TEACHING READING COMPREHENSION THROUGH THINK-PAIR-SHARE (TPS) TECHNIQUE

Abstract

The objective of this research is to investigate whether there is a significant difference of the students’ reading comprehension achievement after being taught through Think-Pair-Share (TPS) and to find the problem that the students face during the application of TPS. The population of this research was the second year students of SMPN 8 Bandar Lampung consisting of nine classes. One group pre-test and post-test design was carried out to analyze the significant difference. Besides that, the interview was done to see the problems that the students face. By comparing between the mean of pre-test (x=50.44) and post-test (x=62.89), it can be found that the increase of the mean was 12.45. It proved that the technique has effective because p<0.05 (p=0.00). Therefore, it can be concluded that there was a significant difference of students’ achievement in reading comprehension achievement before and after being taught through TPS and the problems occurred during the teaching-learning concerned with the students’ concentration and their ability in getting the main idea and inferring the difficult words. Therefore, this technique is recommended to be used by teachers to improve the students’ reading comprehension.

Keywords: reading comprehension, think-pair-share, TPS technique