The Effectiveness of Using TPS (Think-Pair-Share) strategy to Improve Students Reading Comprehension of The First Grade at MTsN Aryojeding Rejotangan Tulungagung in Academic Year 2013/2014

Afrilianti, Afrilianti (2014) The Effectiveness of Using TPS (Think-Pair-Share) strategy to Improve Students Reading Comprehension of The First Grade at MTsN Aryojeding Rejotangan Tulungagung in Academic Year 2013/2014. [ Skripsi ]

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Abstract

Keywords: Effectiveness, Think-Pair-share Strategy, Reading Comprehension. English has four skills, namely reading, writing, speaking and listening. Reading is one of those, which is the proses interaction between the reader and the text. Usually, to interact with the text the students find out some problem, like the meaning of vocabulary. And some of them feel that reading is boring activity. As an English teacher, we should help them to love reading activities which find out the interesting method or strategy in English teaching and learning, especially in mastering reading comprehension. Based on explanation above, the writer interested to find out the effect of treatment by Think-Pair-Share strategy to improve students‟ reading comprehension of the first grade at MTsN Aryojeding Rejotangan Tulungagung in academic year 2013/2014. The problems proposed in this study are: (1) how is the students‟ achievement in reading comprehension before being taught by using TPS strategy? (2) How is the students‟ achievement in reading comprehension after being taught by using TPS strategy? And (3) is there any significant before and after being taught by using TPS strategy? Purposes of this research are: (1) to investigate the students‟ reading comprehension before being taught by using TPS strategy. (2) To investigate the students‟ reading comprehension after being taught by using TPS strategy. (3) To find out the significant differences of students‟ reading comprehension before and after being taught by using TPS strategy. Method of this research: This research uses pre-Experimental Design using quantitative approach with one group pre-test and post-test design. It is intended to find out any significant difference on the students‟ reading achievement before and after taught using TPS strategy. The population of this study was all the 7th grade students at MTs Negeri Aryojeding Rejotangan Tulungagung. While, the sample was VII F class that consists of 39 students. The research instrument that was used is test. Test is administered toward one group of students that is class 7F. It administered before conducting treatment that is called pre-test and also administered after conducting treatment that is called post-test. Treatment that is used is by TPS srategy. The data of this research is students score in pre-test and post-test, and to analysis that data the writer used t-test manual with formula. t = √Σ The result of this study showed that the mean of students‟ score of pretest before they are taught being using TPS strategy to improve reading comprehension was (64.3). While the mean of students „score after they are taught being using TPS strategy was (81.2). The t-count was (7.507), whereas t-table with significant level 5% was 2.021. So, t-count was greater than t-table. It means that Ha which states that there is significance different in using TPS strategy to improve students‟ reading comprehension of the 7th grade at MTs Negeri Aryojeding Rejotangan Tulungagung is accepted. Whereas, Ho which states that there is no significant different in using TPS strategy to improve students‟ reading comprehension of the 7th grade at MTs Negeri Aryojeding Rejotangan Tulungagung is rejected. In other words, TPS strategy to improve students‟ reading comprehension can be used as an alternative strategy to improve students‟ reading comprehension at junior high school, especially for 7th grade.

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