DAHRUL AHMAD AHYARUDIN

3
2
1
A PROPOSAL SEMINAR
 THE TITLE

INCREASING STUDENTS’ READING COMPREHENSION

THROUGH THINK-PAIR-SHARE STRATEGY
AT THE FIRST YEAR STUDENTS OF
MA AL FATAH SOUTH LAMPUNG
 THE TITLE

INCREASING STUDENTS’ READING COMPREHENSION

THROUGH THINK-PAIR-SHARE STRATEGY
AT THE FIRST YEAR STUDENTS OF
MA AL FATAH SOUTH LAMPUNG
 CHAPTER 1
INTRODUCTION
EDUCATIONAL EDUCATION MINISTRY’S
COMMANDMENT

THE CHARACTERISTICS &

IMPLEMENTATION OF KTSP

THE FOUR SKILLS FOR SMA/MA STUDENTS

THINK-PAIR-SHARE STRATEGY

THE PROBLEM OF 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?
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 MA

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

• There are three reading texts of the 1st semester according to

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

CHAPTER
•
2
Concept of Think-Pair-Share

• The Procedures of Think-Pair-Share

• The Advantages and Disadvantages

of Think-Pair-Share

• Theoretical Assumption

• Hypothesis
• Concept of Reading and Reading
Comprehension

• Concept of Think-Pair-Share

• The Procedures of Think-Pair-Share

• The Advantages and Disadvantages

of Think-Pair-Share

• Theoretical Assumption

• Hypothesis
 Some of theories:
• Grellet (1981)
• Nuttal (1982)
• Paulston (1967) in Ester (2008)
• Christian and Mary (1976) in Darlis
(1998)
• Frank Smith (1981)
Frank Lyman (1981) Nurhadi (2004)

CONCEPT OF TPS

Dr. Spencer Kagan (2001)

C. The Procedures of Think-Pair-Share

• Think
Teacher poses a problem or asks an open-
ended question related to the reading
material. It benefits to provoke the
students' thinking. The students should
take a few moments just to think about the
question or problem. The students should
think and find the answer individually.
• Pair
Using nearby neighbors, or a desk mate,
students pair up to talk about the answer
of the problem/ question. The students
asked to discuss the result of their
individual thinking with their pairs for
about 4 up to 5 minutes.
• Share
Students talk in pairs, the teacher calls for
pairs to share their thinking with the rest
of the class. It is useful to create the peer-
feedback because what one pair thinks
and discusses always differs with what
other pairs think. Other pairs will give
argument, suggestion, or revision when
they find contrary opinion of another pair.

D.The
TheAdvantages
Advantagesof
and Disadvantages of Think-Pair-Share
Think-Pair-Share

• increases quality of student responses.

• Students become actively involved in thinking about the

concepts presented in the lesson.

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

moment.
• Easy to use in large classes.

• Students are more willing to take risks and suggest ideas

because they have already ‘tested’ them with their partner.
  The Disadvantages of Think-Pair-Share

There is no equal participation. Although each student within

1 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

2 25 students, so there may be a group with odd
number.

Time consuming. This strategy may be time consuming

3 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.
ONE GROUP PRE-TEST – POST-TEST DESIGN

A. RESEARCH DESIGN

FORMULA:
T1 X T2

T1 : PRE-TEST
X : TREATMENTS
T2 : POST-TEST
 B. POPULATION & SAMPLE

The population of this research is the first year students

of MA Al Fatah, South Lampung
for the academic year 2008/2009

One class of the five classes of the first year students

of MA Al Fatah, South Lampung
PRE-TEST

C. DATA
COLLECTING
STRATEGY

POST-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

Calculating the Mean of Both Test

Drawing Conclusion From

The Tabulated Results of Both Test
 Normally Test

F. TREATMENT
OF
THE DATA

(THE PROCEDURES)

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

G. HYPOTHESIS TESTING
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