A.

Background

Learning English as a foreign language as well as learning Bahasa Indonesia

for the majority of students in Indonesia has been widely considered important to the

national development. Language is a basic need for human communication in

expressing ideas, thoughts, and feelings. Its function means of communication. Most

human knowledge and culture are transmitted through language. English language is

a compulsory lesson in every level such as elementary up to high school that function

as a means the students’ self development in knowledge, technology, art, and culture

(Hastini, 2014: 1).

In Language learning, especially English, we recognize four skills, they are

speaking skill, reading skill, listening skill, and writing skill. However reading is

considered as the important skill. According to Ali (2010), reading skill is the act of

interpreting printed and written word. Reading requires understanding or

comprehending the mean of printed matters. In comprehending kinds of text, the

students are expected to be able to reach the literal comprehension, inferential

comprehension and to understand the text structure. In literal comprehension,

students get the specific information or the answer of the question in the text that they

read. Reading comprehension is a process to understand the content of reading,

looking for relationships between terms, causality, the differences and similarities

between the cases in the discourse Alhamidi (2017: 85).

By reading someone can know the meaning contained hereinafter gain an

understanding of a reading, the reader should take advantage of the information they
already had, the information obtained during his life, the result of previous readings,

and other information sources.

State Senior High School 2 Rangsang Pesisir is one of schools in Kepulauan

Meranti regency as a formal education institution, this school also present English as

one of the subject. Based on the basic competence first, the students are able to

express the meaning in the form of simply short functional text by using various

written language accurately and fluently.

From explanation above, it is clear that reading comprehension ability

requires many aspects that must be mastered by students. It means that if students

could not master the components of English based on the curriculum, the English

learning not run effectively.

Furthermore, the researcher would like to apply a strategy in teaching reading.

It is entitled Think-Ink-Pair-Share (TIPS) strategy. This strategy works on students’

thinking while bring it into reading activity.

This strategy is applies in the following procedures Billmeyer’s (2003):

This strategy is applied in the following procedures:

1. Assign the students into teams or partners.

2. Provide students with a central question or prompt.

3. Allow students time to consider the question or prompt and record

their initial reactions and thoughts in the Think section of the

organizer.
 4. Provide students with a content-related article reading passage and

allow students time to read. Students should record their preliminary

responses to the question/prompt in the Ink section of the organizer.

5. Students then share with a partner and record another student’s idea

or suggestion on the Pair section of the organizer.

6. Students can then share in a large team or with the class and can

record thoughts or ideas from their classmates in the Share section of

the organizer.

The advantages of Think-Ink-Pair-Share (TIPS) Strategy:

1. It encourages cooperative learning.

2. It enables students to become reflective learners.

3. It engages the students’ thinking actively.

4. It incorporates writing activity.

5. Building on the ideas of others is an important skill for students to

learn.

The disadvantages of using Think-Ink-Pair-Share (TIPS) Strategy:

1. Students difficult to understand the TIPS strategy.

2. Students did not have experience.

3. Teacher did not have enough time to do TIPS strategy.

Based on the problem that exist 10th Grade at State Senior High School 2

Rangsang Pesisir Kepulauan Meranti, researcher found the following phenomena.

1. Some of the students fill it difficulty to get the information of

identification and description of descriptive text.

 2. Some of the students fill it difficulties in noun phrases.

3. Some of the students difficulty to decide the translation that appropriate to

be used in order to interpret the word.

4. Some of the students are not able to make inferences.

B. Formulation of The Problem

1. How is the students’ reading comprehension ability at the 10th Grade Students

of State Senior High School 2 Rangsang Pesisir Kepulauan Meranti before

being taught by using Think-Ink-Pair-Share (TIPS) strategy?

2. How is the students’ reading comprehension ability at the 10th Grade Students

of State Senior High School 2 Rangsang Pesisir Kepulauan Meranti before

being taught by using Think-Ink-Pair-Share (TIPS) strategy?

3. Is there any significant difference between students’ reading comprehension

ability before and after being though at the 10th Grade Students of State Senior

High School 2 Rangsang Pesisir Kepulauan Meranti before being taught by

using Think-Ink-Pair-Share (TIPS) strategy?

Based on the problems illustrated above, thus the researcher interested in

investigated the problems above into a research entitle “The Effect of Using

Think Ink Pair Share (TIPS) Strategy on Students’ Reading Comprehension

Ability at XI Grade at State Senior High School 2 Rangsang Pesisir

Kepulauan Meranti.
 C. Method of The Research

This research is experimental research. According to Creswell (2012:295),

“in an experiment, you test an idea (or practice or procedure) to determine

whether it influences an outcome or dependent variable”. In this research, there

were two variables where Think Ink Pair Share strategy was an independent

variable and writingability was dependent variable. Thus, this strategy was

applied to the experimental group in order to know its’ influences on students’

writing ability. Frankel et.al (2012:12) says “in this research, the researcher

actually establishes different treatments and then studies their effects; results from

this type of research are likely to lead to the most clear-cut interpretations”.

Indeed, Kumar (2006:179) said, “in an experiment, we observe and measure the

effect of treatment given to few variables by controlling other variables affecting

our observations.”

There were two variables in this research, the first variable was Think Ink Pair

Share strategy as independent variable (x variable), the second was students’ writing

ability as dependent variable (y variable). The research design of this research can be

illustrated as follows (Cresswell, 2012: 310). The formula is:

t2
2 
t 2   N1  N 2   2

According to Cohen (1988) in Pallent (2016: 227)

.01 = small effect
.06 = medium effect
.14 = large effect
 D. References

Alhamidi. (2017). Reading Strategies as Development Model English Cognition of

Senior High School Students.

Billmeyer’s. (2003). Think-Ink-Pair-Share Stratgey.

Creswell, J. W. (2012). Educational Researh. Boston: Pearson.

Freankle, Jack. R., Norman. E. Wallen, and Helen, H. Hyun. How to Design and
Evaluate Research in Education.New York: McGraw-Hill Companies. 2012.

Hastini, S. (2014). The Correlation Between Students’ achievement in Vocabulary

and Reading Comprehension of The Eleventh Grade Student.

Irwan, R. (2010). The Correlation Between Students’ Vocabulary Mastery and

Reading Comprehesion.

Kumar Singh, Yogesh.Fundamental of Research Methodology and Statistic.New

Delhi: New Age International (P) Limited, Publisher. 2006.

Pallent, J. SPSS Survival Manual_ A Step by Step Guide to Data Analysis Using IBM
SPSS-Open University Press (2016).