THE INFLUENCE OF THINK PAIR SHARE TEACHING MODEL AND THE

STUDENTS MOTIVATION ON READING COMPREHENSION ACHIEVEMENT

OF THE FIRST YEAR STUDENTS OF SMA NEGERI 15 PALEMBANG

BY AL FURQON

A. Background
Teachers are often becoming the center attention of the failure of student
achievement. In addition, teachers are often faced with a diverse group of students
who are need guidance and coaching so that they can become an adult human
being, aware of their responsibility, independent, having personality and moral. So,
the task of a teacher is not an easy thing (Slameto, 1995:37). Therefore, the effort
required by a teacher with all the competencies he/she has, guide students to the
maximum in order to achieve their maximum learning achievement. Many factors that
cause learning difficulties so that diagnosis and analysis of these difficulties are need
to be done. Slameto (1995:96) pointed out that teachers must develop and
implemented remedial instruction for students who needed it. In this case,
interactions are expected increasing and teachers can teach effectively which means
that the lesson that has been taught can be easily absorbed by them, in order to do
that the students have to master the English skills . One of those skills is reading, it is
one of the most important skills to develop knowledge along with listening, speaking,
and writing. It provides an access to information due to the fact that it can give
valuable knowledge to the reader who wants to find the information.
Most of the sources of information are shown in internet, books, journal, TV, and
newspaper. Reading is very important because through reading peoples can
understand the information from the text. Reading is not only help the teachers to
increase their knowledge but also it is a way of using a text to understand meaning.
The two key words here are creating and meaning. If there is no meaning, there is no
reading taking place. Moreover, Perfetti, Van Dyke, and Hart (2001) pointed out that
the study of reading is, in part, the study of language processes, including reading
comprehension. What distinguishes reading most clearly from spoken language
processes is the conversion process, or decoding. Beyond decoding, reading shares
some linguistic and general cognitive processes with spoken language in the process
of comprehension. In addition, Chard and Santoro (2008:4) states that reading
comprehension relies, in part, on fluent reading. The unexpected condition of pupils

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reading comprehension achievement has attracted many researchers to do some
study on this topic.
World Bank and IEA (2008) found that in East of Asia, Indonesian people had
the lowest level in reading. Indonesia only got 51.7, Philippine got 52.6, Thailand got
65.1, Singapore got 74.0, and the highest point by Hongkong 75.5. Based on the
survey from the council of statistic centre in 2003 the children in Indonesia who had
age 10-19 years old, only 16.8% who read newspaper and magazine, 90.6% they
watched TV. In 2006, the children who had read the newspaper and magazine
improve until 23.46%. Besides, one of factor that could influence reading is student
motivation.
In classroom context, motivation refers to students subjective experiences,
particularly students willingness to participate in class activities and their reasons for
doing so (Brophy, 1998). According to Ormrod (1999) there are two kinds of
motivation, namely: Extrinsic motivation and Intrinsic motivation. Extrinsic motivation
occurs when the cause of motivation exists outside of an individual and the task
performed. It arises from environmental incentives and consequences (e.g., food,
money) (Reeve, 2005:134). Intrinsic motivation occurs when the cause of motivation
exists within an individual and task (ormrod:1999). It emerges spontaneously from
psychological needs, personal curiosities, and innate striving for growth (Reeve:
2005:134).
There are many teaching models that can be used by the teachers to teach
reading comprehension. One of the models is think, pair, share; this technique is first
developed by Professor Frank Lyman at the University of Maryland in 1981 and
adopted by many writers in the field of co-operative learning since then. It introduces
into the peer interaction element of co-operative learning the idea of wait or think
time, which has been demonstrated to be a powerful factor in improving student
responses to questions. It is a simple strategy, effective from early childhood through
all subsequent phases of education to tertiary and beyond. It is a very versatile
technique, which has been adapted and used, in an endless number of ways. This is
one of the foundation stones for the development of the co-operative classroom
(Bell:1998).
Furthermore, Wisc (2006) mentioned that the think-pair-share technique also
enhances the students oral communication skills as they discuss their ideas with the
one another. Normally, students will feel very shy to shoot out their ideas or answer
in traditional way of teaching, for fear that they will be criticized, or the answer might
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be wrong. They do not have enough courage to express themselves as they are
trained to think alone. However, with think-pair-share technique the students are
more willing to take risks and suggest ideas because they have already discussed
with their partner. Therefore, it helps students to be more active in class by
presenting their ideas with no fear.
Therefore, the title of this research is The Influence of Think-Pair-Share
Teaching Model and The students Motivation on Reading Comprehension
Achievement of The First Year Students at SMA Negeri 15 Palembang.

