Query: Using Think Pair Share to improve reading comprehension eight grade

title: STORY TRHOUGH APPLYING OF THINK PAIR SHARE LEARNING MODEL
abstract: Article History Abstract accepted 09/07/2018 approved 01/08/2018 published 17/09/2018 The purpose of this study's to improve children's story reading comprehension skills by applying the think pair share learning model. CAR takes place in two cycles, each cycle consists of 2 meetings and 4 stages. The subjects of this study are classroom teachers and students of grade V SD Negeri Karangasem 4 No.204 Surakarta 2017/2018 academic year. Data analysis technique used is interactive analysis model from Miles&Hubberman. Technique of validity test in this research use triangulation technique and triangulation of source. The conclusion of this research that is model of think pair share can impove reading comprehension skill of child story.

title: The Use of Think Pair and Share Technique in Teaching Reading to the Seventh Grade of Senior High School
abstract: The study was conducted to determine the use think pair share technique is effective in teaching descriptive reading that improved students' achievement in reading comprehension. This objective is supported by Frank Lyman's theory, "Think pair share is a learner centered and highly effective collaborative teaching strategy that is widely used in higher education" That statement was proven and can be seen from the students activities during the implementation of think pair share in teaching learning activities. This study used quantitative method, and experimental with one group pre test post test as the design. There were thirty five students from the seventh grade of SMPN 1 Palimanan Kabupaten Cirebon were used as the sample. In the experimental class, the writer used think pair share as the treatment, it has been done in three meetings. Pre test and post test was used to gain the data. There were ten question of essay students' sheet was used as intruments of the test. The experiment class showed a significant reading comprehension, it shows that t account is higher than t table (18.13 t account 2.032 t table Based on the reasult the writer concludes that use of think pair share technique in teaching descriptive reading is effective in improving students' reading comprehension. Keyword Think Pair Share Technique, Descriptive Text, Teaching Reading Comprehension

title: THE IMPLEMENTATION OF THINK PAIR SHARE (TPS) TECHNIQUE IN TEACHING READING COMPREHENSION FOR SECOND GRADE STUDENTS OF JUNIOR HIGH SCHOOL (A DESCRIPTIVE QUALITATIVE STUDY AT SMPN 2 BANDA ACEH)
abstract: Study Program English Education Title The Implementation of Think Pair Share(TPS) Technique in Teaching Reading Comprehension forSecond Grade Students of Junior High School (A Descriptive Qualitative Study at SMPN 2 Banda Aceh)  Descriptive, TPS, Reading This study was conducted at SMPN 2 Banda Aceh. The purpose was to describe the classroom activities implemented by the teacher in teaching reading by usingTPS technique for second grade students. Descriptive qualitative was used in this study. Furthermore, the instrument used in this study wasobservation sheet. The results of the observation showed thatthe teacher started to construct students' knowledge by asking question related to the material. Then, they worked in pair to finish the task. They changed their ideas and then shared to the class. TPS technique empowered the students to become participant in the reading activity. Above all, the researcher hopes that the English teachers consider this technique because it offers some advantages that can help the teachers in improving and modifying the teaching strategy especially in improving the students' reading comprehension.

title: The Effect of Think Pair Share Strategy on theStudents Reading Comprehension
abstract: This study was conducted to investigate the effect of Think Pair Share Strategy on thestudents' reading comprehension. It was an experimental research. The subject was students of Grade X, Senior High School 17 (Sekolah Menengah Atas: SMA) 17, which consisted of 60 students. The research was divided into two groups: experimental and control groups. The instrument used to collect the data was reading comprehension test. To obtain the reliability of the test, the writer applied Kuder Richardson 21 formula. The result of the reliability was 0.43, and it was found that the test was reliable. The data were analyzed by using t test formula. The analysis showed that the scores of the students in the experimental group were significantly higher than the scores of the students in the control group at the level of significant 0.05 with the degree of freedom (df) 58, t observed value 5,8> t table value 2.00. The findings indicate that applying TPS Strategy significantly affected the students' reading comprehension. So, English teachers are suggested to use TPS Strategy in order to improve students' reading comprehension achievement.

