| dc.description.abstract | Reading is one of the crucial and essential aspects in learning a language.
However, based on the preliminary study conducted by doing an interview with Mrs.
U, the English teacher of the eighth grade at SMP Islam Gumukmas Jember, on 14
July 2014, she admitted that the students were still lack of concentration and had
difficulty in comprehending the text. There are many techniques that can be applied
in teaching reading comprehension. One of the techniques that can be applied in
teaching reading comprehension is Think Aloud Pair Problem Solving (TAPPS).
TAPPS is a cooperative learning technique that encourages problem-solving skills by
verbalizing one’s thoughts to a listener. TAPPS is believed to have many benefits in
reading comprehension. Therefore, the researcher was interested in investigating
whether or not there is an effect of using TAPPS strategy on the eighth grade
students’ reading comprehension achievement at SMP Islam Gumukmas Jember.
The population of this research was all groups of the eighth grade students’ of
SMP Islam Gumukmas Jember in the 2014/2015 academic year; they were VIII A,
VIII B, VIII C, and VIII D. The research respondents were determined by cluster
random sampling by lottery. Based on the result of homogeneity test, VIII B was
chosen as the experimental group and VIII C as the control group. The treatment was
given to the experimental group, that was, teaching reading by using TAPPS
technique, while the control group was taught reading using lecturing and Question-
Answer technique.
The primary data of this research were collected from the students’ scores of
reading comprehension test (post-test). The primary data were analyzed statistically by using t-test formula through SPSS (Statistical Package for the Social Sciences)
program. Based on the output of Independent sample t-test, the value of significant
column was 0.043 which was lower than 0.05. Thus, conclusion could be drawn that
there was a statistically significant mean difference between the experimental and
control groups. It means that the null hypothesis (H0) formulated: “there is no
significant effect of using Think Aloud Pair Problem Solving (TAPPS) technique on
reading comprehension achievement of the eighth grade students of SMP Islam
Gumukmas Jember” was rejected. On the other hand, the formulated hypothesis (Ha):
“there is a significant effect of using Think Aloud Pair Problem Solving (TAPPS)
technique on reading comprehension achievement of the eighth grade students of
SMP Islam Gumukmas Jember” was accepted
There were some difficulties that the researcher faced when conducting the
research. Some students were shy to think aloud because the researcher tried to pair
the students randomly. Thus, the students were unable to think aloud effectively.
With regard to that condition, the researcher let the students chose their own partners.
Some students were also unmotivated to do the task given by the researcher and were
very noisy. The researcher then created a competitive atmosphere by giving rewards
to the best pairs who scored the best among the other students. For the noisy students,
the researcher asked them to control their voice.
Based on the result of this research, it was concluded that there was a
significant effect of using TAPPS Technique on reading comprehension achievement
of the eighth grade students at SMP Islam Gumukmas Jember in the 2014/2015
academic year. Knowing the significant effect of using TAPPS technique, it is
suggested to the English teachers, students, and other researchers to have a good use
of TAPPS technique. | en_US |
