INFLUENCE OF THINK-PAIR-SHARE TECHNIQUE
ON THE STUDENTS’ READING ABILITY
AT THE EIGHTH GRADE STUDENTS OF SMP PGRI
BATUCEPER TANGERANG
PAPER
Submitted To the English Department of STKIP Setia Budhi
Rangkasbitung As A Partial Fulfillment Of requirement
For Sarjana Pendidikan Degree
Written by:
DHEVIE FUJI LESTARY
NIRM: 4322306020237
ENGLISH DEPARTMENT OF
SEKOLAH TINGGI KEGURUAN DAN ILMU PENDIDIKAN
SETIA BUDHI RANGKASBITUNG
2011
INFLUENCE OF THINK-PAIR-SHARE TECHNIQUE
ON THE STUDENTS’ READING ABILITY
AT THE EIGHTH GRADE STUDENTS OF SMP PGRI
BATUCEPER TANGERANG
Name:DHEVIE FUJI LESTARY
NIRM: 4322306020237
Approved by
ADVISOR I
ADVISOR II
NIP : NIP :
Legalized by
Chief of stkip setia budhi Head of English
Rangkas bitung Education study program
Drs pupun sampurna mpd,
NIDN : NIP : 132 146 925
INFLUENCE OF THINK-PAIR-SHARE TECHNIQUE
ON THE STUDENTS’ READING ABILITY
AT THE EIGHTH GRADE STUDENTS OF SMP PGRI
BATUCEPER TANGERANG
Name:DHEVIE FUJI LESTARY
NIRM: 4322306020237
ABSTRACT
This research investigates using Think-Pair- Share Technique in teaching reading comprehension. It is an experimental research at the eighth grade students of Sekolah Menengah Pertama (SMP) PGRI BATUCEPER TANGERANG . Based on main problem, this research aimed to find out ability of the student reading comprehension with and without using Think-Pair- Share Technique, and also finding out the effectiveness of Think-Pair- Share Technique in teaching reading.
To answer question, the writer collect data from 60 students spread in two classes, one class as the experiment class, another as the control class by applying experimental research. The population is the Eighth grade students of Sekolah Menengah Pertama (SMP) PGRI BATUCEPER TANGERANG of academic year 2010/2011, while class VIII1 as experiment class and class VIII2 as control class are taken as sample. The data is gathered through the test. Based on the hypothesis, the result of the data shows that there is significant difference between the experimental and the control group. The difference is that the students reading comprehension that used Think-Pair- Share Technique can get better score than who do not used Pre Reading Activities
Based on the data collected from the students showed that the t value is higher than t table, so the null hypothesis is rejected. It means there is an influence of Think-Pair- Share Technique on student reading ability. So the students have responsibility and feel enjoy the learning process. It means that think-Pair- Share Technique can be used as one of the alternative to teach reading.
In reference to the result of study, the writer recommend that this study , especially the research about Think-Pair- Share Technique that can improve student’s reading comprehension need to be more elaborate by student learning English in order to improving their reading comprehension. Thus, further research is suggested to conduct the investigation of other teaching method or strategy that can be applied by teacher to encourage their student in reading comprehension.
PREFACE
Assalamu’alaikum wr, wb
In the name of Allah the Most Gracious and The Most Merciful,
Alhamdulillah,The writer has finally accomplished this research. This thesis is a partial fulfillment for the requirement to sit for the examination of Sarjana Pendidikan at English Department of STKIP SETIA BUDHI, Rangkasbitung.This research tries to find the effectiveness reading comprehension using Think-Pair-Share Technique. The thesis entitled “INFLUENCE OF THINK-PAIR-SHARE TECHNIQUE ON THE STUDENTS’ READING ABILITY AT THE EIGHTH GRADE STUDENTS OF SMP PGRI BATUCEPER TANGERANG ”. It is expected that this research can give some contribution for the language learning development especially in teaching English to the student of language program of Junior High School.
It realized that might be some point the escape for the writer’s awareness. Therefore, comment and some suggestions are welcome and appreciated. Eventually, the writer experts that a piece of this writing will be beneficial input to the reader, especially for those who are interested in language research.
Rangkasbitung, ………….. 2011
The Writer
DEDICATION
The writer dedicated this thesis to :
Her beloved parents
Her beloved husband
Her beloved child……………………….
And to all people who encourage her in English Education
ACKNOWLEDGEMENT
In The Name Of Allah, the Beneficent and the Merciful.
All praise and gratitude be to Allah for the health and strength the enable the writer to complete the thesis, peace and blessing is upon Prophet Muhammad, His families, his relatives and his followers.
The thesis is written to fulfill one of requirements to obtain the Sarjana Pendidikan degree at the English Department of STKIP Setia Budhi Rangkasbitung. The writer greatly indebted to many people to discussion and arguments in which the thesis is based on this opportunity, the writer to convey his sincere gratitude to:
1…………………………. as the head of STKIP Setia Budhi Rangkasbitung.
2……………………….. , as the writer’s advisor I for his patience sincerity in guiding for the writer to carry out this thesis from beginning to the end.
3. …………………….. as the Head of English Language Study Program and the Advisor II for his kindness and guidance.
4.All the lectures of language program of STKIP Setia Budhi Rangkasbitung who have taught and trained the writer to their knowledge.
5……………………… as the Principle of Sekolah Menengah Pertama (SMP) PGRI Batu Ceper Tangerang who have given the writer permission to research this thesis.
6.My beloved parents for praying all day and night for my successful.
7.My beloved husband who has given attention and great support for me in completing program of study at STKIP Setia Budhi Rangkasbitung.
The writer realized that this work is still far from percent, constructive criticism and suggestion are welcome to make this work.
At least may thesis be useful for English teacher, linguists and students as well as to those read thesis.
Tangerang, …………….2011
The Writer
TABLE OF CONTENT
TITLE .
APPROVAL SHEET
ABSTRACT
PREFACE
DEDICATION
ACKNOWLEDGEMENT
TABLE OF CONTENTS
LIST OF. APPENDICES
CHAPTER I INTRODUCTION
1.1. The Background Of The Problem
1.2. The Identification Of The Problem
1.3 The Limitation Of The Problem
1.4 The Formulation Of The Problem
1.5 The Objective Of The Research.
1.6 The Uses of Research.
1.7 The Scope of Research.
1.8 The Hypothesis
1.9 Operational Definition
1.10 The Organization Of Paper
CHAPTER II LITERATURE REVIEW
2.1 The Definition of Reading Comprehension
2.2 The Types of Reading Comprehension
2.3 The Factors Influencing In Reading Comprehension
2.4 The Think-Pair-Share Technique
2.4.1 The Definition of Think-Pair-Share
2.4.2 Principle of Think-Pair-Share of cooperative learning
2.4.3 The Teacher Role in Think-Pair-Share Technique
2.4.4 The Procedure of Think-Pair-Share Technique
2.4.5 The Advantages and Disadvantages of Using Think-Pair Share Technique
CHAPTER III RESEARCH METHODOLOGY
3.1 Research Design
3.2 The Population and sample
3.3 Procedure of the Research
3.4 Research Instrument
3.5 Data Collecting Technique
3.6. Quantitative Data Analyzing Technique
CHAPTER IV DESCRIPTION AND ANALYZING THE DATA
4.1.The Data of Teaching Reading by Using Think-Pair-Share Technique (X. Variable)
4.1.1. The Description of Data
4.1.2. The Table of Frequency Distribution Data.
4.2 The Data Of Teaching Reading by Using Traditional Method (Y. Variable)
4.2.1 The Description of Data.
4.2.2 The Table of Frequency Distribution Data.
4.3. The Analysis of Data.
4.4 The Research Result…
4.5 The Research Findings
CHAPTER V CONCLUSSION AND SUGGESTIONS
5.1 Conclusions
5.2. Suggestions
REFERENCES
APPENDICES.