title: THE EFFECT OF THINK PAIR SHARE STRATEGY ON THE STUDENTS' READING COMPREHENSION
abstract: This study was conducted to investigate the effect of Think Pair Share Strategy on thestudents' reading comprehension. It was an experimental research. The subject was students of Grade X, Senior High School 17 (Sekolah Menengah Atas: SMA) 17, which consisted of 60 students. The research was divided into two groups: experimental and control groups. The instrument used to collect the data was reading comprehension test. To obtain the reliability of the test, the writer applied Kuder Richardson 21 formula. The result of the reliability was 0.43, and it was found that the test was reliable. The data were analyzed by using t test formula. The analysis showed that the scores of the students in the experimental group were significantly higher than the scores of the students in the control group at the level of significant 0.05 with the degree of freedom (df) 58, t observed value 5,8> t table value 2.00. The findings indicate that applying TPS Strategy significantly affected the students' reading comprehension. So, English teachers are suggested to use TPS Strategy in order to improve students' reading comprehension achievement.

title: The implementation of think pair share strategy in improving grade XI students achievement in reading comprehension at SMA Negeri 4 Kisaran
abstract: The objective of this Classroom Action Research (CAR) was to discover the implementation of Cooperative Learning namely Think Pair Share (TPS) strategy in improving the students achievement in reading comprehension. Thirty two students of Grade XI Science 2 of State Senior High School (Sekolah Menengah Atas Negeri: SMAN) 4 Kisaran were taught Reading Comprehension using TPS strategy. The students were divided into sixteen pairs. They were designated a three step cooperative structure in which individuals had to think silently about the questions posed by the teacher during the first step, then they paired up and exchanged thoughts during the second step, and the last shared their ideas with the class. The researcher was assisted by a collaborator. The data were obtained through observation, field notes, quiz, and questionnaire. This research was conducted by (1) giving reading comprehension test as preliminary study to find out the students achievement in reading comprehension, (2) designing a lesson plan, and (3) implementing the CAR in 3 cycles, each cycle consisted of 2 meetings. In Cycle 1, the result of the students mean score was x 59; in Cycle 2 x= 69,7; and in Cycle 3 improved to x 79,6. It had met the criteria of success, 75% of the students reached the score 70 or more. Based on the research findings, some conclusions and suggestions are presented. It can be concluded that (1) TPS is an effective strategy in improving students reading comprehension, (2) the observation showed that the students were active in sharing ideas, asking, and answering questions, and (3) the students respond positively toward the TPS strategy used in teaching and learning reading comprehension. The teachers should be trained to implement the TPS strategy especially in teaching reading comprehension in the process of instructional development.

title: THE IMPLEMENTATION OF THE COOPERATIVE LEARNING STRATEGY OF THINK PAIR SHARE (TPS) TECHNIQUE TO ENHANCE GRADE XI STUDENTS' READING COMPREHENSION AT SMA N 1 PRACIMANTORO IN THE ACADEMIC YEAR OF 2013/2014
abstract: The aim of this action research was to enhance the reading comprehension of Grade XI students of SMA N 1 Pracimantoro through the implementation of cooperative learning strategy of think pair share type in reading class. This research was conducted in two cycles. The actions included the cooperative learning strategy of think pair share technique which consisted of three main stages, namely think, pair, and share. The participants of this research were the researcher, the English teacher as the collaborator and the students of grade XI IPA2 of SMA N 1 Pracimantoro. The data of this research were in the form of qualitative and quantitative data. The qualitative data were obtained by observing the teaching learning process, interviewing the English teacher and the students, holding discussions with the English teacher as the collaborator, and taking pictures. Meanwhile, the quantitative data were obtained by administering a pre test and a post test to see the improvement of the students' reading comprehension. The instruments of this research included observation and interview guidelines, reading comprehension test sheets, a camera, and an audio recorder. The validity of the data was attained by applying democratic validity, dialogic validity, process validity, outcome validity, and catalytic validity. In addition, to make the data trustworthy or reliable, three kinds of triangulation (time triangulation, investigator triangulation, and theoretical triangulation) were used in this research. The research findings showed that reading comprehension of most students improved after the think pair share technique was used in the teaching and learning process. It was indicated by the increase of the mean of students' reading comprehension scores in the pre test and post test (5.73 to 7.79) The implementation also resulted in several other improvements. First of all, the technique is believed to change the students' behaviour in the class. It can decrease the level of the students' misbehaviour during teaching and learning process. After that, the technique is believed to improve the students' motivation in joining English lesson. Finally, the interaction among the students and between the students and the teacher improved after the implementation of the group and class discussion.

