Kumpulan Contoh PTK/Skripsi Bahasa Inggris Terbaru
CHAPTER 1
INTRODUCTION
1.1 Problem Background
According to the English curriculum Junior High School, students are obliged to develop some basics English skills in the form of listening, speaking, reading and writing. Besides the skills, students are able to comprehend three elements of English that are phonology, vocabulary and grammar. Reading is one of the English skills that should be mastered by students in junior high school. Ditjen Dikti ( 1984: 5 ) said that minimum mastering the material sometime is made as a basic graduated for the students who learn that material. So, students are expected to be able to comprehend and understand the main idea in a passage or text in reading comprehension. Blachowicz and Ogle ( 2008: 17 ) said that reading is comprehending-making sense of what is read. In other word, reading is one of important skills in English that need good comprehension.
In reading comprehension the teacher has to have a goal to minimize reading difficulties and to maximize comprehension by providing culturally relevant information. What the students read must be relevant to their need and interest and they must be ready, willing and able to read it. Problem mostly occurs to students when reading a book they fell difficult either from mention the symbol ( word ) or meaning of the text. As a matter of reality, this does not work well as expected for most Junior High School students.
Based on the Dirjen Dikti regulation (1985, 5) to support the finding, it says that minimum mastering the material sometime are made basic graduated for the students who learn the material. But then usually up to mastery the moving material between 75% and 80%. By looking thesis standard, the teachers should evaluate the next step as rules below:
1. When the students are able to mastery the material more than 75% the learning process can be continued by discussing next material.
2. When the students just can be mastery the material less than 75% the next meeting on learning process is just focusing in remedial program.
In referencing those achievement grades, it is hoped that the students be able to mastery the material more than 75%. So that, it is not needed the remedial program.
Based on the data of pre survey in Junior High School State 1 Sekampung, there are 55% students or 22 students who get score ≤75 in reading. In the other hand, students who get score ≥ 75 are about 45% students or 18 students.
Based on KTSP, reading is one of skill or subject that should be mastered by junior high school students at eighth level. Students are expected to comprehend the reading text. In the reality, students of Junior High School especially in eight grades are facing many difficulties in reading comprehension. It can be proved by their mistake in comprehend reading text by students of Junior High School. That problem impacts to their score in reading. Reading comprehension is very important to students if they want to know deeply about reading text.
There are many factors or variables which become the causes of the problems. One of the factors is students’ reading comprehension is still less. In learning process of reading comprehension the student must find the main ideas, could conclude, and find the required information. But, in fact many students are not able to determine the subject matter and conclude the reading passage. It can be caused by the minimum of reading text material in the learning process. Another variable are methods and techniques in reading comprehension are not motivate and difficult to understand by students. Most of teachers just give an ordinary technique in reading text. They have difficulties to find the best technique in reading comprehension. There is no variation of technique used by the teacher in reading comprehension. Students just give a chance to comprehend the text by themselves. It will make students more difficult to understand about the text. At least they need friend or partner to ask or share about the text.
The English teacher at eighth grades applied lecturing method and three phase technique in every skill of English. These techniques make students passive and bore in reading comprehension.
To solve the problem above the researcher offers to use cooperative method in reading comprehension. There are two techniques in cooperative method that considered by the researcher in order to appeal students’ reading comprehension, that are Roundtable and Think Pair Share techniques.
The strength of roundtable technique is the multiple answers encourage creativity and deeper thinking. This activity builds positive interdependence among team members because of the shared writing surface, but more importantly, it builds team cohesion and reinforces the power of team work because participants in action.
The strength of Think Pair Share ( TPS ), students’ learning is enhanced when they have many opportunities to elaborate on ideas through talk. The think pair share technique develops the kind of personal communication that is necessary for students to internally process, organize and retain ideas. Include the positive changes in students’ self esteem that occur when they listen to one another and respect other’s ideas. Students have opportunity to learn higher level thinking skill from their peers, gain the extra time or prompting they need, and gain confidence when reporting ideas to the whole class.
Based on the explanation above, the researcher conduct the research entitled THE COMPARATIVE STUDY OF STUDENTS’ READING COMPREHENSION BY USING COOPERATIVE METHOD TYPE ROUNDTABLE AND THINK PAIR SHARE ( TPS ).
1.2 Problem Identification.
Based on the description above, some problems rise as follows:
1.2.1 Students are facing many difficulties towards English reading comprehension.
1.2.2 Reading comprehension of students still less.
1.2.3 The minimum reading text in learning process.
1.2.4 The teaching reading technique is not interesting and difficult to understand by students.
1.2.5 Teacher just use ordinary technique is teaching reading comprehension
1.2.6 There is no variation technique of teaching reading comprehension
1.3 Problem Limitation
In this research the writer focuses on the main problem that is on the comparative study of reading comprehension by using cooperative method type Roundtable and Think Pair Share ( TPS ) technique at eighth grades of Junior High School state 1 Sekampung.
1.4 Problem formulation
1.4.1 Is there any significant difference between using cooperative method type roundtable and think pair share ( TPS ) toward reading comprehension?