.
LIST OF TABLES AND FIGURES
Appendix 1 The Test of Reading Comprehension
Appendix 2 The List of Answers.
Appendix 3 The‘’T’’ Tabel of df.
figure 1 The Histogram of -Test Data in Experimental Group
figure 2 The Histogram of -Test Data in Control Group
CHAPTER I
INTRODUCTION
1.1 The Background Of The Problem
English is one of international languages, which is used throughout the world and also English is used in many fields of life such as: in Politics, Economics, Social and Education. Therefore, English as a language in international communication is clearly needed by many learners to deliver thought and interact in a variety of situation. English is one of the foreign languages for Indonesian students that must be learning in school since kindergarten level until University level.
English is considered as a difficult subject for the Indonesian students, because English is completely different from Indonesian language being look at from the system of structure, pronunciation and vocabulary. English teaching involves of four language skills, they are Listening, Speaking, Reading and Writing. In teaching and learning a language, there are four aspects that support four language skills above such as: grammar, vocabulary, spelling and pronunciation that are also taught in English teaching and learning process
English as a subject matter in school covers the four basic language skill: reading, speaking, writing and listening. In every subject, students learning activities involve reading.Readingis one of the complex ways in learning English. It is kind of activity to comprehend the writer’s idea or the way the writer communicates with the readers by way of the written or printed words.Readingis important for everybody in order to cope with new knowledge in the changing world of technological age.
The reading skill becomes very important in education field, students need to be exercised and trained in order to have a good reading skill.Readingis also something crucial and indispensable for the students, because the success of their study defends on the greater of their ability to read. If their reading is poor they are very likely to fail in their study or at least they will have difficulty in making progress. On the other hand, if they have good ability in reading, they will have a better chance to success in their study.
Readingis the most emphasized in English teaching and learning process, quite simply, without solid reading second language readers cannot perform at levels they must succeed in reading. Thus, reading is not passive but rather an active process, involving the reader in on going interaction with the text .Furthermore; reading constantly involves guessing, predicting, checking and comprehending.
Teaching reading for junior high school students must be differed from children in elementary school because of their different characteristic of psychological background. Peer approvals maybe considerably more important for the student than the attention of the teacher which, for younger children is so crucial. It is important for considering their classmates as the motivation in deep learning of improving teaching learning process of reading. Students must be encouraged to respond the text and situation with their own thoughts and experience, rather than just answering question and doing abstract activities. English teacher must give them tasks which they are able to do, rather than humiliating risk.
InIndonesia, some English teachers still use traditional or conventional method to teach reading. Conventional method usually makes students bored because the method is monotonous and the students are not or discussion active, so it makes the learners get bored. One of the ways to make the teaching reading effective is making the student active. So they enjoy learning and they can improve their reading skill.
A small part of school environment is Classroom; the classroom is top school activities. Whether or not an education program succeeded, it is started from the classroom. The successful teaching learning process is influenced by many factors, namely environment, teachers, pupil and teaching learning process in the classroom, tools and situation of the evaluation.
Classes always consist of good students and weak students. These weak students sit in isolation as they lose confidence in their ability in learn English. Working in group, therefore, is believed to help solve the problem. Shy students who don’t like speak in large class are more comportable speaking out in smaller group. Group members can complement each another strength and weakness in English each students has different background and ability in English, which they can bring to the group.
The English teachers are often faced with problem of students having good decoding skill but inadequate comprehension skill; they need to be able to successfully train students to use good technique, which provide students with the opportunity to reveal their independently-generated copying technique, thus, ensuring internalization of strategies, as well as sharing those techniques with other reader. .
When the teacher uses the traditional setting, or model, they begin with an objective and presents primary instructions to the class. Primary instruction is mostly presented in the form of lecturers, text book readings, teacher-lie discussion or possible combination of any of these procedures. The traditional setting is just with rows of desks and teacher’s desk at front.
To help students have better understanding when they read. Many reading methods have been used in classroom alternately. The result shows that some are successful with particular group students but some are not. Actually, what should be taken into consideration now is the way the knowledge is presented. As we know, teacher centre approaches taking place in tradition classroom do not produce active recipients and results fossilized language learning. It is not effective enough to promote language acquisition.
Think-Pair-Share technique is very simple to apply. It is observes that Think-Pair-Share technique effects increasing the academic success in addition to the social and intellectual abilities of the students. Various research have shown that especially at the primary, secondary and university level that Think-Pair-Share technique is effective in learning process of theoretical course, in the development of critical thinking process of students, not only in their ability to express themselves, but also in their communication skill. In Think-Pair-Share, student may enjoy from time to time getting away from the usual pattern of reading the story or article aloud at sight. This is particular true of better readers; what may be undesirable as routine procedure has real value as an occasional variation. By seeing the problem, it is important that study English especially reading should be done. The writer hope there will be an improvement in teaching of English.
At SMP PGRI Batu Ceper Tangerang. Many reading techniques have been used in teaching English in classroom alternately. The result show that some are successful with some students but some are not. Traditionally, the teacher uses the traditional setting, or model, the teacher doesn’t need to divide his students into pairs, he just discussed the lesson in large group or in classroom setting. Students have only a little chance to express their opinion because the teacher speaks all the time. They get knowledge just from the teacher’s explanation. The students focus all attention upon the teacher and discourage communication among students. All that they have to do is just listen their teacher and make notes for useful information. This strategy is a strategy without pairs’ work. The students only receive the knowledge from their teacher: they don’t explore the knowledge themselves.
Based on the background above, the writer tries to raise the case of her thesis AND I USE THINK-PAIR-SHARE TECHNIQUE AS TECHNIQUE IN MY THESIS
en title; INFLUENCE OF THINK-PAIR-SHARE TECHNIQUE ON THE STUDENTS’ READING ABILITY AT THE EIGHTH GRADE STUDENTS OF SMP PGRI BATU CEPER TANGERANG
1.2 The Identification Of The Problem
The problem that is going to be discussed in this study is as follows:
- Are the students interested in Think-Pair-Share technique?
- Do the students become more active in reading?
- Is it easier to understand the reading passage after Think-Pair-Share technique activities?
1.3 The Limitation Of The Problem
The writer limits the problem in teaching reading using Think-Pair-Share technique at The Eighth Grade Students of SMP PGRI Batu Ceper Tangerang
1.4 The Formulation Of The Problem
The limitation of problem above can be formulated the problem as follows;
“Is there any influence of Think-Pair-Share technique on students’ reading ability in the eighth grade students of SMP PGRI Batu Ceper Tangerang?”
1.5 The Objective Of The Research
The objective of the problem is to find the influence of think-pair-share technique on reading ability at the eighth grade students of SMP PGRI Batuceper Tangerang. The writer hopes that using think-pair-share technique could be better way for the teacher in teaching reading comprehension.
