IMPROVING STUDENTS’ READING COMPREHENSION OF DESCRIPTIVE TEXT THROUGH THINK-PAIR-SHARE TECHNIQUE AT SMPN 5 BANDAR LAMPUNG

Shiane Salsabila, 1513042077 (2022) IMPROVING STUDENTS’ READING COMPREHENSION OF DESCRIPTIVE TEXT THROUGH THINK-PAIR-SHARE TECHNIQUE AT SMPN 5 BANDAR LAMPUNG. FKIP, Universitas Lampung.

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Abstrak (Berisi Bastraknya saja, Judul dan Nama Tidak Boleh di Masukan)

The objectives of this research were to find out whether there was an improvement of students’ reading comprehension after the implementation of Think-Pair-Share technique at the first-grade students of SMPN 5 Bandar Lampung and to reveal the aspect of reading that improved the most after being taught through Think-Pair-Share. The population of this research was the first-grade students of SMPN 5 Bandar Lampung in the academic year 2021/2022. The sample of this research was VII G which consisted of 32 students. This research applied a quantitave approach which used reading test. The students were taught through Think-Pair-Share technique in three meetings. The data were taken from the tests and they were analyzed by using paired sample t-test. The first result of the research showed that there was a significant effect on students’ reading score in a descriptive text since t-ratio > t-table (11.468 > 1.984). The average of posttest score (70.56) was higher than the pretest score (59.43). It gained 11.13. In addition, the most increased aspect of reading skills was reference since the percentage was 65% (highest than other aspects). Briefly, it could be concluded that Think-Pair-Share technique enabled to improve the students’ achievements in comprehending descriptive text and showed positive impact to students toward the use of the technique in teaching process.

Jenis Karya Akhir: Skripsi
Subyek: 400 Bahasa > 407 Pendidikan, riset dan topik terkait tentang Bahasa
Program Studi: FKIP > Prodi Bahasa Inggris
Pengguna Deposit: 2208205336 . Digilib
Date Deposited: 16 Aug 2022 04:45
Terakhir diubah: 16 Aug 2022 04:45
URI: http://digilib.unila.ac.id/id/eprint/65023

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