THE EFFECT OF USING THINK-PAIR-SHARE ON STUDENTS

READING ABILITY OF DESCRIPTIVE TEXT

(A Quantitative Research of 8th Grade of SMPIT Raflesia Depok, West Java)

By
Putri Diyah Febriyanti
11150140000108

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF EDUCATIONAL SCIENCES
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERISTY
JAKARTA
2022 M
 APPROVAL SHEET
THE EFFECT OF USING THINK-PAIR-SHARE ON STUDENTS
READING ABILITY OF DESCRIPTIVE TEXT

(A Quantitative Research of 8th Grade of SMPIT Raflesia Depok, West Java)

A Skripsi

By:
Putri Diyah Febriyanti
11150140000108

Approved by:

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF EDUCATIONAL SCIENCES
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY OF
JAKARTA
2022 M

i
 ENDORSEMENT SHEET
The examination committee of the Faculty of Educational Sciences Syarif
Hidayatullah State Islamic University of Jakarta certifies that the skripsi scientific
paper entitled The Effect Of Using Think-Pair-Share On Students Reading
Ability Of Descriptive Text (A Quantitative Research of 8th Grade of SMPIT
Raflesia Depok, West Java) written by Putri Diyah Febriyanti, student’s
registration number: 11150140000108 was examined by the committee on July, 14th
2022. The Skripsi has been accepted and declared to have fulfilled one of the
requirements for the degree of S.Pd. (S-1) in English Education.
Jakarta, July 14th, 2022
EXAMINATION COMMITTEE
CHAIRMAN Date
Didin N. Hidayat, MA., Ph.D.
NIP. 19800730 200912 1 001
SECRETARY
Zaharil Anasy, M. Hum.
NIP. 19761007 200710 1 002
EXAMINER I
Prof. Dr. Ratna Sari Dewi, M.Pd.

NIP. 19720501 199903 2 013

EXAMINER II
Zaharil Anasy, M. Hum.

NIP. 19761007 200710 1 002

Acknowledged By
Dean of Faculty of Educational Sciences

ii
 SURAT PERNYATAAN KARYA ILMIAH

Yang bertanda tangan di bawah ini:

Nama : Putri Diyah Febriyanti

NIM : 11150140000108

Jurusan : Pendidikan Bahasa Inggris

Alamat : Jl. Pekapuran Kp. Sindangkarsa Gang Rasam RT 02/ RW 05

Sumaju Baru, Tapos, Depok

MENYATAKAN DENGAN SESUNGGUHNYA

Bahwa skripsi yang berjudul “The Effect of Using Think-Pair-Share On Students

Reading Ability of Descriptive Text” adalah benar hasil karya sendiri di bawah
bimbingan dosen:

Nama Pembimbing I : Drs. Syauki, M.Pd.

NIP : 19641212 199103 1 002

Jurusan/Program Studi : Pendidikan Bahasa Inggris

Nama Pembimbing II : Childa Faiza, M.Pd

NIP : 2015038601

Jurusan/Program Studi : Pendidikan Bahasa Inggris

Demikian surat pernyataan ini saya buat dengan sesungguhnya dan saya siap
menerima segala konsekuensi apabila terbukti bahwa skripsi ini bukan hasil karya
sendiri.

Jakarta, 30 Maret 2022

Yang Menyatakan

iii
 ABSTRACT
Think-Pair-Share is a multi-mode discussion cycle in which students listen to a
question or presentation, have time to think independently, communicate with each
other in pairs, and then share responses with the broader group. The purpose of this
study is to see if there is a significant effect of employing think-pair-share in
second-year SMPIT Raflesia Depok students' descriptive text reading skills. This is
a pre-experimental study that used a pre-test, treatment, and post-test strategy. The
pretest-posttest design was employed in this study. The instrument used in this
study was a multiple-choice reading comprehension exam. The participants in this
study are SMPIT Raflesia Depok second-year students. The writer took one lesson
based on the cluster random sampling approach for the sampling. The t-test
procedure was used to examine the given data. The mean pre-test score was 28.16,
and the mean post-test score was 10.58, according to the data analysis. The findings
of the data analysis show that employing the think-pair-share reading ability has a
substantial impact.
Keywords: Think-Pair-Share, Reading Ability, Descriptive Text.

iv
 ABSTRAK

Think-Pair-Share adalah siklus diskusi multi-mode di mana siswa mendengarkan

pertanyaan atau presentasi, memiliki waktu untuk berpikir secara mandiri,
berkomunikasi satu sama lain secara berpasangan, dan kemudian berbagi
tanggapan dengan kelompok yang lebih luas. Tujuan dari penelitian ini adalah
untuk melihat apakah ada pengaruh yang signifikan penggunaan think-pair-share
terhadap keterampilan membaca teks deskriptif siswa kelas dua SMPIT Raflesia
Depok. Penelitian ini merupakan penelitian pra-eksperimen yang menggunakan
strategi pre-test, treatment, dan post-test. Desain pretest-posttest digunakan dalam
penelitian ini. Instrumen yang digunakan dalam penelitian ini adalah tes
pemahaman bacaan pilihan ganda. Partisipan dalam penelitian ini adalah siswa
kelas dua SMPIT Raflesia Depok. Penulis mengambil satu pelajaran berdasarkan
pendekatan cluster random sampling untuk pengambilan sampel. Prosedur uji-t
digunakan untuk menguji data yang diberikan. Rata-rata skor pre-test adalah
28,16, dan skor rata-rata post-test adalah 10,58, menurut analisis data. Temuan
analisis data menunjukkan bahwa menggunakan kemampuan membaca think-pair-
share memiliki dampak yang substansial.
Kata Kunci: Think-Pair-Share, Kemampuan Membaca, Teks Deskriptif.

v
 ACKNOWLEDGEMENT

In the name of Allah, the Beneficent, the Merciful

First of all, thanks God, Allah SWT, who has given the author mercies and
blessings, so the author can finish the process of writing this skripsi so well.
Secondly, thanks to the author’s greatest heroes, her beloved parents, Alm
Darwyansyah and Erita Suprihatin and the author’s dearest soulmate, Agel Sardi.
the author can’t through every phases without them beside her.

The author can’t thank enough also to her great supervisors, Drs. Syauki,
M.Pd., and Childa Faiza, M.Pd. Thanks for sharing her a lot of ideas so the author
can finish this skripsi. The great thanks also purposed to:

1. Prof. Dr. Amany Lubis, MA, the rector of UIN Syarif Hidayatullah
Jakarta
2. Dr. Sururin, M.Ag, the dean of Faculty of Educational Sciences UIN
Syarif Hidayatullah Jakarta
3. Didin Nuruddin Hidayat, MA., Ph.D, the leader of Department of
English Education UIN Syarif Hidayatullah Jakarta
4. Wahyu, S.Pd.I., M.Pd., the headmaster of SMPIT Raflesia Depok
5. Teachers of SMPIT Raflesia Depok
6. Students of 8th grade of SMPIT Raflesia Depok

The author realizes that this skripsi is imperfect. So that, the author would
be very welcome to see suggestions and feedback from the readers. Thank you so
much.

Jakarta, 30th March 2022

The Author

vi
 TABLE OF CONTENT
APPROVAL SHEET ..................................................................................... i
ENDORSEMENT SHEET ............................................................................ ii
SURAT PERNYATAAN KARYA SENDIRI .............................................. iii
ABSTRACT ................................................................................................... iv
ABSTRAK ..................................................................................................... v
ACKNOWLEDGEMENT ............................................................................. vi
TABLE OF CONTENT ................................................................................. vii
APPENDICIES ............................................................................................... viii

CHAPTER I : INTRODUCTION ............................................................. 1

A. Background of Study.................................................... 1
B. Identification of Problem ............................................. 4
C. Limitation of Problem .................................................. 4
D. Formulation of Research .............................................. 4
E. Objective of Study........................................................ 4
F. Significance of Study ................................................... 5

CHAPTER II : THEORETICAL FRAMEWORK ................................... 7

A. Collaborative Learning................................................. 7
1. Definition of Collaborative Learning ..................... 7
2. The Purpose of Collaborative Learning ................. 10
3. Advantages of Collaborative Learning .................. 11
4. Disadvantages of Collaborative Learning .............. 11
5. Technique in Collaborative Learning..................... 12
B. Think-Pair-Share .......................................................... 14
1. Definition of Think-Pair-Share .............................. 14
2. Steps in Think-Pair-Share in Teaching Reading .... 16
3. Benefits of Think-Pair-Share ................................. 17
C. Reading ........................................................................ 18
1. Definition of Reading............................................. 18
2. Reading Purposes ................................................... 19
3. Types of Reading ................................................... 20

vii
 D. Descriptive Text ........................................................... 22
1. Definition of Descriptive Text .............................. 22
2. Generic Structure of Descriptive Text .................. 23
3. Language Features of Descriptive Text ................ 24
4. The Purpose of Descriptive Text ........................... 25
E. Previous Study ............................................................. 25
F. Thinking Framework.................................................... 28
G. Research Hypothesis .................................................... 29

CHAPTER III : RESEARCH METHODOLOGY ..................................... 30

A. Location........................................................................ 30
B. Population and Sample................................................. 30
C. Research Design ........................................................... 31
D. Research Procedure ...................................................... 31
E. Research Instrument ..................................................... 32
F. Technique of Data Collection ...................................... 32
G. Technique of Data Analysis ......................................... 33
H. Hypothesis in Statistic .................................................. 35

CHAPTER IV : RESEARCH FINDINGS................................................... 36

A. Data Collection............................................................. 36
B. Data Analysis ............................................................... 42
C. The Hypothesis Testing................................................ 53
D. Research Findings ........................................................ 54
E. Discussion .................................................................... 55

CHAPTER V : RESEARCH FINDINGS .................................................... 59

A. Conclusion ............................................................................................ 59
B. Sugestion .............................................................................................. 59

REFERENCE ................................................................................................ 61
APPENDIX .................................................................................................... 67
Surat Izin Penelitian ............................................................................. 67
RPP....................................................................................................... 68
Pre Test Questions................................................................................ 69
Post Test Questions .............................................................................. 75

viii
 CHAPTER I

INTRODUCTION

A. Background of Study
English as an international language has important role that has
interrelationships with many aspects of human life. This language has been
taught formally in schools in Indonesia started from elementary to university
level. Also, English has become the main language used to communicate both
in spoken and written communication in many countries.
Reading, writing, listening, and speaking become the four basic language
skills or abilities in English language. Moreover, the ability to read is one of
the most basic abilities that shall be mastered by anyone who learns English.
Reading allows writers and readers to communicate through written texts.
It is a process of gaining an understanding of the content of text which
eventually develop the language abilities. There are two objectives in reading;
the ability to spell the words in a written text and to comprehend the meaning
of the text.
As one of the most complex activities, reading does not only requires the
ability to read, but also requires the ability to observe and communicate known
as cognitive abilities. Furthermore, reading ability is also determined by the
motor skills of the readers (Aritonang et al., 2019: 101) in which they strive to
comprehend the concepts or information of the text that the writer wants to
convey.
For students, reading ability can be fostered by not only asking them to
read the learning material but also to train them to comprehend it. However,
since English is a foreign language in Indonesia, many students have
difficulties to comprehend English materials.
The foreign vocabularies or the complex structures in the text are
frequently confusing the students when they are asked to read texts written in
English language.

