Using The Think-Pair-Share (TPS) Strategy

to Enhance Students’ Reading Achievement

of The Seventh Grade at Mtsn Lumpatan

Eka Apriani
Sekolah Tinggi Agama Islam Negeri (STAIN) Curup
[email protected]

Abstract: This study was aimed at investigating whether or not there

was a significant difference in the students’ reading achievement after
they were taught by using the Think Pair Share (TPS) strategy. A quasi-
experimental design (non equivalent pre-test and post-test control
design) was used in this study. Fifty six out of 145 seventh grade
students of MTsN Lumpatan were purposively taken as the sample.
There were 28 students in the experimental group and 28 students in
the control group (N=56). The data was collected through reading test
and analyzed by using t-test, multiple regression, and pearson product
moment. The results showed the students who treated by using the
Think-Pair-Share (TPS) strategy achieved a higher mean score of
reading achievement (79.71) than the students who did not use the
Think-Pair-Share (TPS) strategy.
Keywords: Think-Pair-Share, Reading Achievement, MTsN Lumpatan

Abstrak: Penelitian ini bertujuan mengetahui ada atau tidaknya

perbedaan yang signifikan pada nilai membaca siswa menggunakan
strategi pembelajaran Berpikir, Berpasangan, dan Berbagi. Desain
penelitian kuasi ekperimental digunakan didalam penelitian ini. Lima
puluh enam dari 145 siswa kelas 7 MTsN Lumpatan dipilih secara
purposive dan digunakan sebagai sampel didalam penelitian ini. Sebanyak
28 siswa dikelompokkan kedalam kelas ekperimental dan 28 siswa
dikelompokkan kedalam kelas kontrol. Data penelitian diambil
menggunakan kuesioner dan tes membaca dan kemudian dianalisis
menggunakan t-test, multiple regression dan pearson product moment.
Hasil analisa menunjukkan bahwa siswa yang diajarkan menggunakan
strategi pembelajaran Berpikir, Berpasangan, dan Berbagi menunjukkan
pada nilai membaca yang bagus (79.71) dibandingkan siswa yang berada
didalam kelas kontrol.
Kata Kunci: Strategi Berpikir, Nilai Membaca, MTsN Lumpatan

Belajea: Jurnal Pendidikan Islam vol. 1, no 02, 2016

STAIN Curup – Bengkulu | p-ISSN 2548-3390; e-ISSN 2548-3404
190 | BELAJEA : Jurnal Pendidikan Islam, Vol. 1, No. 02, 2016

Introduction
Reading text in a foreign or second language is much more difficult than
that in first language.1 It was found in PISA result in 2009 that the Indonesian’s
rank of reading was 402, mathematics 371, and science 383.2 The results showed
that Indonesia was in the 57th rank out of 65 countries in the survey (OECD,
2010). In addition, PIRLS 2011 showed that Indonesian students’ average score
in reading literacy was 428.3 It is far below the standard mean score of
international reading literacy (500). It is a poor condition of our education
quality, especially in reading skill.
In line with it, South Sumatera students also have problem in reading
skill. Diem who conducted a study of 3-Ls (Libraries, Literature, and Literacy) in
Palembang found that the total mean of students reading achievement was
54.77.4 Sudarmi who conducted a study of junior high school students in
Palembang supported that the students in South Sumatera had low reading
achievement. She found that 6.11 % had excellent scores, 14.06 % had good
scores, 19.87 % had average scores, and 59.93 % had poor scores.5 It showed
that the English reading achievement of Junior High School students in South
Sumatera is still low.
Those problems are also found in MTsN Lumpatan which is one of
National Standard Schools (NSS) in South Sumatera It can be seen from the
reading achievement of the students. From 145 students in seventh grade, the
mean score of reading is only 55 (poor category). The mean score of students
did not reach the standard of the school that is 70. In addition, the English