1.4.2 Which one is more effective between using cooperative method type roundtable technique and think pair share toward reading comprehension?
1.5 Research Objective
1.5.1 To know whether there is significant different between using cooperative method type roundtable and think pair share ( TPS ) technique toward reading comprehension.
1.5.2 To find out the effectiveness between know whether there is different of reading comprehension using roundtable and think pair share ( TPS ) technique toward reading comprehension.
1.6 Research Scope
The scope of research is:
1.6.1 The Characteristic of Research
The characteristic of this research is experimental research
1.6.2 The Research Subject
The research subject is the students at the second semester of the eighth class of Junior High School state 1 Sekampung Academic year 2012/2013.
1.6.3 The Research Object
The research object is the Comparative Study of Students’ Reading Comprehension by using Cooperative Method Type Roundtable and Think Pair Share ( TPS ).
1.6.4 The Research Time
The research was conducted at the second semester in Academic year 2012/2013.
1.6.5 The Research Place
The research was conducted at Junior High School State 1 Sekampung.
1.7 Research Benefit
1.7.1 As the information for English teacher about the Comparative Study of Students’ Reading Comprehension by using Cooperative Method Type Roundtable and Think Pair Share ( TPS ).
1.7.2 As the information for further study with certain interest.
1.7.3 For the student: to motivate the students learning English achievement especially in reading comprehension.
CHAPTER II
THEORETICAL FRAMEWORK
2.1 Previous Research Overview
In this research, the researcher summarizes the relevant previous researches to prove the originality of the research. The first research has been conducted by Hendrias entitled “ improving reading comprehension using scrambled technique at X.1 of SMA N 1 Plumbon. This study aims to determine to increase reading comprehension students with scramble technique. The design of this study is using a classroom research.
The research carry out in the second semester of the school year 2009/2010, on april 8 until may 19 2010. Research subjects are X1 students N 1 Plumbon. The research takes place in two cycles, each cycle through four phases: planning, acting, observing and reflecting. Strategies of data collection are done by observation and interviews. Data analysis technique uses is descriptive quantitative strategies and qualitative descriptive.
The results shows that the technique scramble that emphasizes the acquisition of information, as well as an understanding of information obtained and the provision of concrete experiences in teaching reading comprehension can enhance students’ interest in learning which impact on developing students’ reading comprehension skill. This can be demonstrated by an increase in value the longer the better, namely
1. The average value of 56.04 students’ initial condition
2. The average value of the cycle 1 at 61.36
3. Average the average value of 75.32 in second cycle
This shows the difference in value between the initial conditions of students with learning activities that last at 18.88 for second cycle. Based on this research, the scramble technique can success to improve reading comprehension.
The strength of this research is, this research can prove that scramble technique is good in learning reading comprehension. The weakness of this research is, this research is conducted in two cycles. It means that at the first cycle the researcher is failed to achieve the goal of the learning.
Second research is conducted by Nopita Yulianti” the Comparative study between TPS and drill Technique in students’ achievement of passive voice at tenth grade of SMA Negeri rumbia lampung tengah academic year 2009/2010. Many difficulties which are faced by the students in making sentence espouse the rule of passive voice in Indonesia and English is different. So many students do not know about that. Beside the teacher technique makes the students bored easily, so the students do not have motivation in learning passive voice well. Therefore, the researcher will do research” comparative study between TPS and drill technique in students’ achievement of passive voice.
The subject of this research is the students at the tenth grade of SMA Negeri 1 Rumbia, lampung tengah. In this research, the researcher uses simple random sampling. The researcher takes two classes as the sample of this research.
Based on the result of the research, the researcher concludes that there is difference between the students who are taught through TPS and those are taught through drill technique. The students who teach drill technique can understand better about passive voice. The suggestion of this research are English teacher can apply two techniques in learning structure especially passive voice because two techniques can give positive effect not only for students but also in instructing process completely based on the research.
The strength of this research is, this research can prove that TPS and drill technique are quite reasonable applying in learning process especially in passive voice. Although those techniques do not come from the same branch of method, they can conduct in a comparative study. The weakness of this research is, the researcher do not show the detailed value which prove drill technique as the best technique in learning passive voice.
The third research is Siska Liftiana Sari is entitled “ Comparative Study of Students’ Speaking Ability By Using Cooperative Learning Method Think Pair Share and Roundtable Technique. This objective of this research is to describe the different between using TPS and roundtable technique toward students’ speaking ability. This research uses quantitative approach. Research design of this research is true experimental design. The research is conducted at tenth grade of SMA N 4 Metro. The population of this research is 236 students. It consists of 7 classes and each class consists of 34 students. The researcher takes 64 students from total population as the sample, 32 students as experiment class and 32 as control class. The result of this research is any difference result of students’ speaking ability between using TPS and Roundtable. TPS technique is more effective than roundtable technique toward the students’ speaking ability.
The strength of this research is, this research can show the best technique that involve in cooperative learning method in learning speaking. Basically some of teachers do not know that TPS is good in learning speaking. This result of this research can prove that the best technique in speaking is TPS. The weakness of this research is, the reason of the researcher choosing SMA as the place of the research. This research will show a good or natural result if it hold in SMP. The students in SMP are the fresh sample in applying those techniques. It seems that it will show an exact result.