1.6 The Uses of Research.
The uses of research are as follows:
1. for the students:
The research intends influence of think-pair-share in teaching reading comprehension will give good impact to the students. Students can optimize their reading ability and more motivate in learning English.
2. for the teachers:
The result is expected to be useful for the writer herself and for the entire English teacher who might use this technique when they teach reading.
1.7 The Scope of Research.
The Scope of study is teaching reading skill by using Think-Pair-Share technique. This research will conduct at the Eighth Grade Students of SMP PGRI Batu Ceper Tangerang
The writer use the Eighth Grade students and use 30 students as experiment class and 30 students as control class. The data on language skill will be taken from the test result.
1.8 The Hypothesis
Hypothesis is guessing or supposition tentative statment about things we observe in order to understand.
In this paper,the hypothesis consists:
- Null Hypothesis
There is no significant difference on students’reading ability with and without Think-Pair-Share Technique. (Ho)
- Alternative Hypothesis
There is significant difference on students’ reading ability with and without Think-Pair-Share technique in rading comprehension. (Ha)
In accordance with the basic assumption, the writer will formulated hypothesis as follows:
“The students who are taught using Think-Pair-Share technique can be predicted that they have ability on reading comprehension”
1.9 Operational Definition
The writer will describe again two variables as explained before.
1. Reading skill
Reading skill is a complex process involving many different types of higher level thinking skills
- Think-Pair-Share technique
Think-Pair-Share technique is a technique Involves a three steps cooperative structure. During the first steps individuals pair up during the second step and exchange thought. In the third steps, the pairs share their Reponses with other pairs. Other team or the entire group
1.10 The Organization Of Paper
The Paper is divided into five chapters.
Chapter I is introduction, in this chapter the writer describes background of the problem, identification of the problem, limitation of the problem ,formulation of the problem ,objective of the problem ,the uses of research., the scope of research., hypothesis, operational definition ,and organization of paper
Chapter II is literature review divided into definition reading comprehension, the types of reading the purpose of reading, , the definition of think-pair-share technique, the teacher role in think-pair-share technique, the procedure of think-pair-share technique and the advantages and disadvantages of using think-pair-share technique.
Chapter III is research methodology describe research design, the population and sample, procedure of the research, research instrument, data collecting technique and quantitative data analyzing technique.
Chapter IV is Description And Analyzing The Data consist of The Data of Teaching Reading by Using Think-Pair-Share Technique (X. Variable), The Description of Data, The Table of Frequency Distribution Data, The Histogram in Experimental Group, The Data Of Teaching Reading by Using Traditional Method (Y. Variable),The Description of Data.,The Table of Frequency Distribution Data. ,The Histogram of in Experimental Group,The Analysis of Data,The Research Result,and The Research Findings
Chapter V Conclusion and Suggestions
CHAPTER II
LITERATURE REVIEW
2.1 The Definition of Reading Comprehension
Reading comprehension is a complex process which comprises the successful or unsuccessful use of many abilities .When we read, we should be able to recall information afterwards. Meanwhile, according to Jannette Klingner “Reading comparison is the process of constructing meaning by coordinating a number of complex processes that include word reading, word and word knowledge, and fluency (Wainwrigth, 2007:37)
In reading their subject text books students frequently meet unknown words or phrases. For example, scanning heading and sub–heading, and skimming through text, can give an overview and set the scene. Using the index to a book and finding a word’s initial occurrence could often lead to finding definition or explanation (Jordan, 1997:147)
2.2 The Types of Reading Comprehension
There are veriety of spcific comprehension abilities,these abilities grow out of the purposes for which material is read.the more important specific comprehension abilities are:
- Reading for factual information
The reader would attend to detiled information and,as well,to fundamental concepts about the information of the scenic point.these foundamental concepts should be read to be retained.reading for specific information is ,in general,reading to remember somewhat isolated facts and concepts.
- Reading to organize
Organized information is more usable and is more likely to be retained.in order to use reading effeciently as an aid learning.
- Reading to evalute
Reading to evalute is a type of comprehension in which the reader appraises the worth while ness, the relevancy, or the accuracy of one or more passage.
- Reading to interpret
Reading to interpret involves a high order of reasoning with the material read And includes those reading comprehension abilities the reader uses to restructuralize the information presented so that he can uderstand its implication.
- Reading for apreciation
Reading for apreciation is impressionistic reading which carries the reader somewhat beyond the stated elements of the discourse.(Guy L..Bond,Eva Bond Wagner 1960:207)
2.3 The Factors Influencing In Reading Comprehension
Based on Henry Bamman theory Factors Influencing In Reading Comprehension are :
- a. Intelligent
The quality and quantity of comprehension will often be detremined by purpose which the child has for reading
- b. Experience
The boy or girl with limited experiences may have difficulty in comprehending many of the ideas and activities with other childreen are fammiliar before they come to school.
- c. mechanics of reading
The smooth flows of words into phrases,phrases into sentences,and sentences into pharagraphs is an essential in comprehension.
- d. interest and interst span
The avarage person is interested in those things which are related to his best aptitudes and interest span is related to personality factors.
- e. skill of comprehending
Another obvious factors which influences the depth and amount of comprehension is the skill which the child has developedfor the purpose (Henry A .Bamman ( 1963:220-223)
Therefore ,it is the teacher’s duty in teaching reading to prepare the activities which can develop the students ability to improve their reading comprehension.the activities should be purposeful,should relate to the students ‘s experiences and interest .
2.4 Think-Pair-Share Technique
Think Pair Share is a cooperative learning discussion technique introduced first by Frank Lyman and his team of educators in Maryland, USA. Think-Pair-Share is a strategy designed to provide students with “food for thought” on a given topics enabling them to formulate individual ideas and share these ideas with another student. It is a learning strategy developed to encourage student classroom participation. Rather than using a basic recitation method in which a teacher poses a question and one student offers a response, Think-Pair-Share encourages a high degree of pupil response and can help keep students on task
There are three stages of student action, with a focus on what students are going to be doing at each stage.
a.Think
The teacher begins to spark student thinking with a question, prompt or observation. The students then pause to THINK about the question. The “think” step may require students merely to be quiet for a few moments and ponder their thoughts about the question. They may write some thoughts in response to the question
b.Pair
Students PAIR up to talk about the answer each came up with. They compare notes and identify the answers they think are the most interesting or best fit the task at hand.
c.Share
Students share with one another first and then the teacher calls for pairs to SHARE their thinking with the others in the class. Go around the groups calling on each pair. In the “share” step of the strategy, students can share their ideas in several ways. One way is to have all students stand, and after each student responds, he or she sits down, as does any student with a similar response. This continues until everyone is seated. Another way is to move quickly through the class, having students respond quickly, one after the other, or to have a class vote. Responses can be recorded on an overhead projector or on a graphic organizer for future discussions. Another variation is to stop after the “pair” step, and have students write their ideas. Collect students’ responses and assess any problems in understanding.