B. Literature Review
In this part, the writer will discuss about think-pair-share teaching model, reading
comprehension, teaching English in the senior high school, teaching reading,
teaching reading through think-pair-share teaching models, the kinds of motivation,
previous related study, and hypotheses of the study.
a. Think-Pair-Share Teaching Models
One of the teaching models is think, pair, share; this technique is first developed
by Professor Frank Lyman at the University of Maryland in 1981 and adopted by
many writers in the field of co-operative learning since then. It introduces into the
peer interaction element of co-operative learning the idea of wait or think time, which
has been demonstrated to be a powerful factor in improving student responses to
questions. It is a simple strategy, effective from early childhood through all
subsequent phases of education to tertiary and beyond. It is a very versatile
technique, which has been adapted and used, in an endless number of ways. This is
one of the foundation stones for the development of the co-operative classroom
(Bell:1998).
b. Reading Comprehension
Biemiller (1999:6) defined reading comprehension as the ability to answer
reasonable questions about a passage one has heard or read. McNaughton
(2002:164) termed this a straight forward working definition and cautions that it
does not indicate what reasonable questions might be or the complexity involved in
the process of comprehension. In comparison, the definition proposed by the RAND
Reading Study Group (RRSG,2002:11) who summarized the contributions of many
experts, defines reading comprehension as an active and complex cognitive process
during which the reader is simultaneously extracting and constructing meaning
through interaction and involvement with written language.
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 It is acknowledged that reading comprehension, as distinct from listening
comprehension, is closely intertwined with processing written text and good
comprehenders usually display efficient decoding, fluency, and knowledge of
vocabulary (McNaughton, 2002;Pressley, 2002). These components of reading are
important. However, they are not directly related to this study and are therefore not
addressed in this review.
c. Teaching English in the Senior High School
English is already chosen as the first foreign language to be taught in our school,
thats why English is an official language for communication. The objectives of
English language teaching include three aspects of education; they are knowledge
aspect, competence aspect, and attitude aspect. The knowledge aspect means
knowledge of English sentence pattern and a number of English vocabularies.
Whereas the competence aspect emphasizes on the skill in using the language, that
is speaking, listening, reading, and writing abilities. And the attitude aspect of attitude
deals with the students value of the language.
In senior high school, English is not something new to learn but in term of reading
comprehension the students still face difficulties. One of the problems is the lack of
vocabularies mastery, according to Chard and Santoro (2008:4) if the students dont
know the meanings of individual words, it is virtually impossible to understand the
overall meaning of a sentence or paragraph. From the explanation above, senior high
school students need the precise model to overcome their problems.
d. Teaching Reading
Teaching is a profession conducted by using a combination of art, science, and
skill. It is an art because it is relies on the teachers creation provision of the best
possible learning environment and activities for his/her students. It is a system of an
ordered idea, and method used by the teacher in doing his/her main jobs, plan a
lesson, implement the plan in the classroom and evaluate the outcome of the
activities.
Teaching reading is important thing of English learning. The ability in reading
clearly and efficiently contributes to the success of the learner in school and success
later in every phase of life. Teaching reading is teaching to the learner to get the
information from the text individually or in a group. The information can be which has
related with their lesson or only for their pleasure. The English teachers have to
share the material in reading based on their needed. Hopefully, the learners will
interest in reading. Besides, the material relevant to the students age and level.
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e. Teaching Reading through Think-Pair-Share Teaching Modeling
Teaching reading through think-pair-share teaching modeling; first, pupils think
as individuals and then outline a particular task or discussion point. Each student
thinks about the task or topic, taking notes or jotting down ideas. This stage gives
students a chance to write down their answer before discussing it with their pair. The
teacher may collect written responses from each student before allowing them to
continue to the Pair stage. Second, pair it means in pairs ask the student to form
pairs. The pairs of students then discuss their thoughts and ideas about the task or
the notes taken, before come out with a conclusion from the pair discussion. The pair
will then create a new answer that incorporates the best of the ideas. Third, share it
means pair it to the whole group by asking pairs to share their thought with the rest of
the class. The pairs then discuss their group thoughts and ideas about the task or
discussion point.
Last but not least, the teachers have to consider the timing. It is important for
them to state the time allowed for each activity and stick to it. Depending on the
complexity of the task, the time for each activity may vary. Normally the think stage
require less duration compared to other two stages. This is due to the less complex
task assigned for individual during the think stage (Nsw:2006).
f. The Kinds of Motivation
In classroom context, motivation refers to students subjective experiences,
particularly students willingness to participate in class activities and their reasons for
doing so (Brophy:1998). According to Ormrod (1999) there are two kinds of
motivation, namely: Extrinsic motivation and Intrinsic motivation. Extrinsic motivation
occurs when the cause of motivation exists outside of an individual and the task
performed. It arises from environmental incentives and consequences (e.g., food,
money) (Reeve, 2005:134). Whereas, intrinsic motivation occurs when the cause of
motivation exists within an individual and task (Ormrod:1999). It emerges
spontaneously from psychological needs, personal curiosities, and innate striving for
growth (Reeve, 2005:134).
g. Previous Related Study
There is two researchers have conducted similar research about the use of think
-pair-share teaching models, such as (1) Wendy Diane Carss (2007) and (2) Nik
Azlina binti Nik Mahmood (2008).
Firstly, Wendy Diane Carss (2007), in her study entitled The Effects of Using
Think-Pair-Share during Guided Reading Lessons. The results show the positive
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effects of using TPS strategy and extend the original findings confined to readers of
below average reading ability. Secondly, Nik Azlina binti Nik Mahmood (2008), in her
study entitled Collaborative Teaching Environment System Using Think-Pair-Share
Technique. The results show through the use of TPS has revealed the importance of
interaction in teaching by understanding teaching theory that involves knowing the
teacher himself, the students, as well as the stuff or materials used for teaching.
Teaching Science subject can be well-achieved by acquiring students to work in
group since they can share opinions and thought.