Finally, the researcher can find the difference from three previous researches and the research of the researcher. The difference is about the sample and the variable. In this research, the researcher’s sample is students of SMP N 1 Sekampung at eighth grade. The variables that uses by the researcher are reading comprehension, Roundtable and Think Pair Share Technique.
2.2 Theoretical Review
2.2.1 Reading Comprehension
Reading is one of skills in English. It is not just read, but the reader should know or comprehend about the meaning in reading text.
Blachowicz and Ogle ( 2008, 17 ) state reading is comprehending—making sense of what is read. It means the reader should understand or comprehend what they read. Reading text will be meaningful if the reader can understand the meaning inside. Reading is one of activities to get information.
“Reading comprehension as the ability of understanding and interpreting information in a text correctly” (Graeb and Stoller, 2002, 17).
“Reading comprehension is get meaning from written text, a major goal of reading instructions is to help students develop the knowledge, skills, and experiences that they must have to be competent and enthusiastic readers” (Hedge, 1985, 32). We can conclude from those statements above. All of experts say that reading is not just an ordinary activity. Besides reading, the readers are able to develop their knowledge and get information from what they read. Good readers mean that they can comprehend and interpret the meaning or the goal the text.
Based on above definition the conclude of reading comprehension is the ability of understanding and interpreting information in a text correctly with the major goal of reading instructions is to help students develop the knowledge, skills, and experiences that they must have to be competent.
2.2.1.1 Social Function Of Narrative Text
Narrative is one of genres in reading. It has its own social function. Social function of Narrative text is to amuse, entertain and to deal with actual or various experience in different ways (Macken-Horaric, 2002, 23).
2.2.1.2 Text Organization
Structure narrativehas a number of parts:
1. Orientation – who, when, where
2. Complication – event that causes a complication; there may be more than one in a story. Descriptive words are used to give information about characters and event
3. Evaluation – reaction by characters to the complication
4. Resolution – solution to the problem
5. Coda (optional) – lesson from the story
2.2.1.3 Language Feature Of Narrative
Description of characters and places using:
1. Adjectives to describe nouns ( heavy, frosty, transparent, grumpy )
2. Adverbs – to describe verbs ( quickly, secretly, quietly, energetically, suddenly )
3. Simple past tense ( visited, felt, slept )
4. Time words ( Once upon a time, long ago, then, last week )
5. Verbs indicating actions in the story ( hid, ate, ran, whispered, looked )
2.2.2 Cooperative Method
Cooperative method is the instructional use of small groups through which students work together to maximize their own and each other’s learning. It is mediated by the students rather than the instructor. In cooperative learning, students work in groups to teach themselves content being covered.
Cooperative Learning is learning mediated by students rather than the instructor. In cooperative learning, students work in groups to teach themselves content being covered. Teachers can utilize a variety of learning structures while providing cooperative learning. ( Knight,2009,3)
Cooperative learning can involve group of any size, from two students to very large groups, although triads are often considered ideal. Cooperative learning sessions can be used as a way for groups to cover material, problem solve, brainstorm, explore or invent new ideas.
Cooperative learning promotes higher achievement than competitive and individualistic learning structures across all age level, subject areas and almost all task. It means that cooperative learning is one of the most widespread fruitful areas of theory, research and practice education.
There are some techniques that involved in cooperative method, they are : Jigsaw, Group Investigation, Team Game Tournament, Think Pair Share, Roundrobin, STAD, Roundtable, Number Head Together and many more.
In this research, researcher takes two techniques in cooperative method. These techniques are Roundtable and Think Pair Share technique.
2.2.3 Roundtable Technique
According to Kagan ( 1992, 10:2 ) roundtable is a simple cooperative learning structure which can be used with any subject matter. Roundtable is the most often used at the beginning of lesson to provide a content related teambuilding activity. Roundtable is a cooperative learning structure useful for brainstorming, reviewing, or practicing a skill, uses a single sheet of paper and pen for each cooperative learning groups.
“Another way of doing Round Table is to have all student answer on paper and then have the group put all of their answers together with, again, the group with the most right answers being recognized. At the end of the activity, review answers, strategies, and ways of improvement.”
( Knight,2009,12)
The brainstorming can reinforce ideas from the reading or can be used to set the stage for upcoming discussion. Participants, for example, could identify the characteristics of an effective leader or the attributes of terrorism before these topics are formally introduced.
From the statement above it can be conclude that roundtable is a cooperative learning structure useful for brainstorming, reviewing, or practicing a skill, uses a single sheet of paper and pen for each cooperative learning group.
2.2.3.1 Procedure of Roundtable Technique
According to Kagan (1992, 10:2) there are some steps considered important in the implementation of roundtable classroom :
Divide class into group of three or more. Teacher poses a question that has the potential for a number possible answer. Each group has a piece of paper and pencil. In small groups, students take turns adding their ideas. First student writes down an idea, and share it. The paper is passed to the left, the second student writes idea, shares and so on. This breaks the silence in the classroom and helps the students hear other students’ answers, which helps in preventing repeat answers.
