THE POWER OF COLLABORATIVE LEARNING: THE IMPACT OF THINK PAIR SHARE (TPS) ON STUDENTS’ READING SKILL IN SENIOR HIGH SCHOOL

Ita Fauziyah

Abstract


The purpose of this study was to find out the impact whether the students who have been taught with Think Pair Share technique have better on reading skill than student taught by conventional technique. This study was quantitative used experimental as the research design. The subject of this study was the eleventh-grade students of SMA AN-NUR Bululawang. The sample of this study were XI Bahasa 17 class as the experimental group and XI Bahasa 18 class as the control group. The researcher used cluster random sampling to choose the sample. The finding of the study indicated that, in the pre-test, the level of significant (2-tailed) pre-test of experimental and control group is 0.749 higher than 0.05, it means that there are no differences for the pre-test score between two groups or equal. In the post-test, the level of significance (2-tailed) of both groups is 0.022 that is below 0.05, it means that there was significant difference on the students' reading skill after being taught by Think Pair Share and taught by using conventional technique. The mean post-test score of experimental students was 65.63 while the control group was 57.69, the post test score of the experimental group was higher than the control group, it can be said the experimental group who used the treatment (Think Pair Share) got better score than the control group. It can be concluded that teaching reading descriptive text using Think Pair Share technique was more effective. The students who taught using Think Pair Share had better ability in their reading skills.


Key Word: Senior High School, Think Pair Share, Collaborative Learning


Full Text:

PDF

References


Akbar//, R., Weriana, Siroj, R. A., & Afgani, M. W. (2023). Experimental reseacrch dalam metodologi pendidikan. Jurnal Ilmiah Wahana Pendidikan, 9(2), 465–474. https://doi.org/10.5281/zenodo.7579001

Alexeev, S. (2021). Leveraging the quasi-random assignment of interviewers within the examiner design to identify the effects of stigmatized behavior in non- experimental settings. https://doi.org/10.13140/RG.2.2.35024.43528

Arono, A., & Nadrah, N. (2019). Students’ difficulties in translating English text. JOALL (Journal of Applied Linguistics & Literature), 4(1), 88–99. https://doi.org/10.33369/joall.v4i1.7384

Ashari, A., Ahmadi, R., Hamiddin, H., Ni'mah, D., Sholihah, F. A., & Ismiatun, F (2023). Test of English Proficiency (TEP) Preparation for Junior High School Students. Jurnal Abdimas Galuh, 5(1), 797-804. http://dx.doi.org/10.25157/ag.v5i1.10049

Aslan, A., Silvia, S., Nugroho, B. S., Ramli, M., & Rusiadi, R. (2020). Teacher’s leadership teaching strategy supporting student learning during the Covid-19 disruption. Nidhomul Haq : Jurnal Manajemen Pendidikan Islam, 5(3), 321–333. https://doi.org/10.31538/ndh.v5i3.984

Candraloka, O. R., Laila, A. N., Islam, U., Ulama, N., & Asing, B. (2018). Media ajar berbasis lagu sebagai upaya menciptakan inovasi pembelajaran bahasa asing di SMPUT Bumi Kartini Jepara. Jurnal Edulingua, 5(1), 1–6.

Dwigustini, R., & Widiya, J. (2020). Think pair share technique to promote students’ reading comprehension. Jurnal Ilmu Pendidikan (JIP) STKIP Kusuma Negara, 12(1), 25–34. https://doi.org/10.37640/jip.v12i1.270

Iliyasu, R., & Etikan, I. (2021). Comparison of quota sampling and stratified random sampling. Biometrics & Biostatistics International Journal, 10(1), 24–27. https://doi.org/10.15406/bbij.2021.10.00326

Iqbal, M. H., Siddiqie, S. A., & Mazid, M. A. (2021). Rethinking theories of lesson plan for effective teaching and learning. Social Sciences and Humanities Open, 4(1), 100172. https://doi.org/10.1016/j.ssaho.2021.100172

Mistar, J. Statistics for ELT studies. TEFLIN (The Association for the Teaching of English as a Foreign Language in Indonesia) Journal, 12(1), 88-100.

Nasrudin, D., Setiawan, A., & Rusdiana, D. (2020). Participatory lesson plan in elective courses : A case in physics of natural resources. WaPFi (Wahana Pendidikan Fisika) 5(1), 8–14.

Pradani, A. (2021). The importance of reading to expand knowledge. Sepuluh Nopember Intitute of Technology, 02, 233–321.

Puthiaparampil, T., & Rahman, M. M. (2020). Very short answer questions: A viable alternative to multiple choice questions. BMC Medical Education, 20(1), 1–8. https://doi.org/10.1186/s12909-020-02057-w

Rahmawati, N. A., & Widiowati, D. R. (2017). The Metacognitive Strategies Used in Reading Comprehension for Students’ Problems. International Proceeding" Redefining Language, Literature, Arts, and Teachings in Global Era",

Rosalia, S., & Candraloka, O. R. (2023). The effect of using think pair share to improve students’ reading skills. J-SHMIC : Journal of English for Academic, 10(2), 155–165. https://doi.org/10.25299/jshmic.2023.vol10(2).13544

Shen, J., Wu, H., Reeves, P., Zheng, Y., Ryan, L., & Anderson, D. (2020). The association between teacher leadership and student achievement: A meta-analysis. Educational Research Review, 31(September), 100357. https://doi.org/10.1016/j.edurev.2020.100357

Sumekto, D. R. (2018). Investigating the influence of think-pair-share approach toward students’ reading achievement. Lingua Cultura, 12(2), 195. https://doi.org/10.21512/lc.v12i2.4011

Utami, W. C., & Rusdarti, R. (2021). Effectiveness of think-pair-share learning model on students. Economic Education Analysis Journal, 10(2), 268–284. https://doi.org/10.15294/eeaj.v10i2.

Ni'mah, D., & Sholihah, F., A. (2022). Reading intensively: What do the students really need?. Journal of English Education, Literature, and Culture, 7(1), 16-31. http://dx.doi.org/10.30659/e.7.1.16-31

Mariana. (2020). Improving students ’ reading comprehension of VIII grade at SMK Negeri 1 Tulin Onsoi through retelling story. JME (Journal of Maritime and Education), 6(1), 26–31.

Wuryandani, W., & Herwin. (2021). The effect of the think–pair–share model on learning outcomes of civics in elementary school students. Cypriot Journal of Educational Sciences, 16(2), 627–640. https://doi.org/10.18844/CJES.V16I2.5640


Refbacks

  • There are currently no refbacks.