Ramdlany, Dany Muhammad Athory (2013) THE USE OF THINK-PAIR-SHARE TECHNIQUE TO DEVELOP STUDENTS’ READING SKILLS. S1 thesis, Universitas Pendidikan Indonesia.
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Abstract
The research was aimed at discovering the effect of Think-Pair-Share technique on reading skills and finding out the students’ responses toward this technique. The Think-Pair-Share technique is one of the cooperative learning strategies that include three components: time for thinking, time for sharing with a partner, and time for each pair to share back to a larger group. The quasi-experimental design was utilized in order to collect the data. The pre-test was conducted in which the pre-test mean scores were the bases in identifying the initial learning framework of the participants. After conducting the selected lessons that employed the Think-Pair-Share technique for six meetings, the students were given a post-test. Results showed the students who learned with the Think-Pair-Share technique had developed in reading skills. Based on the discussion of the questionnaire analysis, the findings showed that the Think-Pair-Share technique has a lot of benefits in teaching reading skills, such as encouraging the students to be more active and communicative in every activity, helping the students to understand the hard concept of learning material, improving students’ critical thinking skill, and enriching the students’ vocabularies in English. Thus, it can be concluded that the students’ responses toward the Think-Pair-Share technique were positive. Keywords: Think-Pair-Share, cooperative learning, reading skills
| Item Type: | Thesis (S1) |
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| Subjects: | Universitas Pendidikan Indonesia > Fakultas Pendidikan Bahasa dan Sastra > Jurusan Pendidikan Bahasa Inggris > Program Studi Pendidikan Bahasa Inggris |
| Divisions: | Fakultas Pendidikan Bahasa dan Sastra > Jurusan Pendidikan Bahasa Inggris > Program Studi Pendidikan Bahasa Inggris |
| Depositing User: | DAM STAF Editor |
| Date Deposited: | 20 Nov 2013 07:02 |
| Last Modified: | 20 Nov 2013 07:02 |
| URI: | http://repository.upi.edu/id/eprint/3266 |
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