Based on the implementation above, the researcher assumes that to use this technique in the class, the teacher must be has a clear instruction to divide students and give the material.
2.2.3.2 Advantages and Disadvantages of Roundtable technique
Based on the explanation of roundtable technique by Kagan (1992, 10:2), the researcher finds some advantages and disadvantages from this technique. There are some advantages and disadvantages of roundtable technique. For the first the researcher will explain about advantages of roundtable technique, such as; a. recalling information, creative cooperative art, brainstorming, students are exposed to and share each other idea. Students are able to give and share their idea. In this technique, they are expected to be creative and active in giving idea in order to answer that posed by the teacher; b. group uses other people’s idea to generate even more ideas, without being influenced by assertive or vocal members of the team. It creates good discussion within the group. Each group uses their members’ idea to solve the problem. Each member of the group will feel that they are considered and appreciated in the group.; c. this technique is that it also ensures that everyone in your group gets an equal chance to present their ideas. If your team has shy or low-confidence members, this method can help them feel more comfortable. This technique can increase students’ self esteem. Students which have low confidence or low knowledge will be motivated by the chance that gives to them in exploring their ideas.
The disadvantages of roundtable technique are: a. when team members pass ideas around the room, they might hold back simply because they know that the person next to them will see what they have written. This is one of disadvantages of roundtable technique. It is because when they write their idea, their friend who sit next to them are able to see the answer or idea; b. another is that each person gets inspiration for their new idea from the ideas of only one other person, rather than from the entire group. This situation can happen if there is a student who is low in knowledge. He or she will imitate the idea which is exposed by their friend before them. It will make similarity ideas.
2.2.4 Think Pair Share ( TPS ) Technique
Think Pair Share ( TPS ) has developed Frank Lyman and his associates ( university of Maryland Howard Country Southern Teacher Education Centre ). This is simple but very powerful thinking skill structure.
According to Lyman ( 1992,109 ) TPS is cooperative learning technique, involving individual pairs and group of students. The TPS is designed to differentiated instruction by providing students time and structure for thinking on a given topic, enabling them to formulate individual ideas and share these ideas with a peer. It promotes classroom participation by encouraging a high degree of pupil response, rather than using a basic recitation method in which a teacher poses a question and one student offers a response. Additionally, this technique provides an opportunity for all students to share their thinking with at least one other student which, in turn, increase their sense of involvement in classroom learning.
Kagan ( 1992,11:2) states that TPS, a problem is posed. Students have time to think about it individually, and then they work in pairs to solve the problem and share their ideas with the class. Sometimes students are held accountable for listening their partner because during share time they are called upon to share the answer they listened from their partner. This technique will create good work within the group. Each member will get some knowledge from their partner which they do not know before.
Think pair share ( TPS ) can be used for a wide variety of daily classroom activities such as concept of reviews, discussion question, partner reading, brainstorming, quiz reviews, topic development ex cetera.
Based on the explanation above, the researcher can conclude TPS is one of cooperative learning method, involving individual, pairs and group of students. Students become actively involved in thinking about the concept in lesson.
2.2.4.1 Procedure of Think Pair Share
Procedure of Think Pair Share are follow ( Kagan, 1992,11:3) :
The first stage is think ( think Individually ). In this stage, teacher poses a question to the students and gives them a minute to think independently about their responses, forming ideas of topic. After asking a question, tell students to think silently about their answer. The teacher gives some minutes for students to think about the topic in their own idea. The advantage of this phase is the time to think of giving opportunity for students to think about their own answers before questions are answered by other students. The second stage is pair. For the second stage, students are grouped in pairs to discuss their thinking or ideas. This steps allows students to articulate their ideas and to consider those of others. They then partner with near by student and discuss their response or ideas to the question or problem posed. Each student should be paired with another student. Teacher may choose whether to assign pairs or let students pick their own partner. Students share their thinking with their partner, discuss idea and ask question of their partner about their thought on the topic. In this brief activity students can verbalize their understanding, confirm what they understand with a partner or may determine what they do not understand. Give more time for pairing step discussion and reminds the students that they should tell their opinions orally with their partner. The third stage is share. In this stage teacher may then randomly select the students to share out ideas to the whole group clearly, public speaking voice.
Based on the explanation above, the researcher can conclude that TPS technique is one of technique that has three steps in learning that are thinking individually, pairing with partner and sharing the information.
2.2.4.2 Advantages and Disadvantages of Think Pair Share technique
Think pair share is one of the cooperative learning methods. There are positive effects in using this technique.
“ Positive effect of cooperative learning have been consistently found on such diverse outcomes as self-esteem, intergroup relations, acceptance of academically handicapped students, attitudes toward school, and ability to work cooperatively”.( Slavin,1991)
Based on the statement above, the researcher explain the advantages of TPS, students’ learning is enhanced when they have many opportunities to elaborate on ideas through talk. The think pair share enhances the kind of personal communications that are necessary for students to internally process, organize and retain ideas. Include the positive changes in students’ self esteem that occur when they listen to one another and respect other’s ideas. Students have the opportunity to learn higher-level thinking skill from their peers, gain the extra time or prompting they may need, and gain confidence when reporting ideas to the whole class. Another advantages are, acceptance of academically handicapped students. In this technique, all of members in group have same or equal chance to expose their idea. High students or low students have to share their idea. It will make handicapped student feel comfortable and the other member will consider them as good student. Basically, this technique is giving easier way to study or comprehend the lesson. That is why most of students will think that studying is not difficult. The lazy students are motivated to study and go to school every day. This is the meaning of attitudes toward school. Like the other technique in cooperative learning, think pair share ask students to work cooperatively with their partner. Studying will be usefulness with the partner to share.