1
 Descriptive text is a type of the texts learned in English subject among
other types of text such as narrative text, recount text, procedure text, and
report text.
Descriptive text contains a detailed description of an object, either a living
being, an object, a place, or an event, and therefore allow the reader to see,
hear, feel, or experience the author’s point of view (Royani & Sadiah, 2019:
765). Descriptive text has several characteristics that can be identified. It
consists of the purpose, the object to be described, and the content of the text.
Therefore, the writer will concentrate on descriptive text for this research
because descriptive text is an important subject that shall be mastered by
students. Descriptive text can help students to describe something as well as
train students’ creativity to bring words to life and makes a text more engaging.
However, many students nowadays complain about having trouble
understanding English descriptive text due to their disorganized way of
thinking and their lack of understanding of the complete content of the text.
Many students have no idea what they just read at the end of the reading
exercise, indicating that they have not established goals for themselves. As a
result, students could not reach the reading purpose of comprehending the text
and responding the questions at the end of the lesson.
If this continues, students could appear more passive during this learning
process, especially if the teacher only asks students to read but does not ask
them to understand.
To solve this problem, several approaches are invented to help teachers
and students learn descriptive texts. One of the approaches is Think, Pair,
Share. By using this approach, students are allowed to interact and share their
ideas with their groups and work together to solve problems. In addition,
students can also complete assignments or achieve the main purpose of
reading.
This approach is expected to be an effective way to create discussion in
the classroom, giving students plenty of time to think, respond and work in
pairs which will result a more pleasant classroom condition.

2
 Think-Pair-Share method is used in this research because of its superiority
to help students develop their potential. Both the average students or the low
academic students. Students with high academic score will be a tutor for the
students who have low academic score and the success of the group depends
on the effort of every member.
Think-Pair-Share (TPS) is a recommended method to be used in teaching
and learning activities. This method is designed to invite students to seek
answers to a question from a concept through a group (Elihami et al., 2019:
464). Think-Pair-Share (TPS) can improve students' ability to remember
information and allow students to from other peers, as well as sharing ideas
through discussion before delivering the result of the discussion in front of the
class. In addition, Think-Pair-Share (TPS) can boost self-confidence and
provides an opportunity for every student to participate in class and therefore,
raise students’ motivation to reach optimal learning achievement.
Think-Pair-Share (TPS) method is a cooperative learning method that
consists of 3 stages, namely thinking, pairing, and sharing. By implementing
this method, teachers are no longer become the only source of learning (teacher
oriented), but also develop a more student-oriented learning as students are
required to be able to find and understand new concepts.
The strategy characteristics of Think-Pair-Share method are divided into;
1) directing the teacher to motivate students both individually and in groups,
2) increasing the existence of motivation in learning among students and
between teachers and students, 3) motivate teachers to place an assessment of
the process and assessment of learning outcomes that are equally important in
learning.
As explained above, the writer concludes that Think-Pair-Share method
will provide opportunities for students to process their interaction ability with
other students. The implementation of this method begins by inviting students
to think regarding the answer to a question or problem raised, then students
will work in pairs to discuss the answers or the results, and then students will

3
 be asked to share their answers or thoughts by explaining or describing it to
other students in the classroom.
Based on the research background above, the writer interested to conduct
a research under the title of The Effect of Using Think-Pair-Share on Students
Reading Ability of Descriptive Text.

B. Identification of Problem
The following could be listed as the research problems based on the
background research of the study mentioned above:
1. In reading, students become passive learners.
2. In teaching reading, teachers become the source of learning.
3. It is difficult for students to comprehend the whole content of the text
because the feel unfamiliar with the vocabularies and also because of they
think English is foreign language.
4. It is difficult for students to understand the meaning of the text because the
students difficult of structure that used in the text

C. Limitation of Problem
This research was concerned on The Effect of Using Think-Pair-Share on
Students Reading Ability of Descriptive Text on the eighth grade of SMPIT
Raflesia in academic year 2020/2021.

D. Formulation of the Research

The question of the research formulated was “Is there any significant effect
of think-pair- share on the students' reading ability of descriptive text?”

E. Objective of Research
The objective of the research was to find the empirical evidence of the
effect of think- pair- share on the students reading ability of descriptive text at
8th Grade student of SMPIT Raflesia Depok, West Java in academic year
2020/2021.

4
F. Significance of Research
The results of this study were expected to be useful for parties with an
interest in the development of the world of education and in science namely:
1. Theoretical benefits.
The results of this study are useful for further research on the
effect of using the think-pair-share learning model on English
students' reading comprehension abilities.
2. Practical benefits.
a. Teachers
This research is very useful to increase knowledge about
suitable learning models in order to improve the ability to interact
and the formation of effective and efficient team collaboration for
the results of reading English in students. In addition, the results
of this study can be used as input for teachers to be more creative,
innovative and critical in their efforts to develop teaching
strategies for reading English
b. Students
The use of think, pair, share learning models is expected to
be able to improve students' reading skills in English. Given that
in this era of globalization, students are expected to have
sufficient ability to communicate well. In addition, students are
able to understand English language material provided by
educators.
c. Institutions
The results of this study can be used as input in delivering
teaching materials, to introspect problems in developing students'
potential related to student achievement improvement.
d. Author
This research is expected to be used as an addition in
exploring science in teaching with the use of the Think-Pair-Share

5
 learning model and as a condition for obtaining a Bachelor of
Education degree.
e. Other researchers / students
The results of the study can be used as reference material or
input in the completion of their thesis especially those using the
Think-Pair-share learning model.

6
 CHAPTER II

THEORETICAL FRAMEWORK

A study based on current theories in specific domains of science requires an

explanation of the concepts used in the study. To prevent the reader from
misinterpreting the study's concept, it should be clarified. The following
explanations of concepts and terms were included as part of the theoretical
framework that would be used to help the data analysis.

A. Collaborative Learning
1. Definition of Collaborative Learning
Collaborative learning is one of the most effective techniques to
teach a language. It is believed to be a good pedagogical method for
improving the learning process between students with different
abilities, as well as adaptation. According to experts, collaboration has
numerous definitions and techniques. Due to the lack of a professor's
assistance throughout the process of collaborative learning, participants'
metacognitive ability improves; learners must rely on one other or
outside sources to overcome barriers, increasing identification of their
own misunderstandings.
In his book entitled Collaborative Learning Techniques, Elizabert
E. Barkley defines collaboration as the act of working with others.
Working in pairs or small groups to accomplish common learning
objectives is referred to as collaborative learning practice. Learning
collaboratively entails doing group projects rather than studying alone
(Supena et al., 2021: 876).
Collaborative Learning is a group learning process in which each
member contributes information, experiences, ideas, attitudes,
opinions, abilities, and skills, to jointly increase the understanding of
all members. Collaborative Learning is based on the idea that learning

7
activities should encourage and assist students in building knowledge
so as to achieve a deep understanding (Melis et al., 2019: 1).
Students' motivation and interest are raised while also being
strengthened and promoted through group study. In order to generate
students who thinks creatively, students must take more responsibility
in group learning (Yin et al., 2019: 1)
Social constructivism is the source of collaborative learning,
which has a different epistemology at its core. The philosophical
foundation for collaborative learning is expressed as "Collaborative
learning can take place if instructors and students work together to
develop knowledge," (van Leeuwen & Janssen, 2019: 71).
A pedagogy known as collaborative learning is founded on the
idea that people always produce shared meaning, which expands and
improves their horizons as a result (Gašević et al., 2019: 1).
Providing further information about the collaborative learning
approach, also known as Collaborative Learning (Warsah et al., 2021:
444). Working in a group is just one aspect of collaborative learning; it
also refers to a learning process that includes a thorough and fair
communication in the classroom (Warsah et al., 2021: 444).
Collaborative Learning encompasses both social and learning
qualities. It incorporates three concepts: individual accountability,
group benefit, and equal success for all. The objective of collaborative
learning is to increase student engagement in understanding a task while
allowing students to explore whatever is on their minds. (Purwati &
Erawati, 2021: 38). Cross, and Major, in collaborative learning, a
learning strategy is used with a group of students as members of a study
group, and each member of the group must actively work together to
achieve the goals that have been set in an activity with a specific
structure, resulting in a complete learning process (Fitriasari et al.,
2020: 78).