1 C, West, 2008, Reading Techniques, Retrieved from http://assets. cambridge.

org/97805211/40706/frontmatter/9780521140706_frontmatter.pdf accessed on July, 11th 2012.
2 OECD, 2010, PISA 2009 Results: What Students Know And Can Do-Students
Performance In Reading, Mathematics, and Science, Retrieved from
http://www.oecd.org/pisa/46643496.pdf accessed on July, 11th 2012.
3 IEA (International Association for the Evaluation of Educational Achievement),

2012, PIRLS 2011: International results in Reading, Retrieved from

http://timssandpirls.bc.edu/pirls2011/reports/downloads/P11_IR_FullBook.pdf accessed on
July, 11th 2012.
4 C. D. Diem, 2011, 3-Ls: A Model for Teaching Young Learner, TEFLIN Journal,

22(2), p. 125-149.
5 Sudarmi, The Relationship Between Junior High School Students Reading Attitude And Their

Reading Reading Comprehension Achievement Based On Type Of School and Gender. (Unpublished
Graduate Thesis, Sriwijaya University: Palembang, 2009)
 Eka Apriani: Using TPS Strategy to Enhance Students’ Reading Achievement | 191

teacher of MTsN Lumpatan agrees that students have difficulties in reading

especially on reading descriptive text. Nevertheless, students are be able to
response accurately, fluently, and appropriately messages in descriptive text.
Therefore, in order to get the messages they have to understand the text literally
and inferentially.
All the parties have to find the solution of this problem. According to
Hewit, there are four important aspects can make the teaching and learning
process successful: strategy, style, motivation, and attitude.6 Westwood believes
strategy as a most powerful way to solve students’ difficulties to read, write, and
spell.7 It means that a good strategy can increase the students’ achievement in
reading, writing, and speaking. In addition, a good teaching strategy can
motivate students to learn and make them focus in ELT process. 8
There are many types of learning strategies in teaching reading. One of
the strategies is Think-pair-Share (TPS) strategy. The Think-Pair-Share (TPS)
strategy is one of the cooperative learning strategies which designed to provide
students with a clear focus and time to formulate individual ideas and share
them to other students. Robertson states that the Think-Pair-Share strategy is a
strategy which makes students interact with the material and their friends. This
strategy not only teaches the content of material but also increases the
interaction among students. 9
This strategy gives positive effect to students’ reading motivation and
achievement. Johnson, Johnson, and Stanne argue that cooperative learning has
a significant positive impact on students’ achievement than competitive and

6 D. Hewitt, Uderstanding Effective Learning, (New York, NY: McGraw Hill Education,
2008).
7 P. Westwood, 2008. What Teachers Need To Know About Reading And Writing Difficulties.

Victoria, AU: ACER Press, Retrieved from https:// shop. acer. edu.au/acer-shop/shop
images/products/reading_writing_diff_sample.pdf accessed on July, 11th 2012.
8 X. Wang, 2007, Three Ways to Motivate Chinese Students In Efl Listening Style.

Asian EFL Journal, 17(2), 1-16, Retrieved from http://www. asian- efl- journal.
com/pta_Jan_07_xw. pdf accessed on July, 11th 2012.
9 K. Robertson, 2006, Increase Student Interaction with "Think-Pair-Shares" And "Circle

Chats”. American foundation of teacher, u.s. Department of education, Retrieved from http://
www. colorincolorado. org/ article/ 13346/ accessed on July, 11th 2012.
192 | BELAJEA : Jurnal Pendidikan Islam, Vol. 1, No. 02, 2016

individualistic efforts (effect size=0.80 and 1.03 respectively).10 Furthermore,

this strategy also gives the students opportunities to interact with each other and
it enhances their motivation in learning.11
Based on the explanation above, It is important to find out the effect
and contribution of the Think-Pair-Share (TPS) strategy to enhance the
students’ achievement.
Reading Skill
Reading is a complex cognitive and linguistic process. Nuttal states that
there are three levels of reading skill. First, the process of decoding, deciphering,
and identifying the printed words. Second, the process of articulating, speaking,
and pronouncing the words in print. Third, the process of understanding and
interpreting the meaning of text. 12 It means that the students are able to
comprehend, understand, and interpret the content of the text after they read it.
In addition, Grabe and Stoller explain reading is the ability to draw
meaning from the printed page and interpret the information appropriately. 13
Alyousef states that reading can be see as an interactive process between a
reader and a text which leads to automaticity or reading fluency14. It involves
decoding alphabetic symbols, drawing upon experiences and language, and using
strategies effectively to make meaning.
Reading Achievement (RA)
Reading achievement is the result of students’ understanding of a text
that can be affected by some factors, such as their reading strategies. Reading