2.4.1 The Definition of Think-Pair-Share Technique
There are a lot of definition about Think Pair Share that have been given by expert, some of them are :
“Think Pair Share is most useful and beneficial for students because it organizes and structures their discussion. It minimizes off task behavior and has accountability built in because students must report to each other, and then out to the class”. (http://olc.spsd.sk.ca/DE/PD/instr/strats/think/index.html)
According to David and Roger Johnson “Think-Pair-Share Technique is the procedure of the experiment was as follows: The students read silently the reading passages for 10 minute. During this step, individuals thought silently about a question posed by the in structure. Individuals’ pair up and exchange thoughts for 20 minutes. The pair’s are given 30 minute to share their responses with other pairs, other teams, or entire group” (David & Jhonson, 2004:26)
“ Think-Pair-Share strategy is designed to differentiate instruction by providing students time and structure for thinking on a given topic, enabling them to formulate individual ideas and share these ideas with a peer. This learning strategy promotes classroom participation by encouraging a high degree of pupil response, rather than using a basic recitation method in which a teacher poses a question and one student offers a response” (International Reading Association National Council of Teachers of English,2011)
2.4.2 Principle of Think-Pair-Share of Cooperative Learning
There are some principles to differentiate between Think-Pair-Share technique and traditional classroom activity. The basic elements should be applied by the teacher in implementing Think-Pair-Share technique the following are the five basic elements of cooperative learning. Johnson and Holubec proposed five essential elements of cooperative learning. The five essential elements are as follow; positive interdependence, promotion interaction, individual accountability, social skill, group processing (Sharon 1999:58).
1. Positive Interdependence
In cooperative learning teacher create a situation in which student work together in a small group to maximize the learning of all members, sharing their resources, providing mutual support, and celebrating their join success, and to makes students feel need help each other. One learner are linked with others, it’s mean the success of one learner is dependent on the success of other learners. Within every cooperative lesson, positive goal interdependence must be established. Learn the assigned material and make sure that all members of your group learn the assigned material. In order to strengthen positive interdependence by achieve the goal; join reward, divided resources, and complementary roles.
2. Face-To-Face Interaction
Once teacher s establish positive interdependence, they need to maximize the opportunity for students to promote each other’s success by helping, assisting, supporting, encouraging, and praising each other’s efforts to learn. Face to face interaction demand the learner in group can face to face each so they can do the dialogue, not only with teacher but also with other learners. This interaction make possible to the learner can be learning of resource so learning of resource can be more variation. There are cognitive activities and interpersonal dynamics that only occur when student get involved in promoting each other’s learning. These include orally explaining how to solve problems, discussing the nature of the concepts being learned, teaching one’s knowledge to classmates, and connecting present with past learning. Social modeling, social support, and interpersonal rewards all increase as the face to face interaction among group members increase.
3. Individual and Group Accountability
Individual accountability exists when the performance of each individual student is assessed and the result are given back to the group and the individual. It is important that the group members know who needs more assistance, support, and encouragement in completing the assignment. it is also important that the members know that they cannot” hitchhike” on the work of others. The purpose of cooperative learning group is to make each member a stronger individual in his or her own right. Students learn together so that they can subsequently perform more highly as individuals. To ensure that each member is strengthened, students are held individually accountable to do their share of the work.
4. Interpersonal and Small-Group Skill
Teacher must provide opportunities for group members to know each other, accept and support each other, communicate accurately and resolve differences constructively. Contributing to the success of a cooperative effort requires interpersonal and small group skills. Placing socially unskilled individuals in a group and telling them to cooperate does not guarantee that they will be able to do so effectively. Person must be taught the social skills for high-quality cooperative and be motivated to use them. Leadership, decision making, trust-building, communication and conflict-management skill have to be taught just as purposefully and precisely as academic skills.
5. Group processing
Group processing exist when group members discuss how well they are achieving their goals and maintaining affective working relationship. Groups need to describe what member action is helpful and unhelpful and make decisions about what behaviors to continue or change. Students must also be given the time and procedures for analyzing how well their learning groups are functioning and the extent to which students are employing their social skills to help all group members to achieve and to maintain effective working relationships within the group.
2.4.3 The Teacher Role in Think-Pair-Share Technique
The role of teachers in Think-Pair-Share technique is very important because the success of this Technique depend on the role of the teacher.
There are five roles, first is the teacher as inquirer, second is the teacher as creator, third is the teacher as observer, the fourth is the teacher as facilitator and the teacher as change agent.”
Key elements of Think-Pair-Share technique teacher’s role:
1.The teacher as inquirer
Think-Pair-Share technique teachers are continually examining and questioning their belief, values, and assumption..
2.The teacher as creator
.According Johnson “The teacher’s roles are a creator are creating the social climate, setting goals, planning and structuring the task, establishing the physical arrangement of the classroom, assigning materials and time”(Kessler,1992 : 155)
3. The Teacher as Observer
The teacher of cooperative classroom must constantly observe how group work. Observation replaces the traditional role of presenting information. Observation will indicate to the teacher when group’s activities are more or less educative, when group are learning or have become bogged down in unproductive labor.
4. The teacher as facilitator
The role facilitator means that the teacher is prepared to step aside to give the learner a more meaningful role.
5. The teacher as change agent
“The degree of change at the teacher level is strongly related to the extent teachers interact with one other.
2.4.4.The Procedure of Think-Pair-Share Technique
The procedure of the experiment was as follows:
- The students read silently the reading passages for 10 minute. During this step, individuals thought silently about some questions.
- Individuals’ pair up and exchange thoughts for 20 minutes.
- The pair’s are given 30 minute to share their responses with other pairs, other teams, or entire group.
- The students had their -test.
2.4.5 The Advantages and Disadvantages of Using Think-Pair-Share Technique
There are some advantages of using Think-Pair-Share technique
1. Opportunities of students to act as resources for each, thus, assuming a more active role in their learning
2.Students can practice in peer teaching, which requires that they understand the material at deeper level than student typically do when simply asked to produce an exam.
3.Each student has practice it in self-teaching, which is the most valuable of the entire skill teacher can help them learn.
4. Freedom for teachers to master new professional’s skill, particularly those emphasizing communication Students have can practice in peer teaching, which requires that they understand the material at deeper level than student typically do when simply asked to produce an exam
5. Increased frequency and variety of second language practice through different types of instructional.
Implementation of Think-Pair-Share technique in class not only has the advantages but also disadvantages, such as follow:
1. It takes much time to organize the group
2. If one or two obstinate students don’t participate a whole group or two will lose out on a piece of the text.
CHAPTER III
RESEARCH METHODOLOGY
3.1 Research Design
This research is experimental study in which the experimental class and controlled class were conducted by the writer. In this research, the writer taught the students in experimental class by using Think-Pair-Share technique and controlled class by using traditional Method.
The test to both of the class. Test was same in qualities and quantities to keep the reliability of the research. It was given to know how effective of Think-Pair-Share technique toward students’ in reading ability
3.2 The Population and sample
- Population
The research population is the students at the Eighth Grade Students of SMP PGRI Batu Ceper Tangerang Thus, to get the information of the last score .The writer will get the data by giving the test in the last meeting. The total population is two classes and consists of 80 students.
- Sample
The sample in this research will be taken randomly about 60 students from the population of eighth grade students in academic year 2010-2011.The students then will be classified into two group .The first one, the sudents of control class who will be taught by traditional method .And the other one are the students of experimental class who will be taught by Think-Pair-Share technique.Each group consists of 30 students.