C. Hypotheses of the Study

The hypotheses of the study will be formulated in the following statements:
H1: Think-pair-share teaching model significantly influence reading comprehension
achievement of the first year students at SMA Negeri 15 Palembang.
H01: Think-pair-share teaching model does not influence reading comprehension
achievement of the first year students at SMA Negeri 15 Palembang.
H2: Think-pair-share teaching model significantly influence the students motivation
on reading comprehension achievement of the first year students at SMA Negeri
15 Palembang.
H02 : Think-pair-share teaching model does not influence the students motivation on
reading comprehension achievement of the first year students at SMA Negeri 15
Palembang.
H3 :There is a significant statistical difference between using think-pair-share
teaching model toward the students motivation on reading comprehension
achievements of the experimental group pupils and those of the control group
H03 :There is no significant statistical difference between using think-pair-share
teaching model toward the students motivation on reading comprehension
achievements of the experimental group pupils and those of the control group
pupils.

D. The Significance of the study

The present study is expected to bring out some significant result that can be
expected as follows:
a) It is expected that the results of this investigation will be beneficial for teachers of
English through the use think-pair-share teaching model in improving their
teaching technique.
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b) It is hoped that this study helps the students of senior high school in general and
students of SMA Negeri 15 Palembang in particular to know best way in
improving their motivation on reading comprehension achievement.
c) It is hoped that the writing of this thesis would enrich the writers knowledge of
English in foreign language and improving his reading ability, especially in
reading skill

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D. Method of Research
This study used the quasi-experimental, non equivalent group pre-test and post-
test design. In this study, the writer divided the samples into two groups as a control
and experimental groups. In this study the writer will use intact group for the
experimental and control groups. He will administer a pretest to both group, conducts
experimental treatments activities with experimental group only, and then follows a
posttest to assess the differences between the two groups (Cresswell:2005).