10 D. W. Johnson,T.T. Johson & M.B. Stanne, 2000, Cooperative learning Methods: A meta-

Analysis. Minneapolis, Minnesota: University of Minnesota, Retrieved from http://www.

tablelearning. com/ uploads/ File/ EXHIBIT-B. pdf. accessed on July, 11th 2012.
11 F. Abass, 2008, Cooperative Learning and Motivation, Bulletin of Institute for Language

Education, 18 (45), 15-35. Retrieved from

http://leo.aichiu.ac.jp/~goken/bulletin/pdfs/NO18/02FolakeAbass.pdf accessed on July, 11th
2012.
12 C. Nuttall, Teaching Reading Skills in A Foreign Language, (London, UK: Heinemann

Educational Books, 1982).

13 W. Grabe, & F. Stoller, Teaching and Studying Reading, (Harlow, UK: Pearson

Education Longman, 2002).

14 H. Alyousef, 2005, Teaching Reading Comprehension to ESL/EFL Learners, The

Reading Matrix, 5(2), 143-154, Retrieved from www.ala. org/ ala/ mgrps/ divs/ acrl/ ..../
Bordonaro. pdf accessed on July, 11th 2012.
 Eka Apriani: Using TPS Strategy to Enhance Students’ Reading Achievement | 193

achievement test is a way to know students’ result in reading comprehension.

The Department of Education of New Brunswick classifies three components
of reading achievement standard at Seven Grade students namely: text
complexity, reading strategies and behaviors, and comprehension responses.15
Text complexity is a characteristic of literacy and information texts. Reading
strategies and behaviors refers to learning behaviors students should exhibit when
reading texts independently. Comprehension responses are literal, inferential or
interpretative, and personal or critical or evaluative responses to texts. Among
those components, comprehension is an important part of reading achievement
to know students’ ability in reading.
Reading comprehension is an interactive mental process between the
reader’s linguistic knowledge, knowledge of the world, and knowledge of the
topic.16 Royer states that the reading comprehension is the process of
understanding and constructing the meaning of the text.17 Reading
comprehension is affected by difficulty of the text, the vocabulary uses in the
text, the reader familiarity with the subject matter, and other factors.
This study focused on literal and interpretive or inferential levels. Literal
level refers to reading the line on the text. In this level, the students recall
explicitly stated facts and ideas. However, inferential or interpretative level
includes reading between the lines. Here, the students connect ideas within the
text, demonstrating an ability to identify and understand messages that are
implied, but not explicitly stated. The writer used those two levels above
because in Junior High School, especially for seventh grade students, the
curriculum suggests the teacher to give a simple descriptive text to the students.
The writer analyzed the contribution of Think-Pair-Share (TPS) strategy to two
scales of students’ reading achievement.

15 Department of Education of New Brunswick, 2009, Reading and Writing Achievement

Standards, Retrieved from http://barnhill-memorial-
school.wikispaces.com/file/view/7+Achievement+Standards.pdf accessed on July, 11th 2012.
16 M. Rahmani & K. Sadeghi, 2011, Effects Of Note Taking On Reading
Comprehension And Recall, International Journal of Humanities and Social Science, 11(2), 116-128,
Retrieved from http://www.ijhssnet.com accessed on July, 11th 2012.
17 J.M. Royer, 2004, Reading Comprehension Test, Journal of Study in Reading, 37(2), 1-9,

Retrieved from http://www.as.wiley.com/ accessed on July, 11th 2012.

