%0 Generic
%A 0543042013, FARADIASWITA 
%D 2012
%F eprints:9330
%T THE IMPLEMENTATION OF THINK-PAIR-SHARE TECHNIQUE  IN IMPROVING STUDENTS’ READING COMPREHENSION   AT MTSN 1 TANJUNGKARANG
%U http://digilib.unila.ac.id/9330/
%X One of the targets of national curriculum for English at junior high-school (SMP)  level is students‘ comprehension on various types of texts, such as narrative,  descriptive, and recount. However, it is common that most students are observed  being reluctant to read reading texts, even the short ones. Their lack of vocabulary  mastery also limits their effort to achieve reading comprehension. Therefore, the  teacher should be creative in selecting the techniques for use in teaching reading  activities in the classroom, in order to boost students‘ reading comprehension  without getting stuck with such problems.   To promote active learning, particularly in reading activities, Think-Pair-Share  (TPS) technique is claimed to provide favorable environments. TPS technique  accommodates five elements to support students‘ improvement: 1) positive  interdependency, 2) face-to-face interaction, 3) individual and group  accountability, 4) interpersonal and small-group skills, and 5) group processing.  This research, therefore, would try to find out whether there is improvement and  significant increase in students‘ reading comprehension after the implementation  of TPS technique. To answer the research question, one-group pretest-posttest  design was applied, with the sample the second-year students of MTsN 1 Tanjung  Karang of 2011-2012 school year. Paired-samples t-test was then administered to  test the hypothesis.   Data analysis on students‘ pretest and posttest scores reveals that the students  performed better in the posttest (  = 68.43) than they did in the pretest (  =   57.63). Their behavior in both tests are also found to be consistent (Pearson  correlation coefficient r= 0.892, significance value p = 0.000, p< 0.05). Paired-  samples t-test indicates significant increase of students‘ reading comprehension  achievement after the application of TPS technique (t(29) = 9.672; p = 0.000, p<   0.05). In conclusion, TPS technique is worth applying in the teaching-learning of  English reading comprehension ability, particularly at the second grade of MTsN  1 Tanjung Karang.