3.3 Procedure of the Research
The procedures of this research were as follow:
- Observation
In observation, the writer do research in that school, and to find out whether the population and sample available or not.
- Determining the population
The Population of the students are at the the Eighth Grade Students of SMP PGRI Batu Ceper Tangerang. For the research, the writer will take sample 30 students from class VIII1- VIII2 and total of sample are 60 students.
- Preparing the test and conducting it.
The writer did the test using Think-Pair Share technique in experimental class. It purposes to determine a student’s baseline knowledge. The test consists of 20 items. All of items are multiple choices. The test was given to the two groups. Both did the test on the same day, (hari, bulan, tanggal), 2011 but a different time. The experimental Group began at 13. 30 – 14.30 p .m and the control group began 14.30 – 15.30 p.m.
- Arranging the material and presenting the method in the class.
The material was taken from student’s handbook about reading. It used Think-Pair Share technique for experimental class (VIII1) and for control class (VIII2) Using by traditional method
- Arranging and conducting the test
The test was carried out to check significant difference between the two groups after the treatment given to the experimental. The number of item test was 20 multiple choice. The test was given on Saturday, February 18, 2011.
The experimental group began at 13.30-14.30 and the control group began at 14.30 -15.30.
- Analyzing the data and testing the hypothesis.
At last, the writer analyzes the data. The formula is used in analyzed the data is t-Test
3.4 Research Instrument
The instrument of this research is test of reading test which consisting of 20 questions. They are multiple choices tests. They are divided into three categories: easy (30%), middle (60%), and difficult (10%). Multiple choices consist of 20 items from number 1 to 20. Its scores per item is 5, it means if the students can answer all of question correctly, they will get 100.
3.5 Data Collecting Technique
In this research, the writer will use the quantitative research approach, so the technique used to get the data which related to the teaching reading by the writer is doing test. The writer doing the test, after four meetings in teaching reading of two classes by using Think-Pair-Share technique and another by using traditional strategy . The tests which consist of 20 items are used to measure the students’ capability in reading comprehension skill.
3.6. Quantitative Data Analyzing Technique
The writer used t-test for two conected sample is big sample because the sample is 30 students for each class. The formula is used t-test or t0 in condition with big sample (N>30) is as follows. (Sudijono,2003 :324)
Notes :
Mx : mean of variable X
My : mean of variable Y
SEMx _ My : standard error of difference mean of Variable X and Y
The writer processes and analyzes the data through the following steps:
- Investiganti the work sheet of students, giving score and describe score in table
- Determining mean of variable X with the formula:
Mx = ∑ X
N
- Determining mean of variable Y with the formula:
My = ∑ Y
N
- Determining deviation score variable X with the formula:
- Determining deviation score variable Y with the formula:
- Determining standard error variable X with the formula:
- Determining standard error variable Y with the formula:
- Determining the differences of mean variable X and mean variable Y with formula:
After all of data are calculated,the last procedure is determining df (degree of freedom) with formula:
Df or db = (Nx + Ny)-2
Where
M : The Average Of Student Score
SD : Standard Deviation
SE : Standard Errors
X : Experiment Class
Y : Controlled Class
N : Total Of The Students
df : Degree Of Freedom
CHAPTER IV
THE RESULT OF THE RESEARCH AND DATA ANALYSIS
When the writer did observation in SMP PGRI Batu Ceper Tangerang, the writer tried to teach English use Think-Pair-Share of in experiment class. The writer used Think-Pair-Share technique to build communicative class. In this research the writer took the populations in the whole students of the eighth grade are 80 sstudents. For the research, the writer took sample 30 students from class VIII 1 and VIII 2, and total of sample was 60 students.
The procedure of the experiment was as follows:
- The students read silently the reading passages for 10 minute. During this step, individuals thought silently about some questions.
- Individuals’ pair up and exchange thoughts for 20 minutes.
- The pair’s are given 30 minute to share their responses with other pairs, other teams, or entire group.
- The students had their the-test.
4.1. The Data of Teaching Reading by Using Think-Pair-Share (X. Variable)
DATA OF THE STUDENTS READING TEST
OF EXPERIMENT CLASS
Table 1
|
NO |
NAME |
SCORES |
|
1 |
Tulis nama-nama siswa |
90 |
|
2 |
90 |
|
|
3 |
90 |
|
|
4 |
80 |
|
|
5 |
85 |
|
|
6 |
75 |
|
|
7 |
100 |
|
|
8 |
80 |
|
|
9 |
80 |
|
|
10 |
85 |
|
|
11 |
75 |
|
|
12 |
85 |
|
|
13 |
75 |
|
|
14 |
80 |
|
|
15 |
70 |
|
|
16 |
70 |
|
|
17 |
60 |
|
|
18 |
95 |
|
|
19 |
80 |
|
|
20 |
90 |
|
|
21 |
75 |
|
|
22 |
85 |
|
|
23 |
85 |
|
|
24 |
75 |
|
|
25 |
80 |
|
|
26 |
85 |
|
|
27 |
85 |
|
|
28 |
90 |
|
|
29 |
75 |
|
|
30 |
85 |
|
|
Total |
∑ Y= 2460 |
|
|
|
Mean |
Y = 82.0 |
4.1.1 The Description of Data
To find the result of test the writer make the table of the students score to each group .The result of experiment group is tabulated and calculated in the folowing table.
After getting the data, researcher used the achievement test in the process of collecting the data. The writer gave test to the experiment group
Table. 1 show that the highest score result of experimental group is 100 there is one student namely number 7 the lowest score of experiment group is 60 there is one students namely number 17 .The total score of experimental group is 2460. The mean of experimental group is 82
From the table 1 shows that the result of experimental group is greater than control group. The total of experimental group is 2460 and the total score of control group is 1990. The mean of experimental group is 82 and mean of control group is 66, 3. The differentiates result of experiment class and control class is 470.
4.1.2 The Table of Frequency Distribution Data
Description of Frequency Distribution Data of Teaching Reading by Using Think-Pair-Share technique
The score in Experimental Group
- Calculating Range data with the formula :
R = H – L
= 100 – 60
= 40
Explanation:
H = Highest score
L :=Lowest score
R = Range
- Calculating classes (K) with the formula :
K = 1 + 3,3 log n
= 1 + 3,3 log 30
= 1 + 3,3 (1,48)
= 5,87
= 6
- Calculating interval classes (I) with the formula :
I = R
K
= 40
6
= 6, 6
= 7
Table .2
Frequency of score in Experimental Group
|
INTERVAL |
F |
F(%) |
||
|
60 |
– |
66 |
1 |
3.3 |
|
67 |
– |
73 |
2 |
6.7 |
|
74 |
– |
80 |
12 |
40.0 |
|
81 |
– |
87 |
8 |
26.7 |
|
88 |
– |
94 |
5 |
16.7 |
|
95 |
– |
101 |
2 |
6.7 |
|
∑ |
30 |
100 |
||
Table .2 shows that students who scored 60 – 66 is 1 student with percentages 3.3 %, scored 67-73 are 2 students with percentages 6.7 %, scored 74-80 are 12 students with percentages 40 %, scored 81-87 are 8 students with percentages 26.7 %, scored 88-94 are 5 students with percentages 16.7 %, and scored 95-101 are 2 students with percentages 6.7 %.