194 | BELAJEA : Jurnal Pendidikan Islam, Vol. 1, No. 02, 2016

Think Pair-Share (TPS)

Think Pair Share is a structure first developed by Frank Lyman at the
University of Maryland in 1981. It introduces the peer interaction element of
cooperative learning in the idea of ‘wait to think’ time, which has been
demonstrated to be a powerful factor in improving student responses to
questions. Think-Pair-Share strategy can be defined as a multi-mode discussion
cycle in which students listen to a question or presentation, have to think
individually, talk with each other in pairs, and finally share responses with the
larger group.18 This strategy provides students with a clear focus and time to
formulate individual ideas and finally share them to other students. The stages
above can be illustrated by Figure 1.

(Adapted from sparklebox Teacher Resources Limited, 2005)

Figure 1. The stages of Think-Pair-Share Strategy

Think-Pair-Share strategy has some benefits for the students. According

to Edith Cowan University, the benefits of Think-Pair-Share strategy are19: (1)
promote students participation, (2) help students to feel comfortable and get
know their peers, (3) be useful for all year levels and all class sizes, (4) it is easy

18 F. McTighe & F.T. Lyman, 1988, Cueing Thinking in the Classroom: The Promise

Of Theory Embedded Tools, Educational Leadership Journal, 45(7), 18-24, Retrieved from
http://jaymctighe. com/wordpress/wp-content/uploads/2011/04/Cueing-Thinking-in-the-
Classroom.pdf accessed on July, 11th 2012.

19 Edith Cowan University: Center for Learning and Development, 2012, Think-Pair-

Share: A good Teaching Strategy For Lecturers & Tutorials, Retrieved from
https://intranet.ecu.edu.au/learning/for-academic-staff/curriculum-2012-resources/good-
teaching/related-content/downloads/Think-Pair-Share-explained-120629.pdf accessed on July,
11th 2012.
 Eka Apriani: Using TPS Strategy to Enhance Students’ Reading Achievement | 195

to teach in the classroom and only take short time to prepare and start and do;
(5) engage the whole class and allow quiet students to answer questions; make
class discussion more fruitful because everyone has ideas to discuss; (6) provide
equity for all students rather than the same or loud students answering; and (7)
stretch students thinking and enhances students learning. This strategy is good
for teacher and students in the process of teaching and learning reading.
TPS strategy and Reading Achievement
Think-Pair-Share (TPS) strategy is one of the cooperative learning
strategies which have a positive impact on students’ reading motivation and
achievement. Abass states that cooperative learning strategy gives students
opportunities to interact with each other and it enhances their motivation in
learning.20 This strategy can motivate the students during teaching and learning
process because this strategy gives opportunities of the students to interact and
share their opinions.
Johson, Johson, and Stanne found that cooperative learning strategy has
a significant positive impact on students achievement.21 In addition, Millis states
that cooperative learning results in many well studied outcomes including higher
academic achievement because students benefit from peer coaching and from the
divergent viewpoints that promote critical thinking.22 Think-Pair-Share (TPS)
strategy can improve students’ reading achievement because this strategy can
make it easier for the students to comprehend the text.
Therefore, the Think-Pair-Share (TPS) strategy improves not only
students’ reading motivation but also students’ reading achievement. Liang
found that cooperative learning gave significant effects to students learning
motivation (t=0.000) and English achievement (t=0.000).23 It can be said that

20 Op., Cit., p. 3.
21 D.W.Johnson, T.T. Johson & M.B. Stanne, 2000, Cooperative Learning Methods: A Meta-
Analysis, Minneapolis, Minnesota: University of Minnesota, Retrieved from http://www.
tablelearning. com/ uploads/ File/ EXHIBIT-B. pdf accessed on July, 11th 2012.
22 J.B.Millis, 2003, Understanding Cooperative Learning And How to Use It, MCLI

forum, 5(1), 4-6, Retrieved from http://www. mcli. dist. maricopa. edu/ forum/ spr03/
mcliForumV5Sp03.pdf accessed on July, 11th 2012.
23 T. Liang, 2002, Implementing Cooperative Learning in EFL Teaching: Process and Effects,

