHAPTER V CONCLUSION AND SUGGESTION

This chapter consists of two sections. The first section deals with conclusion of the research findings and the second deals with the suggestion based on the conclusion.

A. Conclusion

Based on the result of data analysis, research findings and discussion in the previous chapter, it can be concluded that the teaching of reading by applying Think-Pair-Share strategy is effective in developing students’ reading comprehension of the second year students of SMA Negeri 3 Makassar in academic year 2012/2013. It can be seen from the significant difference between the students score in posttest for both groups after giving the treatment (applying Think-Pair-Share). The result of the data analysis shows that the mean score of the experimental group’s posttest (84.44) was greater than the control group’s posttest (63.11) and the value of t-test was greater than the t-table (5.747 > 2.002). Besides, applying Think-Pair-Share strategy in reading activity is also interesting to the students and can develop their reading comprehension. It can be seen from the students’ participation in classroom activities and the result of questionnaire where 20% of students were strongly interested and 80% were interested.

B. Suggestion Based on the result of data analysis and conclusion above, the researcher proposes some suggestions as follows: 1. The English teacher should apply Think-Pair-Share strategy in teaching and learning process especially in teaching reading because it has been proved that students are highly interested to read and pay attention to the materials taught by the teacher when teacher allow them working cooperative each others in whole class

43

2. Reading is considered as very important skill since people can not understand

well to what they have been read. From this consideration, the teacher should be a good classroom manager to involve the whole students’ capability in learning and engage them in cooperative work. The teacher also should be a good decision maker to decide how to make the students interested in learning in order to improve their achievement and interest in English

44

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