The disadvantages of this technique is as each student should think individually at first, express their idea in pairs later and discuss what they make to other teams need a lot of time, this technique may be consume a lot of time. Think pair share consist of three steps. It step should be done by all of students. It probably needs much time in order to achieve the goal of the lesson. The most consuming time is in the second step. This step is pairing. There will be crowded class. If teacher cannot manage all students, the pairing step would take a lot of time. By using this technique for class activity, automatically the students should discuss and discuss step by step. Students need time for thinking and process of discussion need long time.
2.3 The Difference of Roundtable and Think Pair Share Technique through Students’ Reading Comprehension
Roundtable technique is different from Think Pair Share technique. Although Roundtable and think Pair Share are cooperative method but they have different roles and steps. Divide the class into groups and pose a question. Ask one student to write an answer on a paper and then pass paper to the person beside him or her in the group. Every student has a turn at answering the question. The group with the most correct answers is recognized. Another way of doing Round Table is to have all student answer on paper and then have the group put all of their answers together with, again, the group with the most right answers being recognized. At the end of the activity, review answers, strategies, and ways of improvement. In steps of Roundtable technique, the teacher poses questions, and students then study worksheets in team members. Following this, students will give their idea in a piece of paper and pass it to their friend next to them ( Kagan,1992; 11.3).
Based on the explanation about the roundtable technique, this technique has impact in reading comprehension. By passing the paper around members of group, students will be able to get more knowledge and more idea about the question which is posed by the teacher. In roundtable technique there are many members in group. So, there is a possibility to comprehend the reading text completely.
According to Blachowicz and Ogle (2008, 17 ) state reading is comprehending—making sense of what is read. This is the reason why roundtable has effect in reading comprehension. Each technique has difference way and step in students’ reading comprehension. The researcher has explain about roundtable technique before, so this is time to explain about think pair share.
Knight (2009,9) states Think Pair share is technique with three components or steps in learning process. Each step should be done by all of students. Thinking individually is the first step in this technique. Teacher will pose some question and give time to students to think about it by themselves. After this step finish, the next step is pairing. Teacher will guide students in finding their own partner. They will share the questions with their partner. In think pair share, there are two students in a group. It is easier to get information from their partner without having complicated conversation in deciding the answer.
According to Huda (2012,136) in Think Pair Share technique, there are some points why this technique is suitable for reading comprehension. That are: a. optimally students’ participation. b. giving chance at least eight times to students participating in group. c. can apply in all lesson and all class level.
Based on the explanation above, using think pair share gives a chance to student in share their idea with their partner.
“This technique allows for movement from individual thinking to pair sharing and is useful when asking students to anticipate, hypothesize, predict or activate their prior knowledge”.(Alberta education,2008,354)
So the differences of usingRoundtable and Think Pair Share technique are in the step and the process of getting information. Roundtable technique is simpler in finding the groupthan Think Pair Sharetechnique. In other hand, Think Pair Share technique is easier in discussion process than Roundtable technique. Based on the explanation above, it means each technique will give the different result in reading comprehension.
2.4 Thinking Framework
Cooperative learning method is an approach to organizing classroom activities into academic and social learning experiences. Based on the Roger, cooperative learning is group learning based on the change of information.
“ Cooperative learning is group learning activity organized in such a way that learning is based on the socially structured change of information between learners in group in which each learner is held accountable for his or her own learning and is motivated to increase the learning of others.”(Huda,2012,29)
In Roundtable and Think Pair Share ( TPS ) technique, Students must work in groups to complete tasks collectively. Unlike individual learning, students learning cooperatively capitalize on one another’s resources and skills (asking one another for information, evaluating one another’s ideas, monitoring one another’s work, etc.). Furthermore, the teacher's role changes from giving information to facilitating students' learning. Everyone succeeds when the group succeeds.
Roundtable technique of cooperative learning has several advantages they are; it gives chance to all of group member expressing their idea. It means the lower student in group can be more active and improve their knowledge and skill. Roundtable technique of cooperative learning method also has disadvantages such as, when team members pass ideas around the room, they might hold back simply because they know that the person next to them will see what they have written. Another is that each person gets inspiration for their new idea from the ideas of only one other person, rather than from the entire group.
The advantages of Think Pair Share technique are to facilitate the work of students in learning. This technique helps students to be more active with their partner. Students can share information and knowledge. The Disadvantages of Think Pair Share technique is, in pairing stage it would take a lot of time. All of students should find their partner based on the guidance of the teacher.