(Unpublished thesis) Graduate Institute of English, National Taiwan Normal University,

Retrieved from http://www.asian-efl-journal.com/Thesis_Liang_Tsailing.pdf accessed on July,
11th 2012 accessed on July, 11th 2012.
196 | BELAJEA : Jurnal Pendidikan Islam, Vol. 1, No. 02, 2016

this strategy can help the teacher in teaching English to the students who have
lower motivation and achievement.
Method of The Research
A quasi experimental design (Non-equivalent groups Pretest-Posttest
Control Design) was used in this study. The writer used purposive sampling
technique in this study. The sample was selected based on some criteria: (1) the
students are taught by the same teacher (VII.1-VII.4), (2) the students do not
take extra courses, and (3) the students have the same number of teaching
sessions. The sample size calculated by Raosoft Inc was used to find out the
sample size of this study. 24From the Raosoft analysis (91% of confidence level
and 9 % of error level), the writer found that the minimum recommended
sample size of 145 students was 56. The writer took fifty six (56) out of 145
students in this study. The sample was assigned into two groups: 28 students
(experimental group) and 28 students (control group). Each group consists of
14 boys and 14 girls.
The writer collected the data by using the reading test. The writer used
reading test specification by Department of Education of New Brunswick for
the seventh grade students. The reading test consists of fifty questions. There
are four analyses was used in this research. Paired Sample t-test and Independent
Sample t-test were used to find out the significant difference in students’ reading
achievemnet between students who were taught by using TPS strategy and those
who are not. Multiple Regression was used to find out the contribution of TPS
strategy to each subscale of reading achievement. Pearson Product Moment was
used to find out the contribution of TPS strategy to each scores category of
reading achievement.
Findings
There are three important findings of this study. First, the Think-Pair-
Share (TPS) strategy significantly improves the students’ reading achievement. It
was shown from the students’ scores after the implementation of Think Pair
Share (TPS) strategy in teaching and learning process, the results of the posttest
was better than that of the results in the pretest (79.71>38). In the control

24 Raosoft Inc, 2004, Sample Size Calculator, Retrieved from

http://www.raosoft.com/samplesize.html accessed on July, 11th 2012.
 Eka Apriani: Using TPS Strategy to Enhance Students’ Reading Achievement | 197

group, it was found that there was low significant mean difference than that of
the mean difference in the experimental group (25.214<41.357). The students’
mean scores of reading achievement (79) in the experimental group had already
fulfilled the standard score of school but it did not happen by control group
(65). (see table 1)
Second, The results also showed that there was a significance difference
between students’ reading achievement in the experimental and control group
(15 points). The students who were in experimental group got higher
achievement than the students who were in the control group. It can be said
that The use of Think-Pair-Share (TPS) strategy as a strategy to teach reading in
the experimental group was effective. (see table 1)
Table 1. The Results of Paired Sample and Independent Sample t-test

Note:
TPS : Think-Pair-Share
RAT : Reading Achievement Test
Third, the writer found Think-Pair-Share (TPS) strategy gave the
significant contribution to students’ reading achievement. The results showed
that Think-Pair-Share (TPS) strategy gave high contribution to the students’
reading achievement namely 99.9%. In terms of sub-scales category, the
contributions of TPS were in the inferential comprehension (55.4%) categories.
(see table 2)
198 | BELAJEA : Jurnal Pendidikan Islam, Vol. 1, No. 02, 2016