8
 According to Barkley in Fitriasari et al., (2020: 78), Cross, and
Major, there are five steps to implementing collaborative learning
methods: a) orienting students; b) forming study groups; c) compiling
learning assignments; d) facilitating student collaboration; and e)
assessing and evaluating collaborative learning that has been
implemented. "Collaborative Learning," is a teaching approach in
which students in a group with varied levels of skill collaborate in small
groups to achieve a common goal.
The researchers concluded that Collaborative Learning is a
learning model that helps students understand learning material by
forming students in one group to work together to solve problems in
achieving learning goals with diverse skills and students are able to
actualize their thoughts, based on the opinions of the experts above.
Collaborative learning is a teaching method in which students cooperate
in small groups to accomplish a common goal. The important thing to
remember while using Collaborative Learning is that students work
together to solve the same problem, rather than working on distinct
aspects of the problem. As a result, students collaborate to develop the
same ideas and concepts in order to solve each aspect of the problem or
task.
The collaborative learning model is viewed as a method of
establishing and sustaining a shared understanding of a topic.
Collaborative learning is a model of group learning in action, according
to different definitions. Because it is believed to be more successful and
efficient in its execution, this model is an alternative for instructors in
the learning process. The collaborative learning paradigm is efficient
from this perspective since members of the study group are required to
think together. In a collaborative learning environment, the instructor
shares authority with students in a variety of ways, including
encouraging students to use their knowledge, respecting their peers, and
focusing on high-level understanding.

9
2. The Purpose of Collaborative Learning
The goal of collaborative learning is to develop a self-sufficient
individual who is capable of putting his ideas into action. Collaboration,
on the other hand, aims to support students in developing their cognitive
abilities by enabling them to expand their knowledge through
conversation and information exchange with their classmates and
teachers (Asnur et al., 2019: 3).
Any topic can use this methodology, but those that encourage
students to share information will benefit the most. Students work
together in small groups as part of the teaching strategy known as
collaborative learning to achieve a common objective (Pradja & Baist,
2019: 416). Collaborative learning has the following goals (Hanik,
2020: 118):
a. Maximizing the collaborative process that takes place naturally
between the students.
b. Creating a student-centered learning environment, contextual,
integrated, and cooperative atmosphere.
c. Appreciate the importance of authenticity, contribution and
student experience in relation to learning materials and the
learning process.
d. Provide opportunities for students to be active participants in
the process of study.
e. Develop critical thinking and problem solving skills.
f. Encourage exploration of learning materials that involve a
variety of viewpoint.
g. Appreciate the importance of social context for the learning
process.
h. Cultivate mutually supportive and respectful relationships
among students, and between students and teachers.
i. Build a passion for lifelong learning.

10
 The researcher concludes that the purpose of collaborative learning
is to build and develop student knowledge so that students are good at
actualizing their thoughts and improving their mental abilities so that
students can actively work together in groups to create a student-
centered learning environment, based on the above viewpoint.

3. Advantages of Collaborative Learning

According to (Napitupulu et al., 2021: 3), the following are some
of the benefits of the Collaborative Learning Model:
a. Students learn to negotiate;
b. Students learn to respect others' viewpoints;
c. Students can acquire critical and rational thinking skills.
d. Students can promote a sense of teamwork; and
e. There is a level playing field in terms of competition.
Based on the description above, the researcher concludes that the
Collaborative Learning model can stimulate students' creativity, develop
attitudes, broaden students' horizons, instill cooperation and tolerance
for the opinions of others, encourage students to learn from each other
in group work, and get used to self-correction for their mistakes.

4. Disadvantages of Collaborative Learning

(Sumtsova et al., 2018: 161) listed the following as some of the
Collaborative Learning model's flaws:
a. It necessitates appropriate teacher supervision, as the
collaborative process will be ineffective if good supervision is
not provided.
b. There is a proclivity to copy other people's work.
c. It takes a long time since it requires a lot of patience.
d. Finding pals who can collaborate is difficult.

11
 Based on the preceding description, the researcher finds that the
Collaborative Learning model's shortcoming is that it takes a long time
and requires close teacher monitoring.

5. Techniques in Collaborative Learning

Collaborative learning is used in a variety of classroom activities.
There are nine different types of activities:
a. Jigsaw
The jigsaw method of learning begins with an overview of the
topic that will be explored by educators. Educators can create
learning topics on the board, after which the teacher divides the
class into smaller groups. The number of meetings is determined
by the number of concepts contained in the points under
consideration; each meeting point is divided into four sections.
If a class had 40 students, each meeting would have consisted of
ten people at the time.
b. Think-Pair-Share
It entails a three-stage structure that is mutually agreeable.
During the first step, students consider a question posed by the
teacher. During the second phase, pair up and discuss your ideas.
The pairs share their responses with other pairs, various groups,
other teams, or the entire group in the third stage.
c. Interview in Three Steps
Every member of a group chooses a partner from another portion
of the group. People meet their partners in the first phase by
asking clarifying questions. The jobs are turned around in the
second phase by a partner. Individuals share their partner's
response with the group for the final advance.
d. Brainstorming Round Robin
The class is divided into small groups of four to six people, with
one person serving as the recorder. A question is posed with

12
 multiple responses, and understudies are given time to evaluate
their options. Following the "think time," members of the group
discuss their reactions in a round robin fashion. The appropriate
responses of the gathering persons are recorded by the recorder.
The person next to the recorder starts, and everyone in the room
responds until time is called.
e. A three-minute reassessment
During a discussion or conversation, the teacher can pause at any
time and give groups three minutes to evaluate what has been
said, ask clarifying questions, or respond to queries.
f. Heads with Numbers
A four-person squad is formed. Each part is assigned a quantity
of 1, 2, 3, or 4. The squad is asked questions. Grup works
together to react to the enquiry so that everyone can respond
verbally. The educator will call out a number (two), and each two
will be asked to respond.
g. Solo Team Pair
Students work together on the first task, then with a partner, and
eventually by themselves. This is meant to motivate pupils to
deal with and overcome difficulties that are originally beyond
their capabilities. That is contingent on direct consideration of
learning with assistance. With assistance (intervention), students
can do more than they can on their own. Allowing people to take
risks on challenges they couldn't solve on their own, first as a
group, then individually. They progress to the point when they
can do it without assistance, which they couldn't accomplish at
first.
h. Make a circle around the Sage
To begin, educators select classes to determine which students
have unique knowledge to give. For instance, the teacher could
inquire as to who in the class is capable of comprehending the

13
 difficult math school assignment questions. The kids are
standing and dispersed throughout the room. The teacher then
instructs students to go around the room and discuss the
questions, with other students clarifying what they already know,
while the rest of the class listens, asks questions, and takes notes.
At that point, all pupils returned to their groups. One by one, they
explained what they had learned. They are collaborating because
everyone has gone to another group. They stand as a group even
if there are divisions. Finally, disagreements are made public and
resolved.
i. Partners
There are four groups in this class. Other pupils cross the room
to the opposite side. Half of each group is assigned a study
assignment and has the option of conferring with other students
to take the same topic. Each of the initial groups showed the
results of the other deductions when they returned together. The
group assesses how effectively they learn and suggests ways to
improve the process.

B. Think-Pair-Share
1. Definition of Think-Pair-Share
For years, the Think-Pair-Share collaborative learning
methodology has been employed in a variety of classrooms. From
childhood to adulthood, it's been established that Think-Pair-Share is a
fantastic approach to start conversations and encourage people to
consider low-risk learning options (Satria, 2021: 18).
The primary premise of this method is to engage students in the
teaching-learning process by having them discuss with their peers. TPS
is a reading approach that invites pupils to discuss what they've learned
(Kurjum et al., 2020: 145). TPS promotes independent reading by
helping readers to put the passage's core idea into their own words, both

14
verbally and in writing. It can be used as a study method to help with
long-term memory. TPS is a successful technique for children from
fourth grade to high school. Its effectiveness is increased because it is a
multimodal approach to learning. Because it includes analysis and
synthesis, it is very good for students with learning disabilities. Students
use the Think-Pair-Share technique to come up with rules that they then
share with their partners and then with their classmates in a group.
The Think-Pair-Share strategy is characterized as a technique that
allows pupils to work independently as well as in groups. It means that
during think-time, students have the opportunity to reflect on the lesson
independently. The students could then discuss their misunderstandings
about their own answers in groups and have the opportunity to share
their results with their friends in pair-time, and the other group could
respond to the representative in share-time, demonstrating how their
curiosity motivated them to be more active (Rahayu & Suningsih, 2018:
20).
Think-Pair-Share is a multi-mode discussion cycle in which
students listen to a question or presentation, have time to think
independently, communicate with each other in pairs, and then share
responses with the broader group. Additionally, the Think-Pair-Share
(TPS) technique helped students feel more comfortable sharing their
ideas with their peers. Despite the fact that the class was too boisterous
during the pairing and sharing process, and their difficulty in finding
difficult terms made the thinking process take longer, it was clear that
their interest drove them to be more active. Instead of relying
exclusively on the authority of the teacher, students take control of their
learning and negotiate meanings by expressing their thoughts.
TPS (Think-Pair-Share) is a cooperative mastery strategy in which
a hard or open-ended question is posed and college students are given a
half to one minute to ponder on and consider the question. College
students then form pairs with a collaborative group member or a nearby

15
 neighbor and spend several minutes discussing their thoughts on the
issue. It may be stated that this model is simpler because arranging
seating and classifying students does not take long. This type of learning
teaches pupils how to make educated guesses and play games with their
peers.
Finally, this method aids pupils in comprehending the content and
making connections between what they have read. In order for this
method to work, students must synthesis their thoughts in order to
improve their comprehension for active reading.

2. Steps in Think-Pair-Share in Teaching Reading

There are some of steps to use the following Think-Pair-Share
technique based on Arends in Dwigustini & Widiya (2020: 27):
a. The first step: thinking step
(Think – Pair – Share) Strategy started when the teacher
is offering a question exciting to think or a problem related to
the topic of the lesson to search for a solution Then the teacher
asked the students to think alone to resolve the issue or problem
at hand and give them a specific time to think and the time is
determined for individual reflection on the basis of students'
knowledge and the nature of the question and the degree of
complexity
b. The second step: pairing step
The teacher asks from students to splitting up into pairs
and discusses what they think about it who shall each student
to discuss and share ideas reached by thinking step with his
colleague who sits next to him and each of them is trying to
make his point to his colleague and convince him Also
exchange views and ideas to reach a common answer.
c. The third step: Sharing step

16
 The teacher can participate each pair of students with
another pair to consist square of students to think together and
this is will save time and effort on the teacher, Rather the
teacher discuss (20) pairs of students, for example, will be
discussed (10) groups at the same time. Think, Pair, Share helps
students develop conceptual understanding of a topic, develop
the ability to filter information and draw conclusions, and
develop the ability to consider other points of view.