figure 1
Histogram of -Test Data in Experimental Group
4.2 .The Data of Teaching Reading by Using Traditional Method. (Y. Variable)
DATA OF THE STUDENTS READING TEST
OF CONTROL CLASS
Table 3
|
NO |
NAME |
SCORES |
|
1 |
Tulis nama-nama siswa |
70 |
|
2 |
70 |
|
|
3 |
75 |
|
|
4 |
75 |
|
|
5 |
85 |
|
|
6 |
60 |
|
|
7 |
55 |
|
|
8 |
40 |
|
|
9 |
85 |
|
|
10 |
45 |
|
|
11 |
85 |
|
|
12 |
85 |
|
|
13 |
65 |
|
|
14 |
45 |
|
|
15 |
55 |
|
|
16 |
45 |
|
|
17 |
65 |
|
|
18 |
75 |
|
|
19 |
65 |
|
|
20 |
65 |
|
|
21 |
65 |
|
|
22 |
65 |
|
|
23 |
90 |
|
|
24 |
70 |
|
|
25 |
70 |
|
|
26 |
65 |
|
|
27 |
65 |
|
|
28 |
55 |
|
|
29 |
70 |
|
|
30 |
65 |
|
|
|
Total |
∑ X1 = 1990 |
|
|
Mean |
X = 66.3 |
4.2.1. The Description of Data
In this research the total score of control group for the students’ score by using traditional Method is 1990, and mean of control group is 66.3.
Table. 3 show that the highest score result of control group is 90 there is one student namely number 2 3. The lowest score of control group is 40 there is one namely number 8 the total of control group is 1990. The mean of control group is 66.3
4.2.2. The Table of Frequency Distribution Data
Description of Frequency Distribution Data of Teaching Reading by using traditional Method
The score in Control Group
- Calculating Range data with the formula :
R = H – L
= 90 – 45
= 45
Explanation:
H = Highest score
L = Lowest score
R = Range
- Calculating classes (K) with the formula :
K = 1 + 3,3 log n
= 1 + 3, 3 log 30
= 1 + 3, 3 (1, 48)
= 5, 87
- Calculating interval classes (I) with the formula :
I = R
K
= 45
6
= 7, 5
= 8
Table 4
Frequency of score in Control Group
|
INTERVAL |
F |
F(%) |
||
|
45 |
– |
52 |
5 |
16.7 |
|
53 |
– |
60 |
3 |
10.0 |
|
61 |
– |
68 |
9 |
30.0 |
|
69 |
– |
76 |
8 |
26.7 |
|
77 |
– |
84 |
4 |
13.3 |
|
85 |
– |
92 |
1 |
3.3 |
|
∑ |
30 |
100 |
||
Table .4 shows that students who scored 45 – 52 are 5 students with percentages 16.7 %, scored 53-60 are 3 students with percentages 10 %, scored 61-68 are 9 students with percentages 30 %, scored 69-76 are 8 students with percentages 26.7 %, scored 77-84 are 4 students with percentages 13.3 %, and scored 85-92 are 1 students with percentages 3.3 %.
figure 2
Histogram of -Test Data in Control Group
4.3. The Analysis of Data
To know the result of the test, the writer makes table of students score for each class, both experiment class and control class test
Table 5
The Calculation Of Both Control Class And Experiment Class Test
|
Stud(N) |
X |
Y |
SDX |
SDY |
X 2 |
Y2 |
|
1 |
90 |
70 |
8 |
3.7 |
64 |
13.7 |
|
2 |
90 |
70 |
8 |
3.7 |
64 |
13.7 |
|
3 |
90 |
75 |
8 |
8.7 |
64 |
75.7 |
|
4 |
80 |
75 |
-2 |
8.7 |
4 |
75.7 |
|
5 |
85 |
85 |
3 |
18.7 |
9 |
349.6 |
|
6 |
75 |
60 |
-7 |
-6.3 |
49 |
39.7 |
|
7 |
100 |
55 |
18 |
-11.3 |
324 |
127.6 |
|
8 |
80 |
40 |
-2 |
-26.3 |
4 |
691.6 |
|
.9 |
80 |
85 |
-2 |
18.7 |
4 |
349.6 |
|
10 |
85 |
45 |
3 |
-21.3 |
9 |
453.6 |
|
11 |
80 |
85 |
-2 |
18.7 |
4 |
349.6 |
|
12 |
85 |
85 |
3 |
18.7 |
9 |
349.6 |
|
13 |
75 |
65 |
-7 |
-1.3 |
49 |
1.7 |
|
14 |
80 |
45 |
-2 |
-21.3 |
4 |
453.6 |
|
15 |
70 |
55 |
-12 |
-11.3 |
144 |
127.6 |
|
16 |
70 |
45 |
-12 |
-21.3 |
144 |
453.6 |
|
17 |
60 |
65 |
-22 |
-1.3 |
484 |
1.7 |
|
18 |
95 |
75 |
13 |
8.7 |
169 |
75.7 |
|
19 |
80 |
65 |
-2 |
-1.3 |
4 |
1.7 |
|
20 |
90 |
65 |
8 |
-1.3 |
64 |
1.7 |
|
21 |
75 |
65 |
-7 |
-1.3 |
49 |
1.7 |
|
22 |
85 |
65 |
3 |
-1.3 |
9 |
1.7 |
|
23 |
85 |
90 |
3 |
23.7 |
9 |
561.6 |
|
24 |
75 |
70 |
-7 |
3.7 |
49 |
13.7 |
|
25 |
80 |
70 |
-2 |
3.7 |
4 |
13.7 |
|
26 |
85 |
65 |
3 |
-1.3 |
9 |
1.7 |
|
27 |
85 |
65 |
3 |
-1.3 |
9 |
1.7 |
|
28 |
90 |
55 |
8 |
-11.3 |
64 |
127.6 |
|
29 |
75 |
70 |
-7 |
3.7 |
49 |
13.7 |
|
30 |
85 |
65 |
3 |
-1.3 |
9 |
1.7 |
|
∑ X=2460 |
∑ Y= 1990 |
3.7 |
1930 |
47458 |
According to the table 5 it has been calculated the result of ∑ X= 1990 and ∑ Y=2460 then the writer tries to find out the mean variable X and variable Y with formula;
Mx = ∑ X My = ∑ Y
N N
=2460 = 1990
30 30
=8.20 = 6.63
Based on the table 5.It has been known the result of ∑ X 2=1930 and ∑Y2=47458 the values of deviation standard of varieable x and variable y are calculated by using this formula
=8.02 =3.97
To calculate the determining of standard error mean variable X and Y with the formula;
= 8.20 = 6.63
5,38 5,38
= 152 = 1.23
Based on the table 5,it has been known the result of ∑X2=1930 and ∑ Y2=47458 the values of deviation standard of varieable X and variable Y are calculated by using this formula
=80.2 =39.7
After the values of standard error mean of variable X and variable Y have been taken, the writer will use them to calculate the difference of mean variable X and variable Y with this formula:
=
=
= 2.8
The last calculation of the resaeacch is detrnmining the value of
t0 (t observation) with formula :
= 82,0-66,3
= 15,7
2.8
= 5.6
The writer finds that the value of degree of freedom (d.f) is as follows
The writer assumes there is a significance difference between the result of the teaching reading using Think-Pair-Share technique and without Think-Pair-Share technique but before that, she wants to explain the procedure to the interpretation of to (t observation)
Hypothesis is formal statement about expected relationship between two or more variables which can be tested through an experiment
1 Formulating the null hypothesis (Ho): there is no significance mean difference between variable X and variable Y
2 .Formulating the alternative hypothesis (Ha): there is a significant mean difference between variable X and Y.
