The Use of Think-Pair-Share (TPS) in Teaching Recount Text

Abstract

This research aims to find out whether there is a difference of the eighth-grade students’ achievement in reading recount text taught by using Think Pair Share (TPS) and those who are trained by using Number Head Together (NHT). The research used a quasi-experimental design. Test and observation were used as the instrument in collecting data. The samples were students of VIII E as the experimental and VIII C as the control of SMPN 31 Banjarmasin academic year 2017/2018. The result showed that there was a difference in students’ reading achievement taught by using TPS and those who are trained by using NHT. Based on the calculation, the average score of pre-test was 67,04 for experimental and 68,80 control class. After the treatment given, the average post-test rating for the experimental class was 80,02 and control was 76,30. The calculation of t-test showed t-value was higher than t-table (2,42>1,99) at the significance level of 5%. Furthermore, the use of TPS made a better result for students’ achievement in reading. Based on the research result, the researcher recommends the English teacher to use TPS as the alternative technique in teaching since it is suitable and straightforward to begin practising cooperative learning.