Based on the advantages and Disadvantages of implementing cooperative method, especially Roundtable and Think Pair Share ( TPS ) technique in learning reading, it is suggested that the researcher can apply these techniques in the research especially in learning reading comprehension. Meanwhile, for the students, it is suggested that the finding of this study gives them the alternates to develop their reading comprehension. Considering of the idea above, the researcher assumses that Roundtable and Think Pair Share ( TPS ) technique seems to be able to develop students’ reading comprehension. The thinking framework and the relationships between variabel are shown by the ilustration below:
| X1 |
| Y |
| X2 |
Notes :
X1 : Roundtable technique
X2 : Think Pair Share ( TPS ) technique
Y : Student’s reading comprehension
2.5 Hypothesis
To deduce the explanation previously discussed there will be some of hypothesis to describe namely:
1) There is difference result of using Roundtable and Think Pair Share ( TPS ) technique toward students’ reading comprehension in the eighth grade students of SMP N 1 Sekampung academic year 2012/2013.
2) Think Pair Share ( TPS ) technique is more effective of students’ reading comprehension in the eighth grade students of SMP N 1 Sekampung academic year 2012/2013
CHAPTER III
THE RESEARCH METHOD
3.1 Research Design
The design of this research is true experiment-control group pre-test post-test design. In this research, all groups got the pre test in to measure students’ reading comprehension before the treatment, and the post-test had been conducted to find the progress of students’ reading comprehension. The characteristic of true experiment is that sample to do experiment or as a control group taken with randomly from population. (Sugiyono, 2012, 15).
This experimental technique deals with two classes: one is an experimental class and another is a control class. Each of classes receives pre-test, treatment and post-test in order to find the progress of students’ reading comprehension. The treatment will be conducted for about three times. There are two groups of the research, one as experimental group using Roundtable technique and another as the control group using Think Pair Share ( TPS ). The Research design can be described as follow:
| Group | Pre-Test | Treatment | Post-Test |
| (M)(R) Experiment | T-1 | X1 | T-2 |
| (M)(R) Control | T-1 | X2 | T-2 |
(Accepted by Karwono,1992:77)
NOTE:
R : Randomisasi
M : Matching
X1 : Treatment reading comprehension using Roundtable Technique
X2 : Treatment reading comprehension using Think Pair Share (TPS)
T1 : Pre-Test
T2 : Post-Test
3.2. Research Variable
According to Sugiyono ( 2012,61) research variable is a particular variation of an attribute or value, object or activity which are conducted by the researcher in research. In this research, researcher makes three variables. According to Sugiyono (2012:61) independent variable is a variable that affects or is the cause of change or the onset of the dependent variable. Dependent variable is a variable that is affected or which become due, because of the independent variable. In this research, researcher makes three variables. One variable dependent ( Y ) and two variables independent ( X1 ), ( X2 ).
X 1 : Roundtable technique
X 2 : Think Pair Share
Y : Reading comprehension
3.2.1 The Operational Definition of Variables
The operational definition of variable is definition based on the characteristics that can be definated. Can be definated means it is observable. The operational definition is used to describe the characteristic of the variables that will investigate in order that the research can collect the data and information.
It means that in the research there are two kinds of variables, dependent variable and independent variable. Dependent variable can be said main variable or the most important variable in the research. Independent variable is same important with the dependent variable, but the dependent variable has function to influence dependent variable.
3.2.1.1 The Operational Definition of Reading Comprehension
Dependent variable of this research is reading comprehension. Reading comprehension is an ability in understanding and interpreting information of text correctly or getting meaning from written narrative text. The aspect of reading comprehension which is got by students after finished test that consist of the materials: 1) identified main idea of the text; 2) Identified all information in narrative text; 3) Identified communicative purpose; 4) Identify language feature; 5) Identified the generic structure of the text.
3.2.1.2 The Operational Definition of Roundtable Technique
Roundtable is a simple cooperative learning structure which can be used with any subject matter. Roundtable is the most often used at the beginning of lesson to provide a content related teambuilding activity. Procedure of roundtable is Divide class into group of three or more. Teacher poses a question that has the potential for a number possible answer. Each group has a piece of paper and pencil. In small groups, students take turns adding their ideas. First student writes down an idea, and share it. The paper is passed to the left, the second student writes idea, shares and so on. This breaks the silence in the classroom and helps the students hear other students’ answers, which helps in preventing repeat answers.
3.2.1.3 The Operational Definition of Think Pair Share Technique
Think Pair Share is then taken as the technique to be implemented. Think Pair share is cooperative learning technique, involving individual pairs and group of students. The procedure of this technique is, Think - Students given 30 seconds or more to think through an appropriate response. This time can also be spent writing the response. Pair - After this "wait time," students then turn to a partner and share their responses, thus allowing time for both rehearsal and immediate feedback on their ideas. Share - Student responses can be shared within learning teams, with larger groups, or with the entire class during a follow-up discussion. This technique gives all students an opportunity to express themselves as well as reflect on their answers. It also prevents vocal students dominating the discussion. .
3.3. Research Population and Sample
3.3.1 Population
According to Sugiyono (2012: 117) population is composed of the generalization: object / subject that have quality and certain characteristics set by the researchers to learn and then drawn conclusions.