4.4.The Research Result
Based on the data collected from the test gained from the experimental class taught by using Think-Pair-Share technique and control class taught by using traditional Method showed the mean scores of test in experimental class were 8.20, while the mean scores of test in control class were 6.63 and t0 (t observation) is 5.6.
The degree of freedom (df) is 58 obtained from (N1 + N2-2) = (30+30-2). In this skripsi the writer uses the degree of significance of 5% and 1%. In the table of significance, the degree significance 5% and 1% the value of the degree of significance is 2, 00 and 2, 65. Comparing the t0 with each values of the degree of significance, the result is 2, 00 <5.6>2, 65.
Based on the data analysis and discussion above, it means there is an influence of Think-Pair-Share technique on student reading ability. So, the students have responsibility and feel enjoy the learning process. It means that Think-Pair-Share technique can be used as one of the alternative to teach reading.
4.5.The Research Findings
Along the process of the research and the observation directly to the school that has been object of the research activity, the writer also gets some findings from the students, the teacher, and the institution such as below:
There are some students who have law motivation in the following the kind of activities in the learning English process, it is shown by some of the students don’t have any books used, they are also lazy to learn English, and they are limitation of the knowledge and experience of English.
While from the teacher, there are also found some findings such as : the method used in teaching is too monotoun that is caused boring for the students, beside that the teacher tends that She does not have creativity in teaching English and lack of methods used in the teaching – learning activity in the classroom.
There are also some information from the school it self such as : the limitation of facility needed to teach English in general like : Language Laboratory , a complete library and the other facility that has relative to the high technology to support the teaching English in the classroom.
CHAPTER V
CONCLUSsION AND SUGGESTIONS
5.1 Conclussion
Based on the explanation in the previous chapters, here the writer wants to give some conclussions of the contain of this thesis, it is hoped that the readers will be able to know much about this thesis easly, the conclussion such as below :
- Think-Pair-Share technique exposes students to various points of view and to the ways of supporting those view points; therefore, it helps students to learn the reading content, as well as teaches them how to know new content. Think-Pair-Share technique also can help the students, with or without teacher presence, actively bring meaning to the written word. The technique chosen not only promotes reading comprehension but also provides opportunities for students to learn to monitor their own learning and thinking.
- The effect of using Think-Pair-Share technique in teaching reading comprehension has given impact to students. The students are more motivated. It can be concluded that using discussion technique motivated the student’s achievement on reading comprehension test.
- Teaching reading comprehension by using Think-Pair-Share technique is effective rather than traditional method. It can be seen from the result of computation. It indicates that the average score of experimental group (m) mean is 82.0. It is higher that control group (m) mean which is 66.3 The experimental has standard deviation ( sd ), which is 8.02 and the standard deviation of control group is 3.97. The data above show that there is significant difference between the experimental and the control group.
- The reading skill becomes very important in education field, students need to be exercised and trained in order to have a good reading skill. Reading is also something crucial and indispensable for the students, because the success of their study defends on the greater of their ability to read.
- The teacher is not only as the information giver but also as a facilitator she has to give students guidance and direction how to competence a reading text.
- The reading skill becomes very important in education field, students need to be exercised and trained in order to have a good reading skill. Reading is also something crucial and indispensable for the students, because the success of their study defends on the greater of their ability to read.
- Based on the data analysis, there is an influence of Think-Pair-Share technique on student reading ability. So, the students have responsibility and feel enjoy the learning process. It means that discussion technique can be used as one of the alternative to teach reading.
5.2.Suggestions
Based on those findings above , here the writer wants to try to give the solution of those findings that have been problems in teaching English by giving these following suggestions that are adressed to below:
For the students
- The students should be active in Learning English by doing some more exercises both at school and at home .
- The students should have some efforts to learn English by reading the kind of English books and practicing it in the daily conversation
- The students should be active participants in Learning English by asking some questions of the problems met both at school and out of it.
- The students should work as much as posible on their own,talking to one another directly and not through the medium of the teacher tasks.
- The students should have a specific reading time each day to practice their abilty in English reading skill.
For the teacher
- The teacher should give some more attention to the students’ progress by giving the guidence as well as possible
- The teacher should be a pioner for her students to practice English both in the written or spoken as the daily habits.
- The teacher should be a patner for her students in learning process with the high responsible as an English teacher.
- The teacher should be creative in making the class alive and interesting
- The teacher should be always improve his or her skills and knowledge in exploring the class.
For the institution
- The institution should prepare the kind of books needed both the teacher and the students to support the class activity.
- The institution should make the rules that can support the teaching and practicing English in the school area.
- The institution should give the chance to make some creations in teaching English by preparing the facility needed in the class activity.
- The institution should give the media and also complete the facility in order to make better progress achievement of English, and make teaching-learning more effective.
- The institution should take steps which may help the techers in respect of teaching ,research,co-curicular activities such as games, songs, stories, sources of information and materials, ideas for learning centers, and bulletin boards.
All of those suggestions above are hoped can be practiced by the institution that has been object of this research , Beside that , it is hoped that they will be important and necessary information to get a better result in the future. Further they can be a significant contribution to the development of the institution’s elements to get the best result.
REFERENCES
Boardman A linson Boardman, Teaching Reading Comprehension to Students with Learning Difficulties, Guilford Press, 2007
Bond.Guy, L.. and Wagner, Eva Bond Teacning The Child To Read 3 rd Edition ,New York: Macmillan Company ,1960
Henry A .Bamman Fundamentalist Of Basic Reading Instruction Second Edition New York : David Mackey Company , 1963
Johnson Roger http:Www.Clcc.Com/Pages/Cl.Html/,Citied,2004
Jordan R.R.English For Academic purposes A guide and resource Book for Teachers, Cambridge University Press Australia, 1997
Kessler Carolyn r. Cooperative Language Learning NewJersey: Prantice-Hall, Inc, 1992
Nunan David, Eggewn, Paul and Kauchack,Donld..Method for Teaching, a skill Approach. Ohio,Merril Publishing Company. 1989
Parson P David, Teaching Reading Comprehension, United State of America, 1974
Parson .P David and Johnson, D. Dale .Teaching Reading Comprehension Company, 1978
Raygor Alton L. PhD, Robin D.Raygor Ph.D. Effective Reading; Improving Reading Rates and Comprehension America, 1985
Shomo Sharon, Hand Book of Cooperative Learning Methods, Prager Publisher, London, 1999
Sudijono, Anas, Pengantar statistik Pendidikan, Jakarta: PT. Raja GrafindoPersada, 2005
Urquhart A. Hand Weir C.J. Reading in a Second Language: Process, Product and Practice Longman.1998
Wainwrigth Gordon, How to Read Faster and Recall More Oxford: handbook, 2007
BIO DATA OF THE WRITER
- Name : ………………………………………….
- Place of Birth : …………………………………………
- Date of Birth : ……………………………….
