Susanto, Nasih Iwan (2011) Improving the reading comprehension of the second year students of MTs Nurul Islam Kota Kediri through think-pair-share strategy / Nasih Iwan Susanto. Masters thesis, Universitas Negeri Malang.
Full text not available from this repository.Abstract
Thesis English Language Education Graduate Program of State University Of Malang. Advisors (1) Dr. Enny Irawati M.Pd. (II) Drs. Fachrurrazy M.A. Ph.D Key Words reading comprehension think-pair-share strategy. Reading is considered as a complex skill it requires not only the reading activity but also ability to understand the content. Based on the researcher s observation in MTs Nurul Islam Kota Kediri the students can hardly comprehend the reading text even in the simple text. This is because in comprehending the text they must focus attention on many aspects such as identifying information discriminating elements interpreting complex ideas inferring text Synthesizing and evaluating. These aspects can affect the students to master reading text. Consequently the students find problems in comprehending the text. Sometimes in doing their task they just answer questions using incomplete sentences or only guess the answers. To overcome these classroom problems this Think-Pair-Share (TPS) strategy was applied to improve the students reading comprehension in English as the research. The objective of the research is to describe how Think-Pair-Share strategy improves the students reading comprehension. The research employed a collaborative classroom action research design in which the researcher and the collaborative teacher worked together in preparing a suitable procedure of Think-Pair-Share strategy designing the lesson plan determining of the criteria of success implementing the action observing and doing reflections. The subjects of this research were 26 second-year students of MTs Nurul Islam Kota Kediri of the 2010/2011 academic year. This research was conducted in 2 cycles in which Cycle 1 comprised three meetings and Cycle 2 comprised two meetings. The data of this research were obtained through (1) observation sheet to obtain information about teacher s and the students activities and performance during the implementation of Think-Pair-Share strategy (2) field notes to note the data beyond the coverage of the observation sheet (3) quiz to identify whether the students had made progress in reading comprehension and (4) questionnaire to get information from the students whether the strategy applied could lead the students to be actively involved during the teaching and learning process. The findings showed that the best procedures of implementing the Think-Pair-Share strategy in teaching-learning of reading comprehension were divided into three phases. The first phase was pre- activities (1) showing pictures to the students and asking some oral questions related to the pictures (2) asking the students to predict the topic that will be discussed (3) asking the students to mention words that might be used in the text and writing the words predicted on the board. The second phases was whilst- activities (1) asking the students to read the text silently (2) giving a model on how to read the text and asking the students to repeat and underline the difficult words (3) clarifying the meaning of difficult words (4) explaining the content of the text (5) giving time to students for asking something that they still don t understand (6) asking the students to answer yes-no questions orally (7) explaining the steps and activities the students will do in this reading class (8) asking the students to answer comprehension questions individually and circulating and providing assistance if needed (9) assigning the students to sit in pairs (10) asking the pairs to discuss of the comprehension questions and encouraging the students to help each other monitoring and providing assistance if necessary (11) asking the pairs to report their answer. The third phase was post activities (1) rechecking the students answers (2) writing down the right answers on the board and (3) making conclusions of the topic and closing the class. The research showed that the implementation of Think-Pair-Share strategy in the teaching-learning of reading comprehension is effective in improving the students comprehension skill. It could improve the students ability and achievement in reading comprehension. Moreover students were actively involved in the class using Think-Pair-Share strategy in terms of sharing ideas asking and answering questions. In addition the students participation perception and motivation toward the implementation of Think-Pair-Share strategy were positive. It is suggested that teachers use Think-Pair-Share strategy as one alternative in the teaching of reading comprehension in the classroom and other English instructions. The findings showed that the implementation of Think-Pair-Share strategy that had been proven to improve the students reading comprehension as well as enhancing students participation in terms of sharing ideas discussing and reporting the answer was closely related to the role of the teacher. It is also recommended for future researchers who are interested in the same field conduct further research at the same or other level of students.
| Item Type: | Thesis (Masters) |
|---|---|
| Subjects: | L Education > L Education (General) |
| Divisions: | Fakultas Sastra (FS) > Departemen Sastra Inggris (ING) > S2 Pendidikan Bahasa Inggris |
| Depositing User: | Users 2 not found. |
| Date Deposited: | 21 Sep 2011 04:29 |
| Last Modified: | 09 Sep 2011 03:00 |
| URI: | http://repository.um.ac.id/id/eprint/58565 |
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