E O 1 X 1 O2

C O 3 X 2 O4

Where:
E : experiment
C : control
O1 : pre-test experimental
O2 : post-test experimental
O3 : pre-test control
O4 : post-test control
a. Structured Relation Design
X1

X3 Y

X2

Where:
X1 : treatment
X2 : non-treatment
X3 : motivation
Y : Reading comprehension achievement

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E. Population and Sample
a. Population of the Study
The population of this study is the first year students of SMA Negeri 15
Palembang in the academic year 2012-2013. The total population is 186 students as
presented in the following table.
TABLE 1
THE POPULATION OF THE FIRST YEAR STUDENTS OF
SMA NEGERI 15 PALEMBANG BASED ON
CLASS AND SEX
Students
No Class Male Female Total
1 X.1 18 26 44
2 X.2 23 24 45
3 X.3 21 26 47
4 X.4 27 21 48
Total 89 97 186
Source: SMA Negeri 15 Palembang, 2012-2013
b. Sample of the Study
The sample of the study was taken randomly from the population. Each individual
had the same opportunity to be selected as sample. In this case, the sample was fifty
(50) students. The sample of the study based on sex was shown in the table 2.
TABLE 2
THE SAMPLE OF EXPERIMENTAL GROUP AND CONTROL GROUP
BASED ON CLASS AND SEX
Sex
No Group Class Male Female Total
X.1 3 3 6
X.2 3 4 7
1 Experimental Group
X.3 3 3 6
X.4 3 3 6
X.1 3 3 6
X.2 3 3 6
2 Control Group
X.3 4 3 7
X.4 3 3 6
Total 25 25 50

F. Techniques for Collecting Data

In this study the writer will use written test and questionnaires to collect the data.

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a. Written Test
In this study the writer will use two written tests, pre-test and post-test to the
sample. It is used to measure reading ability of the sample before treatment and after
treatment. Hatch and Farhady (1982:444) state that test is something for measuring
knowledge, intelligent, ability of an individual or group. In constructing the test the
writer will follow some steps: (1) The writer will prepare the test items related to
reading that are used in learning process. The learner will write out the answer based
on the questions in text. (2) To discuss the correct answer, in this case for both
teacher and students (3) record students output. (4) Analyzing the result to see the
test whether it valid and reliable.
b. Questionnaire
The questionnaire will be used to assess the learners motivation in language
learning especially on reading comprehension before treatment and after treatment.
It consists of two parts; one is intended to collect demographic data of participant,
such as their names, age, and gender. The other is questionnaire adopted from
FLCAS (Foreign Language Classroom Anxiety Scale) that was designed by Horwittz
(1986) and it is modified by the writer appropriate to this study. The questionnaire
consists of 20 statements about motivation and reading interest.

G. Techniques for Analyzing Data

This study will use quantitative data analyses to analyze the data from
questionnaires and reading tests by using SPSS 16 for Windows. Before analyzing
the result of pre-test and post-test scores, the writer will find the normality and the
homogeneity of the data. Firstly, the writer will use t-test to compare the results of
pre-test and post test and the result of questionnaires before and after treatments
between the two groups. Secondly, descriptive analysis will be performed to compute
the means and standard deviations for each item of questionnaires to see general
situation of students motivation. The level of students motivation will be classified
based on the percentage of scores they get through answering the questionnaire
before having treatment.
To analyze the data, the writer will use Paired Sample t-Test to compare two
population means in the case of two samples that are correlated to find significance
difference between them. Then, to find the significance of the difference between
means achieved by the experimental group and the means of control group will be
used independent t-test.
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H. Tentative Schedule
The tentative schedules in writing this thesis are as follows:
a) Preparation : February-March 2013
b) Writing the design : April
c) Data Collection : May 2013
d) Data Analysis : June-July
e) Production : August 2013

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Bell, J. (1998). Improving Student Learning and College Teaching. Ideas on

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Brophy, J. (1998). Motivating students to learn. Boston, MA: McGraw-Hill Companies,

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Biemiller, A. (1999). Language and reading success. Cambridge, MA: Brookline

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Cresswell, J. W. (2005). Educational Research: Planning, conducting, and evaluating

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Carss, Wendy D. (2007). The Effects of Using Think-Pair-Share During Guided

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Chard, David J and Santoro, Lana E. (2008). What is reading comprehension and
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McNaughton, S.M. (2002). Meeting of minds. Wellington, NZ: Learning Media.

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