Documentos de Académico
Documentos de Profesional
Documentos de Cultura
INTRODUCTION
other. Through language, we learn how to mean things and how to share all of
those meanings with others (Halliday, 1993 in Lems et. al 2010:1). Being able to
share meanings with others in more than one language is an even more remarkable
achievement. Language is more than a skill; it is also a tool for all other learning.
Those who teach English as a new language can structure in activities that help
are supposed to master four language skills namely listening, speaking, reading,
and writing. But in fact they cannot be released from difficulties in mastering the
four skills above, because of the wide differences between English and Indonesia.
Reading ability will be developed best in association with writing, listening, and
making sense and deriving meaning from the printed word. It means that the
reader should be able to read the words and also comprehend the text. When the
reader reads the text, it is also the way to get information and improve people
knowledge. People can improve their knowledge by reading because the reader
can imagine the text even though she/he never see it. It means that by reading,
people are able to know many things happen around them even they do not have
to see it directly and through reading people can speak and write. Reading helps
people to speak well by the writers experience and also help the reader to write
is provide good models for English writing skill. The writer can define that the
good writer is the good reader. Because reading against the reader to study
comprehend the recount text. According Gerot and Wignell (1994:196) state
entertaining.when the student read the text, they can get some information about
the event. Some problem that the writer found in teaching reading, The students
reading comprehension skill is still poor. The students were difficult to read
recount text, difficult to comprehend the meaning of they had read. They felt
bored and less vocabulary. Some students are scared with the meaning of the
words, because they found unfamiliar vocabulary in the text. The students did not
have enough vocabulary so they were out information or ideas of the text and
could not find way to overcome this problem are by encouraging the students to
read. Besides, the class situation was noisy so the students lack concentration in
learning.
In fact, most students hardly to comprehend the text. They inclined to
speak than give attention for text. When the writer asked them about the text that
they had read, they chose to be silent. Beside, when the writer gave them task to
answer the question multiple choice related to the text, they chose to talk each
other and in the end the often copy the answers from their friends. The writer also
often difficulties to get the students concentration and its direct to less attention
in teaching-learning. Some students said that the teaching learning process was
bored; they needed something that related to be fun and interesting to learn. They
need new atmosphere in the class, so reading is not the boring thing.
to Larsen (1990) there are some methods that can be used in teaching reading,
learning, total physical response, cooperative learning, and etc. One of the
the world, In every subject area and with every age. It means that the cooperative
learning can be used to all level of students. Cooperative learning can use in the
class between student with other student like work together, how the students get
involved in the activity, sharing information, and make a final decision. This
and also competition. There are some techniques that can be used in cooperative
learning to help students improve their reading comprehension: Pair work, Think
Think Pair Share. Because it is a technique that works in pair to give chance for
students to be cooperative when constructing a text. The students will have more
time to correct their words with their pair in case of to decrease the difficulty in
new words in the text. In fact, if the students work alone, they cannot realize about
the text, they will feel bored, besides by team work they will have confidence with
their ability and can make relationship between students and students or teacher
Finally, based on the background above, the writer should carry out a
Comprehension. This research limit the problem in the think pair share to improve
formulated by the writer as the following: Does using think pair share on reading
The purpose of the research is to find out the effect of think pair share on
inputs for:
1. Theoretically
This study could provide the information of think pair share on
effectiveness of using think pair share to the ability at grade eight student
(1998), Lansen (1990), Gerot and Wigneli (1994), Nunan (2005), Halliday
(1993),lems et al (2010)
H. The Key Term
1. Reading is a process undertaken to reduce uncertainty about meaning a
words that are written and how to they trigger knowledge outside the
text/message.
3. . According to Gillies et. al (2008:10) stated that cooperative learning
In every subject area and with every age (Gillies et. Al, 2008:10)
CHAPTER II
A. Reading Comprehension
reading means a result of interaction between the writers mind and the reader
mind. It is the way how the reader tries to get meaning from the writer. In this
process, it is called the other way to communicate between reader and writer,
which the reader will get meaning or sense meaning of the writer.
understanding written text. He said that reading is consists of two related process:
connected text. He added his statement that the reader who has background
making sense and deriving meaning from the printed word. He added his
statement that the reader should able to decode the printed word and also
comprehend what he/she read. This is similar with Pangs explanation. The reader
who has background knowledge and linguistic knowledge will understand what
different written symbols represent. Some of people in the world used language as
communicate, there are some language such as English, Chinese, Arabic, and etc.
The reader can recognize the written symbol represent a specific sound or
reading can be defined as the way to understand the meaning of the written text or
sense of the writer. While even though the goal of reading is comprehend the
meaning of the text, the reader should recognize the written symbol and then the
activity which cannot be released from our life to search some knowledge from
written text. Thus, the learners should have well in reading skills.
2. Reading Comprehension
Reading comprehension has been defined in many ways over the years.
Nuttal (2000) in Kusriani (2013) suggested that the overriding purpose of reading
is to get the correct message from a text; the message the writer intended for the
reader to receive. The idea of reading has changed and moved from what was
which people extract meaning from the text, to what is now said as an interactive
process.
Nuttall (2000) in Kusriani (2013) stated because both the reader and writer
depend on one another. This interaction may get complicated by the fact that the
writer is absent at the time of reading and this condition may cause
misunderstanding by the reader, except the reader can comprehend the text well.
the text, such as their prior or background knowledge and strategy use. This
process also includes the variables related to the text, for example the readers
interest of the texts and their understanding of the genres of the texts. It means
that what the readers learn and how they respond and comprehend the text is
individualistic. The process of constructing meaning depends on the individual
Reading comprehension starts from the small unit of text which is words,
then phrases, clauses, sentences until texts. The comprehension depends on the
ability of the reader to draw meaning from the printed words to interpreting the
text, such as vocabulary, syntax, and grammatical and the variable of the reader,
like the background knowledge, cognitive development, strategy use, interest and
purpose.
B. Process of Reading