@phdthesis{UNY44032,
          school = {FBS UNY},
            year = {2013},
           month = {April},
           title = {EFFORTS TO IMPROVE STUDENTS? READING COMPREHENSION
THROUGH THE THINK-PAIR-SHARE TECHNIQUE
IN GRADE XI OF SMA N 1 PREMBUN
IN THE ACADEMIC YEAR OF 2012/2013},
          author = {Nove Irawan},
             url = {http://eprints.uny.ac.id/44032/},
        abstract = {EFFORTS TO IMPROVE STUDENTS? READING COMPREHENSION
THROUGH THE THINK-PAIR-SHARE TECHNIQUE
IN GRADE XI OF SMA N 1 PREMBUN
IN THE ACADEMIC YEAR OF 2012/2013
By: Nove Irawan
08202241024
ABSTRACT
The objective of the research was to improve the students? reading
comprehension of Grade XI at SMA N 1 Prembun in the academic year of
2012/2013 by using the Think-Pair-Share (TPS) technique.
The type of the research was action research. It was conducted in two cycles
involving the TPS technique as the main activities. Giving names to pairs,
drawing lots, using media, and giving rewards and punishments were the
complements of the main activities. The data were obtained by observing the
teaching and learning processes, interviewing the students and the collaborator,
taking photographs of the teaching and learning processes, and giving a pre-test
and post-test to the students. The instruments used in the research were teaching
observation sheets, field notes, interview guidelines, an audio recorder, digital
cameras, and reading comprehension tests. The data collected were qualitative and
quantitative in nature. The categorization and talk analysis were used to analyze
the qualitative data. The quantitative data were analyzed by using descriptive
statistics and t-test.
The results show that the students? reading comprehension improved
through the use of the TPS technique. They made good improvements in some
aspects of reading skills such as scanning, finding a referent, deciding a topic and
main idea, and guessing a text. Moreover, the TPS technique facilitated them to
activate their background knowledge and to construct meaning of a text. The
variations used in the technique could improve their motivation to join the reading
class. They were more enthusiastic and active in the teaching and learning
processes. They were more confident in reading a text and had more chances to
share ideas and knowledge in the form of discussion. The variations in the TPS
technique made good learning atmospheres during the teaching and learning
processes}
}