THE IMPLEMENTATION OF THINK, PAIR, AND SHARE STRATEGY IN TEACHING READING COMPREHENSION ON RECOUNT TEXT AT ELEVENTH GRADE OF SMK ASY-SYAFA’AH JEMBER

Abidin, Zaenal (2024) THE IMPLEMENTATION OF THINK, PAIR, AND SHARE STRATEGY IN TEACHING READING COMPREHENSION ON RECOUNT TEXT AT ELEVENTH GRADE OF SMK ASY-SYAFA’AH JEMBER. Undergraduate thesis, UIN Kiai Haji Achmad Siddiq Jember.

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Abstract

Nowadays, the learning process is believed to be less effective when the learning activities are dominated by the teacher commonly known as teacher oriented process. As one of the elements of reading, reading comprehension becomes crucial to be mastered. There are a lot of research reporting that most of students are passive in the class. This is an indication that students are not cognitively challenged to think. Students commonly rely on the material delivered by the teacher. This condition can be overcome through one cooperative learning strategy called Think Pair Share (TPS).
The research focus forms as follows; 1) How are the goals of implementation of teaching reading comprehension through Think, Pair, and Share strategy at the eleventh grade of SMK Asy-Syafa’ah Jember? 2) How are the steps of teaching reading comprehension through Think, Pair, and Share strategy at the eleventh grade of SMK Asy-Syafa’ah Jember? 3) How is the evaluation of teaching reading comprehension through Think, Pair, and Share strategy at the eleventh grade of SMK Asy-Syafa’ah Jember?
This reseach utilized qualitative approach particularly case study as the research design. This research was conducted at SMK Asy-Syafa’ah Jember. While, the researcher selected the purposive sampling so that the subject were the English teacher and five students of the eleventh grade. The data collection consisted of: observation, interview, and document review. Besides, this research used data analysis technique from Miles Huberman and Saldana, that includes; data condensation, data display, and drawing and verifying conclusion. Last, the data validity was clarified from source triangulation and technique triangulation.
The findings of the research were; 1) The goals were; a) The students were able to think individually and students can formulate their own interpretations. b) The students were able to pair up encourages dialogue, where they can clarify and refine their thoughts. c) he students were able to share with the whole class to helps them articulate their understanding and learn from diverse perspective. 2) The steps were; a) The teacher gave a command the students to read and try to comprehend the text by their own comprehension. b) The students are asked to do pair-work with their table-mate to discuss it. c) Each pair came forward to the class to present their report result to the class. 3) The evaluation was formative assessement that were devided into; a) Students’ participation assessment in discussion. that refers to how active the student in participating on peer discussion in the group, b) Students’ performance assesment, in the side of how well the students perform their report or result of discussion in front of the class, c) Students’ comprehension assessment, that refers to the level of comprehension gained by the students toward the given reading text to be comprehended.

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