Table 2. The Contribution of TPS Strategy to Each Sub-Scale

Strategy Variables Sub-Scales R R R Square Change F Percent of

Square Change Contribution

TPS RAT - 1.000b .999 .115 2947.436 11.5%

RAT Inferential .744 .554 .554 32.285 55.4%

Literal .1000 1000 .446 3.348 44.6%

Discussion
The TPS strategy could improve the students’ reading achievement.
The students’ reading achievement in the experimental group increased because
they were taught by using the Think-Pair-Share (TPS) strategy. There was an
improvement of students’ mean scores between pretest and posttest (42 points).
It is in line with a study done by Johson, Johnson, and Stanne. 25 They found
that the cooperative learning strategy has a significant positive impact on
students’ achievement. In addition, Millis states cooperative learning results in
many well studied outcomes including higher academic achievement because
students benefit from peer coaching and from the divergent viewpoints that
promote critical thinking.26 The significant difference between students’ reading
achievement in both groups might be caused by the teaching strategy, materials,
and media used during the teaching and learning process. The writer used
laptop, colorful image, loud speaker, and LCD. Those media makes the students
more active, happier, interest, and enjoy in the classroom. This study confirms
what was founds by Tinio who states that the use of ICT by the teacher in the
classroom can impact the students’ learning achievement. 27Furthermore,
Fredriksson, Gajek, and Jedeskog also argued that ICT gave positive impact in
teaching and learning process.28 Hence, the curricula suggested the teacher to
use ICT or media in teaching.

25 Op., Cit., p. 6.
26 Op., Cit., p.6.
27 L. V. Tinio, 2002, ICT in Education, New York: Stephen Brown Group Leader,

Retrieved from http://www.saigontre.com/FDFiles/ICT_in_Education.PDF accessed on July,

11th 2012.
28 U. Freddriksson, E. Gajek & G. Jedeskog, 2009, Ways to use ICT in School to

Optimize The Impact on Teaching And Learning, Acta Didactica Napocensia, 2(4), 21-32,
Retrieved from http://dppd.ubbcluj. ro/adn/ article_2_4_4.pdf accessed on July, 11th 2012.
 Eka Apriani: Using TPS Strategy to Enhance Students’ Reading Achievement | 199

In terms of reading achievement in the experimental and control groups,

the students’ mean scores were in good and adequate categories. The students
who were in experimental group got higher achievement than the students who
were in the control group. It can be caused by the use of Think-Pair-Share
(TPS) strategy in the experimental group. This strategy gave high improvement
in the students’ reading motivation and achievement. This study supports by
Liang who found that the cooperative learning strategy gave significant effects
to students learning motivation (t=0.000) and English achievement (t=0.000).29
The mean scores of students’ reading achievement in the experimental
group was in good category (79.71). This score fulfilled the minimum standard
of the national school (≥70) but it did not fulfill the minimum standard of the
international school in Indonesia (≥80). It can be caused by the limited time of
this study. This study also supported by Richards and Rodgers who state that
time plays an important role for the teacher while they are teaching the students
in class.30 The writer only had 34 meetings to teach reading for the students by
using the Think-Pair-Share (TPS) strategy. The timing was used by the writer to
give the treatment or reading test can also influence the students’ reading
achievement. The treatment and the reading test were given to the students in
the afternoon class (14.00-16.00) because the writer did not want to disturb
students’ learning time at school. Therefore, the results got are not as high as
expected by the writer. The writer believes that if the treatment and reading test
done in the morning class, there will be a higher improvement in students’
reading motivation and achievement.
In the control group, the results showed that there was an improvement
of the students’ mean scores. In terms of reading motivation, the improvement
of the students’ mean scores was 13 points (113-126). While in terms of reading
achievement, the improvement of students’ mean scores was 26 points (39-65).
So, although the mean scores improved, but it was not fulfill the standard at
MTsN Lumpatan. The small improvement may be caused by teaching strategy
used by the teacher in the teaching and learning process. The teacher of English
gives the reading texts and asks students to answer the questions without giving
them the pre-activity or warming up activity to build their prior knowledge. As

Op., Cit., p. 6.
29

J. C. Richards, & T.S. Rodgers, Approach and Methods in Language Teaching, (New York,
30

NY: Cambridge University Press, 2002).