- Address : …………………………………………………
…………………………………………………………………………
- Phone :……………
- Religion : Islam
- Occupation : scholar
- Educational : SDN …………….. ( …….. – ……….. )
SMP ……….. Tangerang ( ……….. – ………… )
SMA ………… Tangerang ( ……….. – ………. )
STKIP Setia Budhi ( ………. – until now)
APPENDIX 1
TEST OF READING COMPREHENSION
Name:
Class:
Read the text carefully below and answer the question that follows
Indonesia is located is a strategic position. That is between two continents, Asia and Australia and between two oceans, the Pacific Ocean or Samudra Indonesia. It also lies under the equator with tropical climate because the season the dry and the seasons.
The dry seasons from May to October. During the season, Indonesia does not have rain the land dry. Farmer grows another crop like cassavas and corns. It is hot during the session. The temperature ranges from 23 Celsius on the land.
The wet season is from November to April. During the seasons, Indonesia has much rain. Usually it rains everyday with high rain fall. The land is wet and muddy. Farmer grows rice. It is during the season. The temperature ranges from 21 to 25 Celsius on the air is humid. And it often happens flood.
( LKS. Persiapan Menghadapi UNAS Untuk SMP )
1. Where is located of Indonesia ?
a. In the north of equatorial line
b. In the equator line
c. In the south of equator line
d. In the south pole
2. How many seasons do Indonesia have?
a. It has two seasons
b. It has three seasons
c. It has four seasons
d. It has many seasons
3. When do farmers plant their rice field?
a. In dry seasons
b. In wet seasons
c. In autumn seasons
d. In winter season
4. When do we usually have wet session?
a. From S
eptember to October
b. From November to April
c. From October to May
d. From march to November
5. How is the temperature on wet seasons?
a. 21 – 30
b. 25 – 34
c. 30 – 34
d. 21 – 25
Baturaden is a tourist resort, it is located about 10 km in the north of Purwokerto, Central Java. It lies on the slope of mount Slamet, The largest mount in Java Island. We can enjoy scenic view, fresh air and shower under seven hot spring water of bamboo pipes. The water is believed to be able to cure skin diseases.
( LKS. Persiapan Menghadapi UNAS Untuk SMP )
6. What is the idea of the paragraph ?
a. The largest mount in java island
b. Seven hot spring water bamboo shower
c. A recreation place in the north of Purwokerto
d. Magic water which cures skin diseases
7. We can enjoy these below in Baturaden except ?
a. Scenic view
b. Fresh air
c. Hot spring shower
d. lake
The jungles noises begin at night, and they go on at through the night. The jaguars and leopards roar. Then a few moments later, only a chorus of tree frogs and insect remind us that the jungle is really alive. Before dawn, the animals start looking for food and drink. During the day time, the jungle is quiet again.
( soal Unas 2006 )
8. What is describing in the text above ?
a. Jaguar and Leopards way of life
b. The kinds of animals in the jungle
c. How the animal look for food
d. The typical day of the jungle
9. “ … and they go on through the night “ ( line l )
a. The night
b. The jungle
c. The jungles noises
d. The jungle animals
10. What do the animal do before dawn ?
a. The animal start looking for food
b. The animal start looking for the drink
c. The animal start looking for food and drink
d. The animals aren‘t looking for anything
Sport is good for you. It helps us become strong and healthy. It helps us to make friendship with other sportsmen and women. It also helps us becoming more discipline. These things are important in our life.
There are many kinds of sport. If you want to be which other people you can join a team sport such as netball, basketball or football. If you want an individual competition.You can try athletics, tennis or badminton. It isn’t important what sport you play. All sport are good for you.
( English for communication for SMP.p166 )
11. “ Sport is good for you “ how many reasons does the writer give for this ?
a. One
b. Two
c. Three
d. four
12. “ These things are important in our life”. What things?
a. Being strong and healthy
b. Making friends
c. Being disciplined
d. All of the above
13. Net ball, basket ball and football are example of …
a. Individual competition
b. Team sport
c. Discipline
d. Good sport
14. The writer wants you to ….
a. Play football
b. Play any sport
c. Play team sport
d. Play every sport
The length of the country is 6,400 kilometers, stretched from Sabang to Merauke. Indonesia is long country. There are 13.677 Island in the archipelagos. About 6000 of this Island have got a name. People live on 992 of this island.
Indonesia has more than 400 volcanoes. Most of these volcanoes are dead, but between 70 and 80 still active. Every year there are about ten volcano eruptions in Indonesia. The most famous vulcano eruption in the world was Krakatau in 1883
(English for communication for SMP P. 167)
15 How many Indonesia’ s island has a name ?
a. About half
b. More than half
c. Less than half
d. All of them
16. How many Indonesia islands do not have a population?
a. About 6000
b. 992
c. 12685
d. 7677
17. How many volcanoes can still erupt ?
a. 400
b. Between 70-80
c. 10
d. 1883
Mr. Hartono took ten year old son, Dede, to the zoo. They saw the lion and the tigers. Dede went for ride on elephant. They stopped in front of the monkey house. Dede wanted to feed the monkeys. Mrs. Hartono gave him money to buy some monkeys food.Dede fed the monkeys and soon all the food was gone. The monkeys wanted more food. Suddenly the big monkey put his hand out and took Dede’s hat. Dede was not happy. The monkeys were very happy playing with Deed’s hat. People come from everywhere to see the monkey wearing Dede’s hat.
(English for communication for SMP P.167)
18. Dede and his mother went to which zoo ?
a. Ragunan
b. Surabaya zoo
c. Bandung zoo
d. Don’t know
19. Choose the true sentences !
a. Mrs. Hartono went for ride on the elephant
b. they saw the lion and some tigers.
c. they stop in the monkey house
d. Dede brought the monkey food
20. When all food was gone…..
a. Dede bought, some more food
b. The monkeys were still hungry
c. The monkeys were happy
d. People brought more food
APPENDIX 2
LIST OF ANSWER
1. B
2. A
3. A
4. B
5. D
6. C
7. D
8. D
9. C
10. C
11. C
12. D
13. B
14. B
15. C
16. D
17. B
18. D
19. B
20. B
APPENDIX 3
The “T” Table of df
|
df or db |
The “T” Point For Various Significant |
|
|
5 % |
1 % |
|
|
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 35 40 45 50 60 70 80 90 100 125 150 200 300 400 500 1000 |
12,71 4,30 3,18 2,78 2,57 2,45 2,36 2,31 2,26 2,23 2,20 2,18 2,16 2,14 2,13 2,12 2,11 2,10 2,09 2,09 2,08 2,07 2,07 2,06 2,06 2,06 2,05 2,05 2,04 2,04 2,03 2,02 2,02 2,01 2,00 2,00 1,99 1,99 1,98 1,98 1,98 1,97 1,97 1,97 1,96 1,96 |
63,66 9,92 5,84 4,60 4,03 3,71 3,50 3,36 3,25 3,17 3,11 3,06 3,01 2,98 2,95 2,92 2,90 2,88 2,86 2,84 2,83 2,82 2,81 2,80 2,79 2,78 2,77 2,76 2,76 2,75 2,72 2,71 2,69 2,68 2,65 2,65 2,64 2,63 2,63 2,62 2,61 2,60 2,59 2,59 2,59 2,58 |
ATTAQWA COMMUNITY 