<> "The repository administrator has not yet configured an RDF license."^^ . <> . . . "THE IMPLEMENTATION OF THINK-PAIR-SHARE TECHNIQUE\r\nIN IMPROVING STUDENTS’ READING COMPREHENSION \r\nAT MTSN 1 TANJUNGKARANG\r\n"^^ . "One of the targets of national curriculum for English at junior high-school (SMP)\r\nlevel is students‘ comprehension on various types of texts, such as narrative,\r\ndescriptive, and recount. However, it is common that most students are observed\r\nbeing reluctant to read reading texts, even the short ones. Their lack of vocabulary\r\nmastery also limits their effort to achieve reading comprehension. Therefore, the\r\nteacher should be creative in selecting the techniques for use in teaching reading\r\nactivities in the classroom, in order to boost students‘ reading comprehension\r\nwithout getting stuck with such problems. \r\nTo promote active learning, particularly in reading activities, Think-Pair-Share\r\n(TPS) technique is claimed to provide favorable environments. TPS technique\r\naccommodates five elements to support students‘ improvement: 1) positive\r\ninterdependency, 2) face-to-face interaction, 3) individual and group\r\naccountability, 4) interpersonal and small-group skills, and 5) group processing.\r\nThis research, therefore, would try to find out whether there is improvement and\r\nsignificant increase in students‘ reading comprehension after the implementation\r\nof TPS technique. To answer the research question, one-group pretest-posttest\r\ndesign was applied, with the sample the second-year students of MTsN 1 Tanjung\r\nKarang of 2011-2012 school year. Paired-samples t-test was then administered to\r\ntest the hypothesis. \r\nData analysis on students‘ pretest and posttest scores reveals that the students\r\nperformed better in the posttest ( = 68.43) than they did in the pretest ( = \r\n57.63). Their behavior in both tests are also found to be consistent (Pearson\r\ncorrelation coefficient r= 0.892, significance value p = 0.000, p< 0.05). Paired-\r\nsamples t-test indicates significant increase of students‘ reading comprehension\r\nachievement after the application of TPS technique (t(29) = 9.672; p = 0.000, p< \r\n0.05). In conclusion, TPS technique is worth applying in the teaching-learning of\r\nEnglish reading comprehension ability, particularly at the second grade of MTsN\r\n1 Tanjung Karang."^^ . "2012-11-18" . . . . . . . . . "Universitas Lampung"^^ . . . "FKIP, Universitas Lampung"^^ . . . . . . . . . "FARADIASWITA "^^ . "0543042013"^^ . "FARADIASWITA 0543042013"^^ . . . . . . "THE IMPLEMENTATION OF THINK-PAIR-SHARE TECHNIQUE\r\nIN IMPROVING STUDENTS’ READING COMPREHENSION \r\nAT MTSN 1 TANJUNGKARANG\r\n (File PDF)"^^ . . . "ABSTRAK.pdf"^^ . . . "THE IMPLEMENTATION OF THINK-PAIR-SHARE TECHNIQUE\r\nIN IMPROVING STUDENTS’ READING COMPREHENSION \r\nAT MTSN 1 TANJUNGKARANG\r\n (File PDF)"^^ . . . "BAB I.pdf"^^ . . . "THE IMPLEMENTATION OF THINK-PAIR-SHARE TECHNIQUE\r\nIN IMPROVING STUDENTS’ READING COMPREHENSION \r\nAT MTSN 1 TANJUNGKARANG\r\n (File PDF)"^^ . . . "skripsi.fara.02.pdf"^^ . . . "THE IMPLEMENTATION OF THINK-PAIR-SHARE TECHNIQUE\r\nIN IMPROVING STUDENTS’ READING COMPREHENSION \r\nAT MTSN 1 TANJUNGKARANG\r\n (File PDF)"^^ . . . "BAB V.pdf"^^ . . . "THE IMPLEMENTATION OF THINK-PAIR-SHARE TECHNIQUE\r\nIN IMPROVING STUDENTS’ READING COMPREHENSION \r\nAT MTSN 1 TANJUNGKARANG\r\n (File PDF)"^^ . . . "BAB III.pdf"^^ . . . 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