3. Benefits of Think-Pair-Share
For decades, many instructors have relied on the think–pair–share
pedagogical model to help them change their undergraduate science
instruction toward more active-learning and student-centered
approaches. New data will and should inspire us to reassess our beliefs,
question our practices, and create new instructional choices that
continuously improve teaching and learning, as it does in many fields of
science and education. There are various adjustments to the share, as
well as some alternatives and even justifications for removing the share
entirely in some cases. There are no right or wrong methods to teach,
and rethinking the nature and importance of the share phase of the think–
pair–share technique will almost likely be based on the environment, the
instructor, and the students' aims (Hidayat & Muhson, 2018: 121).
The optimization of student engagement is one of the benefits of
this strategy. This strategy provides at least eight times more opportunity
for each student to acknowledge and exhibit their engagement in others
than the traditional system, which permits only one student to walk
forward and report the results for the entire class. This strategy can be
utilized in any subject and with students of all ages.

17
C. Reading
1. Definition of Reading
Listening, speaking, writing, and reading are the four fundamental
English skills that should be learned when studying a language. Reading
is undeniably one of the most vital skills (Sasalia & Sari, 2020: 56). We
can learn about everything that has happened in the past, present, and
future via reading.
Reading is a skill that teachers simply expect students to acquire
when learning a foreign language. Because it is a book that is the
medium, a basic, beginning-level textbook in a foreign language
presupposes a student's reading abilities. The written word is used as a
stimulus for test-taker response in the majority of formal tests; even oral
interviews may require reading performance for certain jobs. Reading
is, without a doubt, becoming increasingly crucial as we develop tests
of general language skills
Reading is a fundamental communicative skill, yet it involves a
complex process. Reading can be defined as a process in which a reader
seeks out information provided by a writer in the form of a written text
(Sasalia & Sari, 2020: 56). In this situation, reading might be described
as a participatory activity involving checks and queries regarding the
content of the text. Reading can help you learn a new language.
Assuming that pupils understand what they are reading, the more they
read, the better they will become. Reading also makes an effort to
improve a student's vocabulary, spelling, and writing skills. It suggests
that reading is a process of understanding the meaning of words in a text,
as well as expanding a student's vocabulary. Then, after reading, the
pupils found it simple to jot down their thoughts.
Reading, as defined by multiple definitions above, is a process of
gaining an understanding of written content. Reading has two goals: to
spell the words in a printed text and to absorb the meaning of the text.
Reading, it can be inferred, is a process of comprehending the

18
 information, or concepts presented or implied in the script. Reading,
according to the scholar, is a process in which readers generate meaning
from words. Based on their ways of thinking, these readers can obtain
ideas and new information from the text. Reading can therefore assist
kids in obtaining information and increasing their knowledge.

2. Reading Purposes
Reading aids in the development of various sorts of speech activity
as well as the preservation of language information, particularly
speaking skills, in the studied language. The vocabulary is enriched and
fixed as a result of reading, pronouncing skills are practiced, and the
possibility of probabilistic forecasting is formed (Kurnia & Erawati,
2018: 103). The following are the many types of reading purposes:
a. Reading to learn from text: reading to learn from text is most
common in academic and professional contexts where a person
needs to memorize a large amount of information from a text.
Reading to learn is usually done at a slower pace than general
reading comprehension (primarily due to reading and reflection)
strategies to help remember information.
b. Reading to find basic information and skimming: reading to find
simple information is a widespread reading talent, while other
researchers consider it to be a separate cognitive process. It is
generally best viewed as a sort of reading ability because it is
used in reading tasks. Similarly, skimming is a typical aspect of
many reading tasks and a valuable ability in and of itself. It
entails a variety of tactics for anticipating where relevant
information might be in the text and then using basic reading
comprehension skills to those segments of the text until a broad
notion emerges.
c. Reading for general comprehension: this is the most
fundamental reason for reading. Most other reading goals are

19
 based on and supported by this. Reading comprehension is more
complicated than most people believe. Reading for broad
information necessitates rapid automatic word processing,
strong ability to build a general meaning representation of
important ideas, and efficient coordination of various processes
in a short amount of time.
d. Reading to integrate information, write and critique text: reading
to integrate information necessitates additional judgments about
the relative importance of complementary, mutually supporting,
or conflicting information, as well as the likely reorganization of
a rhetorical frame to accommodate information from multiple
sources. The ability to compose, choose, and criticize
information from a text is required for both reading to write and
reading to critique material.

3. Types of Reading
It's crucial to understand the many styles of reading in the world of
languages. It's because we're working on strengthening our reading
comprehension skills. There are 2 types of reading (Taembo, 2018: 78):
a. Intensive Reading
Intensive reading is a common classroom exercise in which
students concentrate on the linguistics or semantics of a passage.
Intensive reading draws students' attention to grammatical
forms, discours markers, and other surface structure features in
order to grasp literal meaning, inference, rhetorical relationship,
and other similar concepts. Intensive reading, according to Mart
(2015) in Insuasty Cárdenas (2020: 71), allows a reader to do a
deep analysis inside the classroom, guided by the teacher, in
which vocabulary and grammar issues are studied in a short
passage. Intensive reading is also known as "narrow reading"

20
 since it requires pupils to study multiple readings on the same or
different topics.
Intensive reading is used to concentrate on content and
grammatical structures. Teachers can get involved in the process
by reading aloud, asking questions, and having students predict
text material. Students will have more opportunity to
comprehend the meaning of a text this way. The key to intense
reading is to provide pupils with more opportunities to interact
with a text; the more familiar the reader is with the text, the
greater the likelihood of comprehension.
b. Extensive Reading
Extensive Reading is done to gain a general comprehension
of a work that is usually longer (book, long article, or essays,
etc). The majority of extensive reading is done outside of clad
time pleasure. The goal of extended reading is to educate the
learner how to read fluently and directly in the target language
for pleasure without the help of the teacher. Extensive reading is
one strategy advocated in Japan for addressing the language
exposure problem by increasing the amount of second language
spoken (Aka, 2019: 2).
Extensive reading, as stated above, focuses on the meaning
of the text rather than the learning language component of the
book. Prolonged reading is also crucial in reading to assist
students understand the text because extensive reading can
change previous habits and help students become skilled second
language readers. To gain a general comprehension of a work,
much reading is required. The following are a few features of
substantial reading:
a. It aids in the development of active vocabulary in
learners.
b. Silent reading is extensive reading.

21
 c. The topic matter is reinforced via lengthy reading.
d. The learners play a key role in the lengthy reading since
they must request measurements.
e. The concept can be refined by prolonged reading.
f. The goal of intensive reading is to broaden the
understanding of students.
g. A good reading habit can be acquired by substantial
reading.

D. Descriptive Text
1. Definition of Descriptive Text
Descriptive text is a sort of text that describes a specific object, such
as a person, location, or thing. Furthermore, descriptive text aids the
reader in visualizing the object described in the text (Muthoharoh &
Anita, 2018: 41). A descriptive text is one that explains the
characteristics of someone, something, or a particular location.
Descriptive text is the consequence of the writers' imagination as they
read, and descriptive features in writing help readers' imaginations
become more real and alive.
Descriptive text is the foundation for improving students' writing
abilities. It is thought that descriptive writing is the best technique to
learn English in eight grade and that it is appropriate for beginners.
Descriptive text is a type of writing that uses sensory details to convey
meaning to the reader and to create an image in the reader's mind.
Furthermore, descriptive text is a paragraph that is defined as a set of
sentences that are tightly related in idea and serve one remark process,
and it is frequently used to describe how a person looks and acts, how a
place looks, and how an object looks (Ratnaningsih & Azizah, 2019:
177). Furthermore, a descriptive paragraph is a form of written text
paragraph with the specific purpose of describing an object and the goal
of clearly describing the object to the reader. Descriptive text is a type

22
 of text that serves as a source of information. The description of a
specific thing, animal, person, or other is the context of this type of
prose. It is a text that describes a specific item in nature, such as a scene,
an animal, a person, or an event (Siregar & Dongoran, 2020: 83).
The authors conclude that usually descriptive text is text that gives
information about something unique based on the definitions given
above. To explain and describe what is seen as a person, place, animal,
or object, as well as to provide readers with detailed information that
will aid them in imagining and explaining the text's content.
To summarize, descriptive literature is one of the texts that students
should understand and comprehend. This text is used to describe a
person, an animal, or any other object by elaborating on their physical
qualities. Writing descriptive or description is a type of writing in which
the goal is to describe tangible goods or objects with concrete or
touchable attributes, and it is accomplished by the use of sensory
language, or the five senses of sight, hearing, smell, taste, and touch.
Students must be able to develop and organize their ideas as well as
comprehend grammar rules, punctuation, and spelling when writing a
descriptive narrative.

2. Generic Structure of Descriptive Text

In order to write a decent description, students should have a
thorough understanding of the generic structures of descriptive prose.
He believes that descriptive text has a distinct stage. First and foremost,
identification is the section in which the writer identifies a certain thing.
Second, the characteristics, subject, features, colors, shapes, and other
aspects of the object that will be detailed in the text are included in the
description (Sofian Hadi & Rosiana Dewi, 2021: 190). The following is
the basic structure of descriptive text:
a. Identification The interesting remark about the thing or topic
that will be described is called identification.

23
 b. Description The topic's specific details, such as features, color,
and shape).

The authors believe that the generic structure of descriptive texts can
be separated into two parts: identification and description, based on the
previous explanation. First and foremost, identification refers to the
process of identifying objects or phenomena. This is used to give the
reader a sense of what will be explained in the text before the author goes
into further detail about the subject. Second, things or phenomena will be
described in greater depth in the description section. Furthermore, the
description can include subject traits, features, colors, and shapes, among
other things. The writer must next provide particular facts regarding the
subject or phenomenon in order for the reader to be enthralled by the
writing.

