@mastersthesis{eprints82629,
           month = {Agustus},
           title = {MODIFIED THINK PAIR SHARE TECHNIQUE
BASED ON METACOGNITIVE READING STRATEGY
TO ENHANCE STUDENTS? READING COMPREHENSION
AT STATE SENIOR HIGH SCHOOL 12 BANDAR LAMPUNG},
          school = {Magister pendidikan bahasa inggris},
          author = {Widhya Kesuma Suri },
            year = {2024},
             url = {http://digilib.unila.ac.id/82629/},
        abstract = {A more effective teaching approach often emerges when the limitations of one
technique are addressed by integrating another. The Think Pair Share technique,
while valuable, has its limitations, which can be effectively mitigated by
incorporating the Metacognitive Reading Strategy. This research aims (1) to
determine the significant difference in reading comprehension achievement
between students taught by the modified Think Pair Share technique based on
Metacognitive Reading Strategy, and those taught by the original Think Pair
Share technique; (2) to identify which aspect of reading is most influenced by the
modified Think Pair Share technique; and (3) to assess students? appraisals toward
the implementation of the modified Think Pair Share technique. The study
involved 30 students in the experimental group and 30 students in the control
group, utilizing a quasi-experimental design with a quantitative approach. The
students in the experimental group were taught by using the modified Think Pair
Share technique based on Metacognitive Reading Strategy, while those in the
control group were taught by using the original Think Pair Share technique.
Following the treatments, students completed questionnaires to evaluate their
attitudes toward the modified technique. Data were analyzed using an independent
samples t-test with SPSS version 22 and manually with Microsoft Excel 2010.
The results indicate (1) a significant different in reading test scores for the
experimental group compared to the control group, with a t-value of 4.625 at a
significance level of 0.000, which is below 0.05. The mean scores in the pre-test
and post-test in the control class respectively are 45.20 and 55.53. While in the
experimental class, the pre-test and the post-test scores are 45.00 and 62.93. The
increase in the experimental class (17.93) is more significant than in the control
class (10.33); (2) the aspect of reading most affected is 'locating reference,' which
receives the highest improvement score and the mean score is significantly
improved; and (3) students in the experimental group expressed positive appraisal
towards the modified technique, with the mean score of 6.04 categorized as
positive. Thus, it is recommended that teachers adopt this new technique to
enhance students' reading comprehension. Students are encouraged to use this
technique for more active participation in reading. Future research should explore
additional aspects of students? learning processes, such as motivation, beyond
their appraisals.
Keywords: Think Pair Share technique, Metacognitive Reading Strategy, Reading
Comprehension, Analytical Exposition, Appraisal



}
}