title: THE IMPLEMENTATION OF THINK PAIR SHARE TECHNIQUE IN TEACHING WRITING DESCRIPTIVE TEXT IN EIGHT GRADE OF SMP AL AZHAR MENGANTI
abstract: Abstrak Tujuan penelitian ini adalah untuk menemukan implementasi hasil teknik think pair share dalam keterampilan menulis siswa. Penulis ingin memilikinya karena teknik think pair share hampir diterapkan dalam semua kegiatan pengajaran bahasa Inggris, melakukan seperti membaca tugas, tugas berbicara dalam membuat percakapan, dan sebagainya. Dan mengapa penulis memilih keterampilan menulis sedangkan ada banyak keterampilan bahasa adalah bahwa penulis tertarik untuk menganalisis kemampuan menulis siswa jika mereka melakukannya dengan teknik think pair share. Pikirkan pair share adalah salah satu teknik yang dapat digunakan dalam pembelajaran menulis. Hal ini diharapkan dapat meningkatkan kemampuan menulis siswa terutama dalam menulis teks deskriptif. Terkait dengan hal tersebut di atas, penulis tertarik untuk melakukan penelitian tentang menggunakan teknik think pair share untuk meningkatkan kemampuan menulis siswa kelas SMP Al Azhar Menganti dalam menulis teks deskriptif. Penelitian ini dilakukan untuk membuktikan apakah teknik think pair share dapat meningkatkan kemampuan menulis siswa kelas SMP Al Azhar Menganti dalam menulis subjek texts.The deskriptif penelitian ini adalah siswa kelas delapan SMP di SMP Al Azhar Menganti. Dan ada 23 siswa di SMP al Azhar, dua belas untuk perempuan dan laki laki untuk sebelas. Kesimpulannya peneliti membuat kesimpulan bahwa pengajaran menulis teks deskriptif dengan menggunakan teknik berpikir pair share dapat mendorong anak anak kelas delapan SMP Al Azhar menjadi lebih aktif dalam proses belajar mengajar. Guru bisa menerapkan teknik berpikir pair share dalam mengajar menulis teks deskriptif tetapi siswa tidak tahu sebelumnya tentang berpikir pair share, sehingga siswa merasa senang dan menikmati dengan teknik ini, tetapi dalam proses penulisan ada siswa sudah terpenuhi secara tertulis dan ada siswa telanjang tidak sudah terpenuhi secara tertulis, tapi setelah implementasi teknik ini siswa merasa lebih mudah dalam menulis dari sebelumnya. Kata kunci: keterampilan menulis, teks deskriptif, Pikirkan pair share teknik Abstract This research purpose is to find the result implementation of think pair share technique in students' writing skill. The writer wants to have it because think pair share technique is almost applied in all English teaching activities, such doing reading task, speaking task in making conversation, and so on. And why the writer chooses writing skill whereas there are many skills of languages is that the writer interested in analyzing students' writing skill if they do it by think pair share technique. Think pair share is one of technique that can be used in teaching learning to write. It is expected to be able to improve the writing ability of the students especially in writing descriptive texts. Related to the above matters, the writer was interested to conduct the research about using think pair share technique to improve the writing ability of eight grade students of SMP Al AzharMenganti in writing descriptive texts. This study is conducted to prove whether think pair share technique can improve the writing ability of eight grade students of SMP Al AzharMenganti in writing descriptive texts.The subject of this research was students of eight grade of Junior High School in SMP Al AzharMenganti. And there are 23 students in SMP al Azhar, twelve for female and eleven for male. In conclusion the researcher makes conclusion that teaching writing of descriptive text by using think pair share technique could encourage the eighth graders SMP Al Azhar become more active in the teaching and learning process. The teacher could implement think pair share technique in teaching writing descriptive text but the students don't know before about think pair share, so the students feel happy and enjoy with this technique, but in writing process there are students had already fulfilled in writing and there bare students had not already fulfilled in writing, but after implementation this technique the students feel easier in writing than before.  writing skill, descriptive text, Think pair share technique.

title: IMPROVING THE STUDENTS' READING COMPREHENSION THROUGH COOPERATIVE LEARNING AT GRADE VIII G OF SMPN 1 SEWON IN THE ACADEMIC YEAR OF 2012/2013
abstract: The objective of this action research was to improve the students' reading comprehension of the eighth grade students of G class at SMPN 1 Sewon in the academic year of 2012/2013 through the use of cooperative learning. This action research was conducted in two cycles involving cooperative learning methods such as pair read, think pair share, numbered heads together, round table brain storming and group discussion followed by quiz as the main activities. Giving various reading tasks, interesting media, handouts of the materials, and reward were the complement of the main activities. The data were obtained by observing the teaching and learning process, interviewing the students and collaborators, holding discussions with the collaborators, and taking pictures of the teaching and learning process. The instruments used in this research were observation guidelines, interview guidelines, and digital camera. The data collected were qualitative data. Data reduction, data display, and conclusion drawing and verification were used to analyze the data. Furthermore, this research applied time triangulation and investigator triangulation to get trustworthiness. The results show that the students' reading comprehension improved through the use of cooperative learning. The students made a good improvement in some aspects of reading skills such as finding the main ideas, finding the required information, guessing the meaning without using dictionary, skimming and scanning during their reading. The cooperative learning was also to improve the students' reading interest. It was shown that the students seemed to be more enthusiastic and active in the teaching and learning process. The students easily learnt the materials in groups. They were more confident in reading the text and had more chances in sharing their idea and knowledge about their reading to the others. The various activities made the class atmosphere enjoyable. The group work activities improved the students' understanding towards the materials and the teacher's classroom management.

