| dc.description.abstract | According to the result of preliminary study in the form of interview with the
English teacher of MTs. Al-Hidayah Bondoyudo Lumajang, it was found that the
students of class VIII B had difficulties in comprehending reading texts because they
were lack of vocabularies that made them unable to understand information from the
text. Besides, the students were also lack of participation in the classroom during the
teaching and learning process. The researcher tried to overcome the problem by using
a new technique that had never been used by the English teacher before that was
cooperative learning, especially the model of Think-Pair-Share Technique. ThinkPair-Share
technique
(TPS)
is
a
cooperative
discussion
strategy
developed
by
Lyman
(1981)
which
is
emphasized
on
what
students
are
to
be
doing at each of those stages
(thinking, pairing, and sharing).
The design of this research was Classroom Action Research. The subjects of
this research were class VIII B of MTs. Al-Hidayah Bondoyudo Lumajang that
consists of 32 students. Based on the preliminary study in the form of interview, it
was revealed that class VIII B had the lowest reading comprehension achievement
score of English. There was only around 31.25% of the students who got score 75 in
the reading comprehension test. The research target was 50% students getting score at
least 75 and 75% students actively involved in the teaching and learning process by
using Think-Pair-Share Technique. The actions in cycle covered 1) planning of the
action, 2) implementation of the action, 3) observation and evaluation, and 4) analysis
and reflection. In the planning section, lesson plans for each meeting were
constructed with the English teacher. In the implementation section, the lesson plans
were applied in the classroom. Then the observation section was done during the
xi
teaching and learning process. Finally, the analysis and reflection section were done
after conducting the teaching and learning process by using Think-Pair-Share
Technique.
The results of this research were as follows: the percentage of the students
who achieved KKM (minimum requirement standard score) improved from cycle 1
to cycle 2 that was 51.85% to 66.67% after being taught reading comprehension by
using Think-Pair-Share Technique. In the first meeting in cycle 1, there were 17
students (53.13%) who were actively involved in the teaching and learning process by
using Think-Pair-Share Technique. In the second meeting, there were 20 students
(62.5%) who were active during the teaching and learning process. In the second
cycle, the percentage of students who achieved KKM was 66.67%. In the first
meeting in cycle 2, there were 24 students (75%) who were actively involved in the
teaching and learning process by using Think-Pair-Share Technique. In the second
meeting, there were 25 students (78.13%) who were actively involved during the
teaching and learning process. It can be concluded that Think-Pair-Share Technique
was able to improve the students’ reading comprehension achievement, as well as
their active participation in the teaching and learning process of reading
comprehension. | en_US |