200 | BELAJEA : Jurnal Pendidikan Islam, Vol. 1, No. 02, 2016

we know that, the curriculum suggests that the teacher should follows three the
step of teaching and learning process, namely: pre-activity, whilst-activity, and
post-activity to make sure that the teaching and learning process well done. 31
Moreover, the writer also found that the strategy gave the contribution
to each sub-scale and score categories of students’ reading achievement. In the
reading achievement, Think-Pair-Share (TPS) gave the contribution for
inferential comprehension and poor score categories. It can be caused by the
characteristics of this strategy. This strategy engaged the whole students to
participate and share their ideas or opinion based on their understanding or their
own sentences and it made them had more critical thinking in learning process.32
They were tried answer the questions inferentially or logically. This strategy also
asked the students to write down their friend’s answers when they discussed in
pairs and groups. According to Barwood, taking a note is a good way for the
students to get and remember the information or the content of the topics
easily. 33 It can be said that by taking a note, the students who had poor scores
can absorb and remember the topics, questions, and answers of the text. It
made the students who had poor scores become more confident in answering
the questions.
In terms of reading achievement, Think-Pair-Share (TPS) strategy gave
the contribution to very poor scores category. This strategy were did not gave
contribution to good, adequate, and very poor scores categories. This strategy
did not give the contribution to good and adequate categories, it can be caused
by the levels of the reading test. Reading test used descriptive text in levels 4, 5,
6, 7, and 8. Based on the test for choosing the sample, the students who were in
good and adequate categories were mastering those levels. It can be seen from
the results in the reading achievement test, the results showed that the students
in good and adequate categories is achieved the score standard minimum of
reading achievement. While, this strategy did not give contribution to very poor
category, it can be caused by guiding and monitoring that was given by the
writer. The students who were in very poor category accepted the same guiding
and monitoring about the material, it makes them not really understand the

31 BANS, 2009, Perangkat Akreditasi SMP/MTS, Retrieved from http://ban-

sm.or.id/uploads/4_Instr_SMP_020209.pdf accessed on July, 11th 2012.

32 Op., Cit., p.5.
33 T. Barwood, Strategi Belajar: Seri Strategi Pengajaran, (Jakarta: PT Erlangga, 2005).
 Eka Apriani: Using TPS Strategy to Enhance Students’ Reading Achievement | 201

material. The writer should give them more attention to make them more easy
to comprehend the text during teaching and learning process. Chambers and
Gregory (2006) states that the teacher plays crucial role as the facilitator and
guidance for the students in teaching and learning process. 34 They should give
more attention and motivation for students. the writer believes that if she gives
more attention to the students who had very poor achievement, the students
will be achieved the higher achievement.
It is clear that the Think-Pair-Share (TPS) strategy could improve the
students’ reading achievement. It is supported by the research done by Pan &
Wu which found that the cooperative learning has effects on English reading
comprehension.35 Similarly, Liang also found that the cooperative learning gave
significant effects to students learning achievement.36 The results of her study
showed that there was a significant improvement of the students’ reading
achievement in the experimental group. This strategy improves not only
students’ achievement but also develop students’ characters.
Conclusion
From the results and interpretation above, it can be concluded that TPS
strategy is a good reading strategy for the students in ELT process because the
students’ mean scores and the students’ scores percentage in the experimental
group better than the control groups. This strategy give contribution to the
students’ reading achievement.
Suggestions
The writer would like to suggest that the teachers of English can use
Think Pair Share (TPS) strategy as one of the teaching reading strategies in
Junior High School. This strategy can use for teaching English in the large
classes (N≥25 students). This strategy improves the students’ reading
achievement.

34 E. Chambers & M. Gregory, Teaching and Learning English Literature, (City Road,
London: SAGE Publications, 2006).
35C. Y. Pan & H.Y. Wu, 2013, The Cooperative Learning Effects On English Reading

Comprehension and Learning Motivation Of EFL Freshmen, English Language Teaching Journal,
6(5), 13-27, Retrieved from http://www.ccsenet.org/journal/index.php/elt/article/view/26234
accessed on July, 11th 2012.
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