Based on above explanation, the researcher defines the population for this research is students of junior high school state 1 Sekampung at eight grades academic year 2011/2012.The total number of students is 160 students, who divided six class and each class consists 28, class VIII.1 is 28 students, class VIII.2 is 28 students, class VIII.3 is 28 students, class VIII.4 is 28 students, class VIII.5 is 28 students and VIII.6 is 20 students..
3.3.2 Sample
Sample is part of whole and characteristic from population itself (Sugiyono 2012:118). Selection of a sample is very important step in conducting a research study. The sample becomes the representative from the population as the subject of this research. The sample for this research, will take two classes of eighth grades in junior high school state 1 Sekampung. The steps of this sampling technique as follows:
a) The first step is chooses randomly two from five classes of VIII grade of SMP N 1 Sekampung, namely two classes consist of VIII.1 class and VIII.2 class noted 56 students.
b) The second step is that two classes divided into one class as experiment class and one class as control class. The class that has chosen as experiment class is VIII.1 class and the class that have chosen as control class is VIII.2.
Table 3.3 Research Sample
| Treatment Research Sample | Roundtable Technique | TPS Technique | Total |
| Experiment Class | Control Class | ||
| - High - Average - Low | 10 8 9 | 11 7 10 | 23 17 16 |
| Total | 28 | 28 | 56 |
c) The next step, in taking sample has done by random to divided sample member in each sample there are 25 students.
Then, in this experiment research have got composition as follows:
Tabel. 3.4 Composition Members of Research Sample
| Treatment Research Sample | Roundtable Technique | TPS Technique | Total |
| Experiment Class | Control Class | ||
| - High - Average - Low | 10 7 8 | 10 7 8 | 20 14 16 |
| Total | 25 | 25 | 50 |
3.4 Research Instrument
Sugiyono (2012, 148) states that research instrument is the equipment or tool that used to measure all phenomenon in the research. Instruments are tool when a researcher conducts the research through a certain technique. The instrument of the researcher is test.
3.4.1 Test
The test consists of pre-test and post-test.
a. Pre-test
The pre-test will be administered to both experimental and control class. This test is given to know the students’ readingcomprehension before teacher giving treatment. Kind of pre-test is teacher provides some different topics. The topics are about experience, story, or legend. The test consists of 30 questions in multiple choice form.
b. Post-test
The Post Test is given after treatment period; the researcher gives them post test to see the result of the treatment using Roundtable and Think Pair Share (TPS). The question also consisted of 30 questions in which all questions all about story include narrative text. The questions consist of multiple choice form. The questions in pre test same with post test. This design would be more suitable in experimental related to the formation of attitude because in this experimental will affect the treatment.
3.4.1.1 Specification Table of Instrument
3.4.1.2 Specification Table Instrument of reading comprehension
The specification table of reading comprehension as follow:
Table 3.1: Table Specification Instrument of reading comprehension
| No | Operational definition | Component | Indicator / aspect | Kind of test | Domain | Item |
| 1 | Reading comprehension is an ability in understanding and interpreting information of text correctly or getting meaning from written narrative text. The aspect of reading comprehension which is got by students after finished test that consist of the materials: 1) identified main idea of the text; 2) Identified all information in narrative text; 3) Identified communicative purpose; 4) Identify language feature; 5) Identified the generic structure of the text. | 1. Identify main idea of the text 2.Identify all information in narrative text 3.Identify communicative purpose of narrative text 4.Identify language feature of narrative text 5.Identify generic structure of narrative text | 1.1 Students are able to identify main idea of the text correctly 1.2 Students are able to mention kind of the text accurately 2.1 Students are able to mention the characters in narrative text 2.2 Students are able to mention orientation, problem and resolution accurately. 2.3 Students are able to understand the meaning in the text 1. Students are able to identify the communicative purpose of narrative text 1.Mention the generic structure of narrative text 1. Identify the linguistic characteristic of narrative text | Multiple choice | C1 C1 C1 C1 | 1 2 6, 8, 29, 30 11, 12, 15, 16,18,19,20,23,24,25 13, 22 4,10,21,27 3,9,17,28 5,7,14,26 |
3.4.2 Validity and Reliability
The validity means an accurate test which is observed from the mission of the test. The validity means a tool of measurement which used to get data validity (Sugiyono, 2011, 172). It is supported by Gay (1990:128) that “validity is the degree to which a test measures what it is suppose to measure”. From the two statements means that the test can be said valid if the test is quite representative materials that are given.
3.4.2.1 Test of Validity
There are several types of validity, those are: Face validity, content validity, construct validity and criterion validity.
In this research, the researcher uses content validity. Content validity is instructional management of instrument ability which has been needed test of content validity that is tied relationship between item and aim of the test. Defining content validity is conducted by the expert. Expert assessors use to test of validity’s instrument with theoretical concept and contextual instrument that will be used. There are two experts are giving the evaluation. They are Drs. Bambang Eko Siagiyanto, M.Pd and Refai, S.Pd.,M.Pd. The experts’ evaluation is done in order to complete developing component of instructional capability, correct Indicator for each component describe of each indicators correlate each item with indicator and component to support operational definition.