3. Language Features of Descriptive Text

In descriptive text, the following language features are used: Using
simple present, simple present tense is used to describe daily activities
and routines. However, if the thing being described no longer exists, it
may utilize past tense. Make use of a linking verb. Make use of
adjectives, compound adjectives, and degree comparisons (Yoandita,
2019: 3). (a) Specific participants, such as teacher, house, my cat, and
so on, are language features of descriptive writing. A vast yard, a sweet
young lady, and so on are examples of detailed noun phrases. (b) use
simple present tense, for example, the polar bear lives near the North
Pole inside the Arctic Circle. (c) any adjectives that indicate
characterizing, numbering, or classifying, such as two strong legs and
sharp white teeth, for example. (d) using relevant verbs to provide
information about the subject, such as: my mother is quite cool, she has
thick fur, and so on. (e) action verbs, such as "our new puppy bit our
new shoes," "our new puppy bit our new shoes," "our new puppy bit our
new shoes," "our new puppy bit our new shoes," (f) adverbials, which

24
 provide more information, such as "quickly," "at the three houses," and
"at the three houses." (g) figurative language, such as similes and
metaphors, such as "John is as white as chalk."

4. The Purposes of Descriptive Text

A sentence that depicts something that appeals directly to the senses
is also known as a descriptive test. Descriptive writing can be defined
as the expression, in vivid language, of what the five senses experience.
As a result, students may make a clear point about writing descriptions
by employing their senses to help the reader envision the object being
described. The goal of descriptive text is to write about a special or
unique subject or occurrence regarding people, places, or objects.
Furthermore, the objective of descriptive writing is to tell about a
subject while also offering a detailed description of the subject based on
the subject's original form. Descriptive text serves a social purpose by
describing a certain object, place, or person. Because descriptive text
should provide a detailed account of the thing, it should also be specific
in describing the object being described.

E. Previous Study
The first, previous related study was conducted by Rima Varadina,
Sudirman, Gede Eka Putrawan (2017), The researcher finally decided to use
think-pair-share as a technique in teaching reading comprehension to
achieve the objectives of this research including (1) to find out whether there
is any improvement of students’ reading comprehension achievement after
being taught by using think-pair-share technique at the second grade of SMP
Negeri 5 Bandar Lampung and (2) to find out which aspect of reading
improves the most after being taught by using think-pair share technique.
The approach of the research was quantitative using one group pre-test and
post-test design. The population of the research was students of the second
grade of SMP Negeri 5 Bandar Lampung in the second semester of

25
academic year 2016/2017 and the sample of the research was Class 8A
consisting of 32 students. Data were collected through the pre-test and the
post-test. The instruments used for collecting data was a reading
comprehension test in form of multiple choice with 30 items. The Reading
test was administered twice: the first was the pre-test and the second was
the post test. Pre-test was conducted to know the students’ reading
comprehension ability before the students were given the treatment and
post-test was given to find out the students’ reading comprehension ability
after the treatment. The data were analysed using Paired Sample T-test.

The second, previous related study was conducted by Agnasari Wulan

Mulia (2009) “The Use Of Cooperative Learning Think-Pair-Share In
Teaching Reading Descriptive Text (A Case Study of Year Seven Students
of SMP N 1 Gabus, Purwodadi)” The use of think-pair-share strategy was
effective to improve reading descriptive text for Junior High School
students. The writer offered some suggestions: for students, it was good for
them to use think-pair-share strategy to improve their mastery in reading
descriptive text. For teachers, they used the results as a reference to help the
students‟ problem in learning English.
Furthermore, previous related study was conducted by Neli Fauziah
(2017) the method is a quantitative which is designed as experimental, that
is one group pre-test post-test design. The research was conducted in MTs
Darul Masholeh Kota Cirebon. Were population at second grade are 103
students. The technique of collecting data used by test, which is multiple
choice test. Try out Instrument test used by validity, reliabillity, difficulty
index, and discrimination index. And the technique of analysis data used by
t-test and SPSS 18.0 for window. The result of calculated by independent
sample that tcount is -12.145 with degree of freedom (df) is (n-1) 39-1=38
and the score of sig. (2-tailed) = .000<0.05. The value of - ttable for df 38
is -1.685, it means that the value of tcount is lower than the value of -ttable
(- 24.958<-1.685). So, H0 is rejected and Ha is accepted, it means that there

26
is positive difference score of test before and after treatment by using learner
training. It can be concluded that Think-Pair-Share technique is an effective
tool that can help the students’ achievement in learning reading
comprehension at the seventh grade of MTs Darul Masholeh Cirebon.
The researcher find the related study to who conducted by
Mohamad Aji Prasetia (2017) The effect of using the Think-Pair-Share
learning model on math communication ability students on the principle of
the triangle in class VII SMP Al Jamiatul Washliyah, Medan in academic
year 2016-2017 . Based on the results of the study, it can be seen that
student’s skills communication in mathematics that taught by using learning
Think Pair Share model type cooperatives are better than students who
taught using a conventional model and proven by t-count > ttable
4.887>1.599 In other words, there is an effect of learning model Think Pair
Share cooperative type on communication skills mathematics on the subject
of triangles in class VII SMP Al-Jamiatul Wasliyah Medan in academic year
2016/2017.

And the one who have the same variable with the researcher in
reading descriptive skill is the study that conducted by Jumriati (2020)
Enhancing Student’s reading skill of descriptive text by using K-W-L
(Know, Want, Learn) strategy at the eight grade students of SMPN 9
Lembang, Pinrang City. By looking at the students’ score classification, it
is clearly seen that there were no students who got very good score, eight
(28.57%) students got good score, thirteen (46.42%) students got fair score,
six (21.42%) students got poor score and one (3.57%) student got very poor
score. Whereas in the post-test, six (21.42%) students got very good score,
seventeen (60.71) students got good, four (14.28%) students got fair, one
(3.57%) student got poor and no one students got very poor score.

To conclude, the mean score of the post-test (71.89) was greater than
pre-test (58.21). Even, for the significant level (p) 5% and df = 27, and the
value of the table is 1.703 while the value of t-test is 1.88 that is mean, the

27
 t-test value is greater than t- table (1.88 ≤ 1.703). Thus, it can be concluded
that the students’ reading comprehension is significantly better after the
treatment. So, the null hypothesis (H0) was rejected and the alternative
hypothesis (Hi) was accepted.

Furthermore, this study has several similarities and differences with

the five studies described above. First, for the equation, this study together
with the five studies above used the Process Approach as an independent
variable to determine whether it had a significant effect on the dependent
variable. Furthermore, this study uses an experimental method where the
class is divided into an experimental class and a control class. Then, the
participants of this study were conducted to students. However, this is
different from the second and fifth studies where the participants were
seventh grade students. However, this study had the same participants as the
three previous studies related to eighth grade.

F. Thinking Framework
Reading, according to the theories, is a process by which readers get
signals from the author through the medium of words and written language.
A descriptive text is one that provides details about a person, location, or
thing. Think-Pair-Share is a cooperative learning model that allows students
to think, discuss, or collaborate with others in pairs to solve problems posed
by the teacher and formulate ideas or answers to problems faced by students
individually or in groups, and it has proven to be an effective way to
improve students' ability to respond to questions. These definitions,
according to the author, can be closely connected. based on various
hypotheses from a variety of specialists that explain how the Think-Pair-
Share technique is utilized to create successful descriptive prose.

28
G. Research Hypothesis
Based on the theoretical and conceptual framework above, the
hypothesis is formulated that:
Ho : there is no any effect between using Think-Pair-Share on students
reading ability of descriptive text.
Ha : there is an effect between using Think-Pair-Share on students reading
ability of descriptive text.

29
 CHAPTER III
RESEARCH METHODOLOGY
A. Location
The research was conducted at SMPIT Raflesia, Depok. This research
focused in second year of 2020/2021. The author chooses this school to be a
place of the research, because sometimes the students of this school got
difficulties in learning the descriptive text. Besides, the students need better
method of teaching in English, so they could represent the material well.

B. Population and Sample

1. Population
The participants in this study were eighth-grade students from SMPIT
Raflesia, which has four classrooms. VIII-1, VIII-2, VIII-3, and VIII-4 were
the numbers. In VIII-1, there were 32 students, 34 students in VIII2, 30
students in VIII-3, and 34 students in VIII-4, for a total of 130 students.
2. Sample
Because there are so many classes in this institution, the researcher
utilized Cluster Random Sampling to select the sample. The researcher
employed Cluster Random Sampling approach with cards, and after mixing
the cards for a short time, two cards were chosen at random as the research
sample. Cluster sampling is a likely sampling method in which members of
the population are randomly selected in naturally occurring clusters
(clusters). Cluster sampling is the process of selecting population items in
groups rather than individually. Because they have the same degree of skill,
the sample characteristics are expected to be quite appropriate in the
research. As a result, the research focused on two classes: VIII-3 and VIII-
4. The first class is designated as the Experimental Group in VIII-3, while
the second is designated as the Control Group in VIII-4.

30
C. Research Design
The study was carried out utilizing a quantitative approach. The study
employed an experimental design that included two groups: an experimental
group and a control group. The experimental group was taught utilizing the
TPS (Think-Pair-Share) method. The control group received traditional
instruction. Both groups received a pre- and post-test. The following is an
example of the research design:
Tabel 3.1 Research Design

Group Pre-Test Treatment Post-Test

Experimental ✓ TPS Strategy ✓
Control ✓ Conventional ✓
Strategy

The experimental group, which included 30 students in VIII-3, was taught

using the Think-Pair-Share (TPS) strategy, whereas the control group, which
included 34 students in VIII4, was taught using the traditional manner.

D. Research Procedure
This section was broken down into three steps:
1. Pre-test
Before beginning treatment, a pre-test was administered to determine the
kids' reading comprehension abilities. The pre-test was administered to
both groups using the same test.
2. Treatment
Following the administration of the pre-test, the pupils were administered
treatment. The experimental group received instruction using the Think-
Pair-Share (TPS) strategy, while the control group received instruction
using the traditional manner.

31
 3. Post-test
After the treatment, the kids were given a post-test to see how far they
had progressed. The group's competency achievement was then
contrasted and examined.

