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DAHRUL AHMAD AHYARUDIN

A PROPOSAL SEMINAR

THE TITLE

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

AT THE FIRST YEAR STUDENTS OFMA AL FATAH SOUTH LAMPUNG

THE TITLE

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

AT THE FIRST YEAR STUDENTS OFMA AL FATAH SOUTH LAMPUNG

CHAPTER 1

INTRODUCTION

THE PROBLEM OF MA AL FATAH

THINK-PAIR-SHARE STRATEGY

EDUCATIONAL EDUCATION MINISTRY’SCOMMANDMENT

THE CHARACTERISTICS & IMPLEMENTATION OF KTSP

THE FOUR SKILLS FOR SMA/MA STUDENTS

B. FORMULATION OF THE PROBLEM

Based on the background above, the writer formulated the problem as follows:

Is there any significant increase of students’ reading comprehension learning through Think-Pair-Share

Strategy at MA Al Fatah?

B. FORMULATION OF THE PROBLEM

Based on the background above, the writer formulated the problem as follows:

Is there any significant increase of students’ reading comprehension learning through Think-Pair-Share

Strategy at MA Al Fatah?

C.OBJECTIVE OF THE RESEARCH

In relation to the research problem above, the objective to be achieved is to find out whether Think-Pair-Share strategy can be used to increase the students’ reading comprehension significantly.

D. USES OF THE RESEARCH

Theoretically, it can be used as an alternative consideration when choosing the appropriate strategy in teaching reading.

Practically, the result gives information to the English teachers, especially in MA, whether Think-Pair-Share strategy can increase students’ reading comprehension.

E. SCOPE OF THE RESEARCH

• This research will be conducted to the first year students of This research will be conducted to the first year students of MA Al Fatah, South Lampung. The population of this research MA Al Fatah, South Lampung. The population of this research is the first year students of MA Al Fatah, South Lampung.is the first year students of MA Al Fatah, South Lampung.

• There are three reading texts of the 1st semester according to There are three reading texts of the 1st semester according to the syllabus of School Based Curriculum 2006 (KTSP) for the the syllabus of School Based Curriculum 2006 (KTSP) for the first year SMA/MA students, that is narrative, recount, and first year SMA/MA students, that is narrative, recount, and procedure text. Therefore, the materials taught will be based procedure text. Therefore, the materials taught will be based on those texts, and it will be focused on the implementation of on those texts, and it will be focused on the implementation of Think-Pair-Share (TPS) strategy in increasing the students’ Think-Pair-Share (TPS) strategy in increasing the students’ reading comprehension.reading comprehension.

• Concept of Reading and Reading Concept of Reading and Reading ComprehensionComprehension

• Concept of Think-Pair-ShareConcept of Think-Pair-Share

• The Procedures of Think-Pair-ShareThe Procedures of Think-Pair-Share

• The Advantages and Disadvantages The Advantages and Disadvantages of Think-Pair-Shareof Think-Pair-Share

• Theoretical AssumptionTheoretical Assumption

• HypothesisHypothesis

CHAPTER 2

• Concept of Reading and Reading Concept of Reading and Reading ComprehensionComprehension

• Concept of Think-Pair-ShareConcept of Think-Pair-Share

• The Procedures of Think-Pair-ShareThe Procedures of Think-Pair-Share

• The Advantages and Disadvantages The Advantages and Disadvantages of Think-Pair-Shareof Think-Pair-Share

• Theoretical AssumptionTheoretical Assumption

• HypothesisHypothesis

Some of theories:Some of theories:• Grellet (1981)Grellet (1981)• Nuttal (1982)Nuttal (1982)• Paulston (1967) in Ester (2008)Paulston (1967) in Ester (2008)• Christian and Mary (1976) in Darlis Christian and Mary (1976) in Darlis

(1998)(1998)• Frank Smith (1981)Frank Smith (1981)

CONCEPT OF TPS

Frank Lyman (1981)

Dr. Spencer Kagan (2001)

Nurhadi (2004)

C. The Procedures of Think-Pair-Share

• ThinkThinkTeacher poses a problem or asks an open-Teacher poses a problem or asks an open-ended question related to the reading ended question related to the reading material. It benefits to provoke the students' material. It benefits to provoke the students' thinking. The students should take a few thinking. The students should take a few moments just to think about the question or moments just to think about the question or problem. The students should think and find problem. The students should think and find the answer individually.the answer individually.