title: Pairing and Sharing: A Technique to Increase Engagement and Achievement with Struggling Middle School Readers
abstract: The purpose of this research was to determine whether reading with a partner coupled with active reading based communication would increase the engagement and achievement of seventh grade READ 180 students. READ 180 was a reading intervention program which consisted of four main components: whole and small group instruction, software, and independent reading. Many students struggled with the independent reading component of the program, failing to finish books and/or pass comprehension quizzes. During the study, students were assigned a partner. They read together instead of separately during independent reading times. Three primary types of data were collected to monitor engagement and achievement: first, observable student reading behaviors; second, the number of comprehension quizzes passed; third, the number of words read independently. Two secondary forms of data were also examined: the average number of pages read daily and student responses to a post study survey. The researcher used both qualitative and quantitative methods of data analysis to draw conclusions from the study. Findings consistently revealed that while reading with a partner students increased overall engagement and achievement.  General Problem/Issue In the book Out of the Crisis, Dr. W. Edwards Deming described his philosophy of continuous improvement based on the Japanese idea of kaizen, meaning good change. Continuous improvement models generally follow four to eight steps with guiding words such as assess, plan, implement, and evaluate (Rouse, 2009) In the world of literacy education and its application to struggling adolescent readers there is a constant need for teachers to examine what is effective and what is not. They continually work to improve instruction in hopes of helping their students succeed. Dealing with the can'ts students who are unable to do work used to be the primary target of educational remediation. Recently there is an equal and increasing amount of won'ts students who refuse to try. This adds another dimension of difficulty for educators on a quest to continuously improve in their efforts to help students succeed. Teachers frequently address these problems with techniques designed to motivate, consequence, or incentivize readers. Literacy issues with students below proficiency in reading often relate to a lack of engagement. A teacher might be able to get a student motivated to work, or perhaps avoid a consequence, but ensuring that the student sees the work through is another matter. In some cases, students may be unable to complete tasks, but in many other cases, they simply lack the grit necessary to persevere (Donahue, 2015) Sometimes, this lack of stick to it ness results in a refusal to work at all, circumstances which give birth to a won't. In Madeline Hunter's mastery learning lesson design, modeling and guided practice lead to independent practice (1991) This design makes sense. Some can'ts and PAIRING AND SHARING 7 many won'ts, however, throw a curve ball at both well intentioned and well prepared teachers. To use a car analogy, these kids may have a key (tools, expectations) but they are out of gas or have a dead battery (lack on going motivation and engagement) With students who consistently demonstrate this type of low productivity, a teacher seeking continuous improvement needs a gas pump or a set of jumper cables. These teachers must expand the look of Hunter's independent practice to include additional scaffolds for success because sometimes going it alone may be too hard. In her book, When Kids Can't  (2003) author Kylene Beers writes about turning dependent readers into independent readers through the building of three types of confidence: cognitive confidence, text confidence, and social emotional confidence. Cognitive confidence allows readers to read fluently and monitor for understanding. Text confidence allows readers to find books they like and develop stamina to read more challenging books. Social and emotional confidence allows readers to participate actively in a classroom community and maintain a positive attitude toward reading without getting discouraged or overwhelmed. Beers describes how when one of these areas improves, the others do, too. Reading with a partner and gaining social emotional confidence may begin a cycle that leads to the growth of text confidence, cognitive confidence, and eventually to reading independence.  Participants in this study were seventh grade READ 180 students in an upper Midwest middle school. At this school, approximately 15 percent of students are placed in a reading enrichment program called READ 180. This program consists of four PAIRING AND SHARING 8 structured components divided into rotational periods: whole group instruction, small group instruction, instructional software, and independent reading. READ 180 generally services students who have fallen two or more grade levels behind in reading proficiency. This is based on scores from standardized reading assessments used by the school district at the middle school level: the Houghton Mifflin Harcourt Reading Inventory (RI) and the NWEA Measures of Academic Progress test in reading.