E. Research Instrument
Multiple choice exams with a total of 20 items were utilized to collect data.
The time allotted is 40 minutes. Each successful response received one point,
while each bad answer received zero. As a result, the highest score in the test
was 100, which was calculated using the formula:

The test's subject is a descriptive test. The technique for administering to

both groups once they have completed their thinking utilizing the Think-Pair-
Share (TPS) strategy and the Conventional Method. The test was obtained from
a source, with an emphasis on English in Grade VIII Junior High School.
Criteria for grading critical reading (levels 1-4): (a) #1: has no opinions,
inferences, or insights, (b) #2: expresses opinions and inferences with
prompting, (c) #3: has opinions and can express response to the book, and (d)
#4: is highly responsive to and opinionated about the book.

F. Technique of Data Collection

The following steps were taken to collect the data:
1. Administering a pre-test to both groups
2. Administering treatment: 34
a. The Think-Pair-Share (TPS) Strategy was used by the
experimental group (VIII-3)
b. Using the Conventional Method on the control group (VIII-4)
3. Following the treatment, both groups were tasted by administering a
post-test to the researcher in order to determine if the procedure was

32
 effective or not. The post-test was identical to the pre-test. The average
of both groups piqued my interest.

G. Technique of Data Analysis

Following the collection of data from the test, the following processes were
used to analyze the data:
1. Examine the pupils' responses.
2. Assessing the students' responses
3. Separate the scores into two tables, one for the experimental group and
the other for the control group.
4. Calculating the overall score of the experimental and control groups'
pre- and post-tests
5. Calculating the mean pre-test and post-test scores in the experimental
and control groups
6. Calculating the standard deviation
7. Using the T-test to test the hypothesis. The following are the formulas
used to analyze data:
a. To find the mean score of the pre-test and post-test in the
experimental and control groups, use the following formula:

33
b. Using the formula to get the standard deviation:
1) Variable X's standard deviation (SD) (variable 1)

2) Variable Y's standard deviation (SD) (variable 2)

3) Variable 1's Standard Error of Mean

4) Variable 2's Standard Error of Mean

5) The standard error differences between the mean of variable 1

and the mean of variable 2

c. The T-test used to test hypotheses.

Notes :

Mx = mean for variable 1 or X

My = mean for variable 2 or Y

ΣX = total of students’ score

ΣY = total of students’ score

N1 = number of cases for variable 1

N2 = number of cases for variable 2 SD

34
 x = standard deviation for variable x SD

y = standard deviation for variable y

ΣX² = the square of total students’ score

ΣY² = the square of total students’ score

SE M1 – M2 = standard error between M1 and M2

t = t observed

H. Hypothesis of Statistic

The hypothesis was developed based on the research problem:

The Think-Pair-Share (TPS) technique has a considerable impact on students'
critical reading comprehension (the hypothesis was accept).

35
 CHAPTER V
CONCLUSION AND SUGESTION

The researcher mostly gives conclusions and recommendations in this chapter,

which are based on the research findings and discussion offered in the preceding
chapter.

A. Conclusion
After evaluating the data, it was discovered that the Think-Pair-Share
Strategy (TPS) had a substantial influence on the students' critical reading
through descriptive text, as evidenced by the total scores of the pre-test
before treatment, 1760 and 2605, respectively. With df= 62,0.05, it was
discovered that tobserve was higher than ttable or 5.872.00. It signifies that
the study's hypothesis, Ho, was rejected and Ha, was accepted as a result of
the data. The findings of this study show that using the Think-Pair-Share
technique to teach critical reading to students had a substantial impact on
their critical reading ability.
B. Sugestion
In light of the preceding conclusions, the following suggestions were
made:
1. It is proposed that English teachers employ the Think-Pair-Share
Strategy (TPS) when teaching reading. By using this method, the
instructor can easily teach reading in an engaging manner, since it
can be an alternate way for motivating children to read descriptive
content. Aside from that, it can help English teachers enhance their
teaching skills.
2. Using the Think-Pair-Share Strategy, students are advised to
conduct a lot of practice in order to master reading and find it easy
to read the text (TPS). It's a great method because children love the
learning process and the material is simple to read. Students could
compare and contrast the Think-Pair-Share Strategy (TPS) with the

59
Conventional Method in order to choose the optimum reading
strategy, particularly for descriptive texts.

60
 REFERENCES

Aka, N. (2019). Reading Performance of Japanese High School Learners Following

a One-Year Extensive Reading Program. Reading in a Foreign Language,
31(1), 1–18. http://nflrc.hawaii.edu/rfl

Aritonang, I. R., Lasmana, S., & Kurnia, D. (2019). the Analysis of Skimming and
Scanning Technique To Improve Students in Teaching Reading
Comprehension. PROJECT (Professional Journal of English Education), 1(2),
101. https://doi.org/10.22460/project.v1i2.p101-106

Asnur, M. N. A., Adhima, F., Ayuwijayanti, M., & Marsuki, R. R. (2019).

Karaketristik Pembelajaran Kolaboratif Bahasa Asing dalam Google
Classroom. Prosiding Seminar Nasional Literasi Bahasa Dan Sastra Ke-4
Pembelajaran Bahasa Asing Di Era Digital, 1–11.
http://sipeg.unj.ac.id/repository/upload/artikel/ARTIKEL_SPROSIDING_SE
MINAR_NASIONAL.pdf

Dwigustini, R., & Widiya, J. (2020). Think-Pair-Share Technique to Promote

Students’ Reading Comprehension. Jurnal Ilmu Pendidikan (JIP) STKIP
Kusuma Negara, 12(1), 25–34. https://doi.org/10.37640/jip.v12i1.270

Elihami, E., Suparman, S., Busa, Y., & Saharuddin, A. (2019). Pembelajaran
Kooperatif Model Think-Pair-Share Dalam Dunia Iptek. Prosiding Seminar
Nasional, 04(1), 70–77.
https://www.journal.uncp.ac.id/index.php/proceding/article/view/1205

Fitriasari, N. S., Apriansyah, M. R., & Antika, R. N. (2020). Pembelajaran

Kolaboratif Berbasis Online. Inspiration: Jurnal Teknologi Informasi Dan
Komunikasi, 10(1), 77–86. https://doi.org/10.35585/inspir.v10i1.2564

Gašević, D., Joksimović, S., Eagan, B. R., & Shaffer, D. W. (2019). SENS:
Network analytics to combine social and cognitive perspectives of
collaborative learning. Computers in Human Behavior, 92(July), 562–577.
https://doi.org/10.1016/j.chb.2018.07.003

61
Hanik, N. R. (2020). Implementasi Model Pembelajaran Komparasi yang
Diintegrasikan dengan Pendekatan Kolaboratif Ditinjau dari Kemampuan
Analisis Mahasiswa Implementation of a Comparative Learning Model which
is Integrated with a Collaborative Approach in terms of Student ’ s. Jurnal
Komunikasi Pendidikan, 4(2), 114–122.

Has, R. S., Gultom, E., & Ph, D. (n.d.). the Effect of Think-Pair-Share Strategy on
the Ability of the First Year Students in Comprehending Descriptive Text At
Sman 1 Tempuling Pemahaman Teks Deskriptif Di Sman 1 Tempuling. 1–9.

Hidayat, T. M., & Muhson, A. (2018). The Impact of Think-Pair-Share and Two
Stay Two Stray Learning Model Towards Learning Outcomes and
Cooperation Ability. Dinamika Pendidikan, 13(1), 119–129.
https://doi.org/10.15294/dp.v13i1.15045

Insuasty Cárdenas, A. (2020). Enhancing Reading Comprehension through an

Intensive Reading Approach. How, 27(1), 69–82.
https://doi.org/10.19183/how.27.1.518

Kurjum, M., Muhid, A., & Thohir, M. (2020). Think-pair-share model as solution
to develop students’ critical thinking in islamic studies: Is it effective?
Cakrawala Pendidikan, 39(1), 144–155.
https://doi.org/10.21831/cp.v39i1.28762

Kurnia, Y. R., & Erawati, N. L. E. (2018). Reading in Junior High School. The
English Journal, 28(9), 747. https://doi.org/10.2307/806174

Melis, L., Song, C., De Cristofaro, E., & Shmatikov, V. (2019). Exploiting
unintended feature leakage in collaborative learning. Proceedings - IEEE
Symposium on Security and Privacy, 2019-May, 691–706.
https://doi.org/10.1109/SP.2019.00029

Muthoharoh, N. R., & Anita, A. (2018). Using Feedback in Teaching Writing

Descriptive Text. Loquen: English Studies Journal, 11(02), 42.
https://doi.org/10.32678/loquen.v11i02.1035

62
Napitupulu, C. A., Ananda, K., Praticia, R., & Rahmadini, V. W. (2021).
IMPLEMENTASI PEMBELAJARAN KOLABORATIF DARING (ONLINE
COLLABORATIVE LEARNING) DALAM RANGKA PEMBENTUKAN
DUKUNGAN SOSIAL MAHASISWA PG PAUD FKIP UNIVERSITAS
PALANGKA RAYA. 17(1), 55–66.

Pradja, B. P., & Baist, A. (2019). Analisis kualitatif penggunaan Microsoft Teams
dalam pembelajaran kolaboratif daring. Seminar Nasional Matematika Dan
Pendidikan Matematika (4th Senatik), 4, 415–420.

Purwati, N. K. R., & Erawati, N. K. (2021). Pengembangan Buku Ajar Metode

Numerik Berbasis Pembelajaran Kolaboratif. Mosharafa: Jurnal Pendidikan
Matematika, 10(1), 37–48. https://doi.org/10.31980/mosharafa.v10i1.817

Rahayu, S., & Suningsih, A. (2018). The Effects of Type Learning Model
Numbered Head Together And Think-Pair-Share. International Journal of
Trends in Mathematics Education Research, 1(1), 19.
https://doi.org/10.33122/ijtmer.v1i1.27

Ratnaningsih, S., & Azizah, A. (2019). Error Analysis in the Descriptive Text
Writing of Vocational High School Students. Dinamika Ilmu, 19(1), 175–186.
https://doi.org/10.21093/di.v19i1.1364

Royani, S., & Sadiah, S. (2019). an Analysis of Grammatical Errors in Students’

Writing Descriptive Text. PROJECT (Professional Journal of English
Education), 2(6), 764. https://doi.org/10.22460/project.v2i6.p764-770

Sasalia, O. A., & Sari, F. M. (2020). Utilizing Novel in the Reading Class To
Explore Students’ Viewpoint of Its Effectiveness. Journal of English
Language Teaching and Learning, 1(2), 56–61.
https://doi.org/10.33365/jeltl.v1i2.606

Satria, H. (2021). Pengaruh Teknik Cooperative Learning Berbasis Metode Think-

Pair-Share Untuk Meningkatkan Pemahaman Materi Dasar-Dasar
Elektronika. CIRCUIT: Jurnal Ilmiah Pendidikan Teknik Elektro, 5(1), 17.

