Using The Think-Pair-Share (TPS) Strategy to Enhance Students’ Reading Achievement of The Seventh Grade at MTsN Lumpatan

Eka Apriani

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 quasiexperimental 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

Full Text:

PDF


DOI: http://dx.doi.org/10.29240/bjpi.v1i2.110

Refbacks

  • There are currently no refbacks.


Copyright (c) 2016 Eka Apriani

Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

INDEXED BY:

Crossref Moraref Google Scholar Indonesia One Search Academia.Edu PKP Index BASE

 


Belajea's Visitor

Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

.