• PairPair Using nearby neighbors, or a desk mate, Using nearby neighbors, or a desk mate,

students pair up to talk about the answer of students pair up to talk about the answer of the problem/ question. The students asked the problem/ question. The students asked to discuss the result of their individual to discuss the result of their individual thinking with their pairs for about 4 up to 5 thinking with their pairs for about 4 up to 5 minutes.minutes.

• ShareShareStudents talk in pairs, the teacher calls for Students talk in pairs, the teacher calls for pairs to share their thinking with the rest of pairs to share their thinking with the rest of the class. It is useful to create the peer-the class. It is useful to create the peer-feedback because what one pair thinks and feedback because what one pair thinks and discusses always differs with what other discusses always differs with what other pairs think. Other pairs will give argument, pairs think. Other pairs will give argument, suggestion, or revision when they find suggestion, or revision when they find contrary opinion of another pair.contrary opinion of another pair.

D. The Advantages and Disadvantages of Think-Pair-Share

• increases quality of student responses. increases quality of student responses.

• Students become actively involved in thinking about the Students become actively involved in thinking about the concepts presented in the lesson. concepts presented in the lesson.

• Think-Pair-Share is easy to use on the spur of the Think-Pair-Share is easy to use on the spur of the moment. moment.

• Easy to use in large classes.Easy to use in large classes.

• Students are more willing to take risks and suggest ideas Students are more willing to take risks and suggest ideas because they have already ‘tested’ them with their partner.because they have already ‘tested’ them with their partner.

The Advantages of Think-Pair-Share

The Disadvantages of Think-Pair-Share

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There is no equal participation. Although each student within the group has an equal opportunity to share. It is possible that one student may try to dominate.

When the number of students is not even, for instance 25 students, so there may be a group with odd number.

Time consuming. This strategy may be time consuming if the class is big and the teacher cannot create an

amusing classroom atmosphere.

E. Theoretical Assumption

From all literatures reviewed above, the writer assumes that Think-Pair-Share seems to have an impact in

increasing students’ reading comprehension through the three stages or phases – that is thinking, pairing,

and sharing.

F. Hypothesis

Concerning with the theories and the assumptions above, the writer would

like to formulate hypothesis as follows:

There is increase of students’ reading comprehension achievement after being taught through Think-Pair-Share strategy.

A. RESEARCH DESIGN

ONE GROUP PRE-TEST – POST-TEST DESIGN

FORMULA:T1 X T2

T1 : PRE-TESTX : TREATMENTST2 : POST-TEST

B. POPULATION

One class of the five classes of the first year studentsof MA Al Fatah, South Lampung

& SAMPLE

The population of this research is the first year studentsof MA Al Fatah, South Lampung

for the academic year 2008/2009

C. DATA COLLECTINGSTRATEGY

POST-TEST

PRE-TEST

D. RESEARCH PROCEDURES

Determining Population & Sample

Selecting & Determining Materials

Conducting Try Out

Preparing Pre-test & Conducting it

Conducting the Treatments

Conducting Post-test

Analyzing the Data

Scoring Pre-test & Post-test

Tabulating the Result of the Test

Drawing Conclusion FromThe Tabulated Results of Both Test

Calculating the Mean of Both Test

F. TREATMENTOF

THE DATA

(THE PROCEDURES)

Normally Test

Random Test

G. HYPOTHESIS TESTING

The hypothesis will be analyzed by using statistical computerization (SPSS 15.0), in which the significancewill be determined by p<0.05 or in other words, hypothesisis approved if sign. < 0.05.

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