The procedure of content validity include:(1) Explaining the component of management instructional capability. (2) Defining indicator which measure from each components, and ( 3) Developing the description of each indicator. ( See Appendix 3 )
3.4.2.2 Test of Reliability
Reliability means depend ability or trust worthiness. “Reliability is the degree to which a test consistently measure whatever it measures” (Gay : 1990 : 135). So, reliability means that an instrument can be trusted as an instrument to collect data. Test of reliability can be used four methods, they are: Test- Retest; Equivalent –Forms; Split Half; Homogenitas test.
1) Test-Retest Reliability. The test is administered twice at two different points in time. This kind of reliability is used to assess the consistency of a test across time.
2) Inter-rater Reliability. This type of reliability is assessed by having two or more independent judges score the test.
3) Parallel-forms Reliability. Parallel-forms reliability is gauged by comparing to different tests that were created using the same content. this is accomplished by creating a large pool of tests item that measure the same quality and then randomly dividing the items into two separate tests.
4) Internal Consistency Reliability. This form of reliability is used to judge the consistency of results across item (Split Half) in the same test. Essentially, you are comparing test items that measure the same construct to determine the test internal consistency.
In this research, the researcher uses Internal consistency Reliability. This kind of reliability is used to assess the consistency of a test across time.
And for more reliable, the researcher will do step:
1. Giving students’ exam to the rater
2. Average equitable assessment result from rater 1 and rater 2
3. Dividing the score
4. Correlating between the odd score and even score by using the product moment.
The formula is:
=
Notes :
: The coefficient correlation between X variable and Y variable
X : The score of odd score
Y : The score of even semester
: The quadrate score of the odd score
: The quadrate score of the even score
: The score of X * Y
(Arikunto,2011,70)
To find reliability of the test, the researcher will use the spearman brown ( Split Half).
The formula as follow:
=
Note :
= The whole of instruments reliability
= Correlation of product moment between first and second hemisphere
(Sugiyono,2012,185)
3.5 Data Collecting Technique
To collect the data from each variable in this research, the writer will give pre test and post test to the students. The first pre test is reading comprehension in narrative text, the test is to know the students’ achievement on reading comprehension. The second test is post test. It does after students have given reading comprehension in narrative text by using Roundtable and Think Pair share. It is to know the students’ reading comprehension more high score than before students’ has given technique. In collecting data, the researcher used some steps as follows:
1) Preparing the narrative test to pre test.
2) Doing the validity and the reliability.
3) Choosing a sample in this step, the writer did some steps as follow:
a) Firstly, the writer use lottery, after that writer will made initial group of existing classes in eighth grade, the writer written a paper roll, then put them in the glass, after that the writer shuffled the paper roll and remove it or drop a roll of paper which will serve as the research sample. The first paper roll will be class experiment and the second paper roll to be control class.
b) Finally, for the students who their class got experiment class and control class, the writer collected them ad start to do research.
4) Giving the reading narrative test as post test to the students to collect the data.
5) Then analyzing the data
3.6 Data Analysis Technique
After giving the test and finding the result of the test, student’s score pre test and posttest will be taken by using normality test and homogeneity test. The procedures to treat the data are:
3.6.1 Normality Test
It is used to know whether the data of two classes are normally or not. Normality tests are used to determine whether a data set is well-modeled by a normal distribution or not. Some statistic technique, especially parametric statistic ordered that should be followed normal distribution form. Normality test doing with three method, they are Frequence or Descriptive test, Kolmogorov Smirnov test and using grafik. When we chose this three method must with kind of research. With the hypotheses are:
Ho = L-ratio is lower than L-ratio ( the distribution of the data is normal)
Ha = L-ratio is higher than L-ratio (the distribution of the data is not normal)
Notes:
Ho = The Variance of the data are homogenous
Ha = The Variance of the data are not homogenous
The criteria is accepted Ho if F-cal< F-tab.
Normality test has count with SPSS 13 Program.
3.6.2 Homogeneity Test
Homogeneity mean a size can use to know variance of data or Homogeneity test is a measurement which can used to determine a data variation It has many method use to test homogeneity a sample. It is use to know the data are homogeneous or not. The formula of homogeneity test as follow:
Biggest Variance
F =
Smallest Variance
Notes:
F = The Homogeneity of Variance
Criteria :
Ha : F-ratio is lower than F-table ( the distribution of the data is homogenous)
Ho : F-ratio is higher than F-table (the distribution of the data is not homogenous)
3.6.3 Hypothesis Test
The hypothesis test is calculated using two ways anova. The formula of hypothesis test:
Note:
X1 : Mean of Score in upper group.
X2 : Mean of score in lower group.
S12 : Variant score of upper group.
S22 : Variant score of lower group.
n1 : Total subject of upper group.
n2 : Total subject of lower group.
The criteria are:
Ho : Ho is accepted if t_ ratio is equal or higher than t_table. (the hypothesis proposed is proved)
Ha : Ha is accepted if t_ratio is smaller than t_table. (the hypothesis proposed is not proved.
(Sugiyono,2011, 197).
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