63
 https://doi.org/10.22373/crc.v5i1.8085

Siregar, S. R., & Dongoran, N. (2020). Students’ Ability in Writing Descriptive

Text. English Journal for Teaching and Learning, 08(01), 81–90.
http://jurnal.iainpadangsidimpuan.ac.id/index.php/EEJ

Sofian Hadi, M., & Rosiana Dewi, F. (2021). Google meet application as an online
learning media for descriptive text material. Jurnal Studi Guru Dan
Pembelajaran, 4(1), 189–194. https://doi.org/10.30605/jsgp.4.1.2021.533

Sumtsova, O. V., Aikina, T. Y., Bolsunovskaya, L. M., Phillips, C., Zubkova, O.

M., & Mitchell, P. J. (2018). Collaborative learning at engineering
universities: Benefits and challenges. International Journal of Emerging
Technologies in Learning, 13(1), 160–177.
https://doi.org/10.3991/ijet.v13i01.7811

Supena, I., Darmuki, A., & Hariyadi, A. (2021). The influence of 4C (constructive,
critical, creativity, collaborative) learning model on students’ learning
outcomes. International Journal of Instruction, 14(3), 873–892.
https://doi.org/10.29333/iji.2021.14351a

Taembo, M. (2018). A Comparative Study between Extensive Reading and

Intensive Reading Approaches towards. Journal Homepage: International
Journal of Research in Social Sciences, 6(1989), 2249–2496.

van Leeuwen, A., & Janssen, J. (2019). A systematic review of teacher guidance
during collaborative learning in primary and secondary education. Educational
Research Review, 27(January), 71–89.
https://doi.org/10.1016/j.edurev.2019.02.001

Warsah, I., Morganna, R., Uyun, M., Hamengkubuwono, H., & Afandi, M. (2021).
The Impact of Collaborative Learning on Learners’ Critical Thinking Skills.
International Journal of Instruction, 14(2), 443–460.
https://doi.org/10.29333/iji.2021.14225a

64
Yin, H., Wang, Q., Zheng, K., Li, Z., Yang, J., & Zhou, X. (2019). Social Influence-
based Group Representation Learning for Group Recommendation. 1–12.

Yoandita, P. E. (2019). an Analysis of Students’ Ability and Difficulties in Writing

Descriptive Text. Jurnal JOEPALLT (Journal of English Pedagogy,
Linguistics, Literature, and Teaching), 7(1), 10–20.
https://doi.org/10.35194/jj.v7i1.534

65
APPENDICIES

66
APPENDIX I: SURAT IZIN PENELITIAN

67
APPENDIX II: RPP PEMBELAJARAN

RENCANA PELAKSANAAN PEMBELAJARAN (RPP)

Sekolah : SMPIT Raflesia Kelas : VIII

Mata Pelajaran : Bahasa Inggris Alokasi Waktu : 2 X 40 Menit
Materi Pokok : I’m Proud of Indonesia (descriptive text of things)

Kompetensi Dasar : 3.7 Membandingkan fungsi sosial, struktur teks, dan unsur kebahasaan beberapa teks deskriptif lisan
dan tulis dengan memberi dan meminta informasi terkait dengan deskripsi orang, binatang, dan benda, sangat
pendek dan sederhana, sesuai dengan konteks penggunaannya.
4.7 Menyusun teks deskriptif lisan dan tulis, sangat pendek dan sederhana, terkait orang, binatang, dan benda, dengan
memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan, secara benar dan sesuai konteks.
A. TUJUAN PEMBELAJARAN
Setelah mengikuti proses pembelajaran, peserta didik diharapkan dapat:
❖ Memberi dan meminta informasi terkait dengan deskripsi benda baik lisan ataupun tulisan.
❖ menyusun teks yang mendeskripsikan benda baik lisan ataupun tulisan
Media Pembelajaran & Sumber Belajar
Media : Papan Tulis, Buku Siswa, Projector
Alat/Bahan : Spidol, Laptop
Sumber Belajar : Youtube, Google, buku pegangan siswa

B. KEGIATAN PEMBELAJARAN
KEGIATAN PENDAHULUAN:
❖ Guru mengucapkan salam dan berdo’a
❖ Guru mengabsensi peserta didik
❖ Guru mengulangi pembelajaran yang
❖ Guru menyampaikan materi dan memberikan informasi tujuan pembelajaran

KEGIATAN INTI:
➢ Guru membagikan video tentang deskripsi benda
➢ Setelah peserta didik selesai menonton tayangan video kemudian guru meminta peserta didik
mendeskripsikan sesuatu
➢ Guru memberikan umpan balik bagi peserta didik
PENUTUP:
❖ Guru dan para peserta didik Menyampaikan kesimpulan singkat dan refleksi tentang materi mendeskripsikan benda.
❖ Guru meminta peserta didik untuk memberikan pendapatnya tentang pembelajaran yang baru saja mereka ikuti
❖ Guru selalu mengingatkan peserta didik untuk selalu menjaga kesehatan dimasa pandemi Covid19.
❖ Guru mengakhiri pembelajaran dengan ucapan doa dan salam.

C. PENILAIAN PEMBELAJARAN
1. PENILAIAN SIKAP (observasi)
❖ Observasi selama proses pembelajaran
2. PENILAIAN PENGETAHUAN: (tes tulis)
❖ Peserta didik mengerjakan hand out yang diberikan oleh guru
3. PENILAIAN KETERAMPILAN: (tes pratek)
❖ Guru menilai keaktifan siswa dalam melakukan diskusi dengan teman kelompok

Mengetahui,
Kepala sekolah Depok,
Guru Mata Pelajaran,

Wahyu,S.Pd.I, M.Pd. Putri Diyah Febriyanti

68
APPENDIX III: PRE TEST QUESTIONS

PRE-TEST

The text below is for question number 1 - 10

Peter is the youngest in our family. He is fourteen years old and four years younger
than me. He has long, straight hair, bright eyes and a friendly smile. Sometimes he
is rather naughty at home, But he usually does what he is asked to do and at school,
he plays football and tennis. He is the best badminton player in our family.

1. How old is Peter? He is … years old.

a. Four
b. Fourteen
c. Forty
d. Ten
2. The writer is … years old.
a. Fourteen
b. Sixteen
c. Eighteen
d. Nineteen
3. Which of the following statement is not true about Peter?
a. He has long and straight hair.
b. He has bright eyes.
c. He is interested in sports.
d. He plays football and tennis.
4. According to the passage, we know that Peter is ….
a. The writer’s youngest brother
b. The writer’s elder brother
c. A naughty boy
d. A friendly boy
5. It is implied in the passage that ….
a. Peter is naughty.

69
 b. Peter is lazy.
c. Peter is unfriendly.
d. Peter is diligent.

6. From the text, we may conclude that….

a. Many people do not like Peter.
b. People is younger that the writer.
c. Peter is a welcoming person.
d. Peter is not diligent at all.
7. What is the text mostly about?
a. Peter
b. Peter’s hobby
c. Peter’s family
d. peters’ elder brother
8. ”He is fourteen years old . . . Than me.” The underlined word refers to ….
a. Peter
b. The writer
c. The writer’s brother
d. the writer’s family
9. “He is the best badminton player in our family.” The underlined phrase
can be replaced by
a. Dislike badminton
b. Really likes badminton
c. Hates badminton very much
d. Finds badminton not really entertaining
10. “But he usually does what he is asked to do” The underlined phrase means
…
a. He does anything he wants.
b. He always asks.
c. He is lazy.
d. He is diligent.

70
The following text is for questions number 11 to 13.

Boyolali regency is located in north of Solo and east of Merapi and Merbabu
Mountains. This regency has been known for its production of fresh milk for a long
time. No wonder, the cow statues adorn Boyolali town.

There are six main cow statues in Boyolali. They are displayed in different places.
The statues are made of concrete. The colour and shape are made in such a way to
resemble the real cows. However, the size is made bigger to catch the eye.

Besides decorating the town, the statues also turn out to be helpful for people from
out of town to find places they are seeking in Boyolali. By mentioning the position
of the statue, people can get their way easily.

11. " ... they are seeking in Boyolali" (paragraph 3) What does the underlined
word refer to?
a. People from out town
b. Places in Boyolali.
c. Cow statues.
d. Real cows.
12. What is the main idea of the last paragraph?
a. The statues help people to find places easily.
b. The statues decorate the town beautifully.
c. The cow can get their way easily around the town.
d. The people from out of town easily find the statues.
13. The text mainly tells us about ....
a. the colour of the statues
b. cow statues in Boyolali
c. a town called Boyolali
d. how to raise cows

71
Read the text to answer questions 14 to 17.

I have a close Friend. She is beautiful, attractive and trendy. She always wants to
be a trend setter of the day. She always pays much attention to her appearance.
Recently, she bought a new stylist foot legs from blowfish shoes products. These
shoes really match on her.

Her new blowfish women's shoes are wonderful. When she is walking on those
shoes, all her friends, including me watch and admire that she has the most suitable
shoes on her physical appearance. The style, bright color, and brand represent her
as a smart woman of the day. She really has perfect appearance.

She is really mad on those shoes. She said that the products covered all genders.
The blowfish men's shoes are as elegant as she has. The products provide varieties
of choice. Ballet, casual, boot athletic shoes are designed in attractive way. The
products are international trade mark and become the hottest trend.

14. The writer's friend has just bought … from blowfish shoes products.
a. a new match shoes
b. a new stylist foot legs
c. a trendy and attractive shoes
d. a brand and bright color shoes
15. Why does the writer admire her friend?
a. She likes wearing an international trade mark shoes.
b. She always wants to be a trendy and attractive woman.
c. She has the most suitable shoes on her physical appearance.
d. She really has perfect appearance with her wonderful shoes.
16. Writer writes the text in order to …
a. describe her friend's style and her new shoes.
b. explain an international trademark shoes.
c. share her experience with her friend.
d. tellblowfish shoes products.

72
 17. “She really has perfect appearance.” The word "she" refers to …
a. the writer.
b. a close friend.
c. the writer's friend.
d. A blowfish women's shoes

Read the text and answer questions 18 to 22.

When I just hang out in a mall one day, I saw a very beautiful bag. I love this bag
at the first sight. This was the first time I've spent much money on a bag and I don't
regret it.

The bag is wonderful. It is made of thin but strong leather. The weight is light and
the size keeps it from getting stuffed with junk. It has a long shoulder strap that I
like because it keeps the bag hands-free. Its neutral color is fun and sporty. The
design is simple and well made

The bag is very functional. It is the perfect size to carry a cell phone, a pocket sized
wallet, a small book, a pack of gum, and pens. It also fits well into my laptop
backpack for bike commuting to school. This bag also has more pockets inside so
my small items don't all fall to the bottom. In overall I really satisfy with bag

18. Where does the writer usually put her small items?
a. In her pockets.
b. In her laptop backpack.
c. In her pocket size wallet.
d. In the pockets of her leather bag.
19. What makes the small items of the writer not falling down in the bag?
a. The satisfying bag
b. Her laptop backpack
c. A pocket-sized wallet
d. The pockets inside the bag

73
20. “I've spent much money on a bag and I don't regret it”. The underlined
word refers to …the bag.
a. Having
b. seeing
c. buying
d. loving

74
APPENDIX IV: POST TEST QUESTIONS

POST-TEST

Read the following text to answer questions number 1 to 2.

Barack Obama is the president of United States. He is an African-American. He is

tall and thin. He is bald. He has dark complexion, pointed nose, and oval face.

He is the first black man who becomes the president of United States. He is known
as a smart and wise man. He is a loving husband for his wife and a good father for
his two children. People from all over the world adore him because of his spirit and
action in creating peace in this world. He also looks friendly because he always
smiles a lot.

1. What is the purpose of the text?

a. To persuade the readers to choose him in the election
b. To entertain the readers about the story of Barack Obama
c. To report the life of the president of United States of America
d. To describe Barack Obama’s physical appearance and personality
2. “… dark complexion, pointed nose, and oval face.” The antonym of the
word “pointed” is ….
a. Flat
b. Short
c. Straight
d. Handsome
Read the following text to answer questions number 3 to 5.

Victoria Caroline Beckham is an English singer-songwriter, dancer, model, actress,

fashion designer and business woman. She was born on April 17, 1974, in Essex,
England. She became famous in the 1990’s with the pop group “The Spice Girl”and
was known as Posh Spice. In 1999, she married the Manchester United and England
footballer, David Beckham. They have four children, three sons and a daughter.

After The Spice Girl split up, she pursued a solo singer career, but also started her
own fashion range called dVb Style. Since this initial foray into fashion Victoria
Beckham has brought out her own range of sunglasses and fragrance, entitled
“Intimately Beckham”and a range of handbags and jewelry.

75
In addition she had written two best-selling books: one her autobiography and the
other, a fashion guide.

3. What did Victoria do before being a solo singer?

a. Married to David Beckham
b. Worked as fashion designer
c. Joined The Spice Girl
d. Created fashion style

4. We found in the text that ….

a. Victoria named her fragrance by dVb style
b. Beckham is Victoria’s autobiography
c. Beckham is Victoria’s brand for her fragrance
d. Posh Spice is the title of her new album

5. Based on the text, what do we know about Victoria?

a. She is an ordinary woman
b. She is a multi-talented woman
c. She designed The Spice Girls
d. She married to an ordinary person
Read the following text to answer questions number 6 to 9.

Jennifer Lopes (J.Lo) is a highly successful actress, singer, and dancer. Her new
?lms and new albums usually go straight to the top.

What’s a typical working day for her? Making a ?lm is a hard work. She usually
gets up at half past five in the morning and she’s always on the ?lm set at half past
six. She never drinks coffee and she always has a light lunch of just green salad.
She doesn’t like working up late at nights. She is usually in bed half past ten. If she
stays out late, she will be too tired in the next morning.

Adam Shankman, a director of one of her ?lms, says ”J.Lo is actually a quiet person.
She doesn’t like going out all the time. She often stays at home on Saturday nights
and watches video.

If J.Lo isn’t working on a ?lm or making a record, her life style is very different.
When she has got time off, she’s quite happy to go out. She loves New York
restaurants. She loves dancing. She sometimes dances until three o’clock in the
morning!

J. Lo’s family lives in New York. They were very close family. She sees her parents
every weekend and she always phones them if she has a problem. She’s got two

76
older sisters and they get on very well together. They are not just her sisters; they
are her best friends.

6. What is the text about?

a. successful actress
b. Jennifer Lopez
c. Jennifer Lopez’s sisters
d. Jennifer Lopez’s sisters

7. What does J.Lo do when she has a problem?

a. Sees her parents every weekend
b. Phones her parents
c. Meets her two sisters
d. Goes clubbing in New York

8. What is the main idea of paragraph four?

a. J. Lo’s typical working day
b. J. Lo’s family relationship
c. J. Lo’s lifestyle on her free days
d. J. Lo’s activities in New York

9. “They get on very well together.” Who does the word “THEY” refer to?
a. Adam Shankman and J.Lo
b. Her parent and her sisters
c. J. Lo and her sisters
d. Her parents and J. Lo

Read the following text to answer questions number 10 to 12.

Rowan Atkinson is an English comedian, actor and writer, famous for his title roles
in the British television comedies Blackadder, the Thin Blue Line and Mr. Bean.
He has been listed in the Observer as one of the 50 funniest actors in British comedy.
Atkinson is mostly well known as Mr. Bean.

Rowan Atkinson is a quite thin man. He has fair complexion and black short hair.
Some people considered Atkinson “the man with the rubber face.” In fact, he has
really funny face with unique smile. He is in medium height of European people.
He has a pointed nose, big black eyes and thick eyebrows. His moustache and
sideburns are usually well shaved. He usually wears a man’s suit with shirt, collar,
trousers and a pair of shiny shoes.

77
Rowan Atkinson was born in Consett, County Durham on 6th January 1955. He has
two elder brothers. Atkinson studied electrical engineering at Newcastle University
and continued with an MSc at the Queen’s College, Oxford. Atkinson married
Sunetra Sastry in 1990. The couple has two children, Lily and Benjamin, and lives
in England in the Northamptonshire. With an estimated wealth of $100 million,
Atkinson owns many expensive cars.

10. The text mainly describes …

a. Rowan Atkinson
b. Rowan Atkinson’s school
c. Rowan Atkinson’s movies
d. Comedy festivals in England

11. ”Rowan Atkinson is a quite thin man.” (Paragraph 2) The word ‘thin” has
the same meaning as …
a. Stocky
b. Athletic
c. Skinny
d. Chubby
12. “The couple has two children, Lily and Benjamin, …” (Paragraph 3) The
words “couple” refer to …
a. Atkinson and family
b. Lily and Benjamin
c. Atkitson and his children
d. Atkinson and Sunetra Sastry

Read the following text to answer questions number 13 to 16.

Picasso was one of the most outstanding and important artists of the 1900’s. He was
best known for his paintings. Almost every style in modern art was represented in
Picasso’s works.

Picasso was born in 1881 in Malaga, Spain, as the son of an art teacher. He studied
painting with his father and also in Madrid.

From 1895 to 1901, he painted realistic works in a traditional style. Then he entered
what was called the Blue period. During this time, he only used shades of blue in
his paintings to show poverty in Barcelona.

78
After 1907, he entered the style of cubism. Among his well-known cubist paintings
are “The Three Musician” and “The man with a guitar” which depicted the
destruction of Spanish town. Picasso died in France in 1973.

13. Picasso used shades of blue in his painting during the Blue Period, because
….
a. He was sad to live in a traditional Barcelona
b. The blue was to show poverty in Barcelona
c. The blue represented modern art of this paintings
d. Blue was Picasso’s favorite color in his paintings

14. What is the main idea of paragraph three?

a. Picasso used shades of blue in his paintings
b. Picasso died in France on 1973
c. Picasso was taught by his father
d. Picasso was taught by his father

15. “… which depicted the destruction of Spanish town.” (Paragraph 4). The
word “depicted” has the same meaning as ….
a. Drawed
b. Described
c. Painted
d. Presented

16. From the text, we know that …

a. Picasso used his paintings to describe his environment
b. Picasso loved listening to the music and playing guitar
c. Picasso was born, raised, and died in Malaga, Spain
d. Picasso only used blue paint in all his paintings

Read the following text to answer questions number 17 to 20.

Hello! My name is Boby Fudam. I come from Dundee. A town on the east coast of
Scotland, but I’m a student at Durham University, in the north of England. I’m
studying French and German, and I can speak the languages quite well. I also know
little Spanish, so I can speak four languages. I’m enjoying the course a lot, but it’s
very hard work!

79
I live in Durham Castle, because the Castle is part of the University, with about
thirty other students. The course started two years ago, and I’m in my third year.
After the course, I’m going to work in France, but I don’t know where yet.

17. Boby can speak these languages below except…

a. German
b. Spanish
c. English
d. Dutch

18. What’s Boby going to do after course?

a. To get a job in France.
b. To enjoy in Germany.
c. To study in England.
d. To learn in Spanish.

19. Boby Fudam is … student at Durham University.

a. a lazy
b. a diligent
c. a dull
d. a shy

20. What languages does Boby Fudam Learn?

a. Indonesia and English
b. Arabic and English
c. German and Arabic
d. French and German

80
81
82
83
84
85
86
87
88
89
90
91
92
93
94
95
96
97