The Effect of Using Think-Pair-Share Technique on Reading Comprehension of Grade eight Students at SMP Negeri 1 Jorlang Hataran in Narrative Text

The research was carried out with quantitative research and quasi-experimental design. This research involved students from SMP Negeri 1 Jorlang Hataran. The sample was 60 students, 30 students from VIII-3 as experimental group, while 30 students from VIII-4 as control group. The classes were selected through purposive sampling. Think Pair Share teaching was employed as independent variable (y), with the dependent variable (x) purportedly resulting from it. Researcher gathered data by conducted pre-test, treatment, and post test. Mean of post test for experimental was 87,11, while control group’s was 47,11. The experimental group had post-test standard deviation of 9,41, while control group’s was 12, 62. The mean differences had standard error of 6.73 using significance level of 5%. It was determined that T-test value (5,94) exceeded T-table value (1,672). Thereby, Ho was rejected, whereas Ha was accepted. Hence, Think-Pair-Share had significant efect on students’ reading comprehension.


INTRODUCTION
Language is an expression that contains the deliberate to communicate something to others. Chaer and Agustina (1995) stated that the main function of language is as implies of communication.
As we know, Universal language at this time is English. Subsequently, learners require English as second language. In Indonesia, English is considered as a foreign language. English comprises of four aptitudes, including writing, reading, listening and speaking. Particularly, reading skill is so important in English learning, since it creates the intellect.
Reading could be a principal capacity. It can be characterized as a movement of understanding something composed. Cameron (2001) mentioned that reading is truly almost understanding not only the word or code, but also the message passed on by the text. Reading is an activity to pick up knowledge, understanding, and to gain information. It could be a handle that is carried out and utilized by the reader to urge the message the author needs to communicate through the medium of words/written language. The readers attempt to get the meaning or data conveyed by the author by utilizing this aptitude. Based on these definitions, researcher can say that reading is an vital action that includes a thinking process to induce information or thought given within the content. Whereas reading, individuals can create their reading comprehension.
According to Westwood (2008), "any written content requires the utilization of various skills such as identifying words, connecting new facts to one's existing knowledge, and applying appropriate methods such as determining the core message, establishing links, raising queries, making deductions, and making projections".
Brummitt-Yale (as cited in Ugwu, 2019) indicates that the intricacies and diverse aspects of reading comprehension make it challenging to acquire the skill of comprehending text promptly and autonomously. In essence, the act of reading should impart knowledge.
According to Rahvard (2010), "learners who use a language other than English as their main language may find reading comprehension challenging". The reason for this is learners are frequently presented with materials from various subject areas, which necessitates the utilization of specific techniques to facilitate efficient reading.
It is crucial for language teachers to prioritize the instruction of text comprehension in their teaching. In order to fully comprehend a written text, it is essential to possess a sufficient grasp of vocabulary. Essentially, a reader's ability to understand the meaning of a text is heavily reliant on their proficiency in vocabulary.
In English, there are numerous kinds of text. According to Anderson and Anderson (1998) states two general forms of text divided as Essay Functional Text consisting of: narrative, news item, recount, spoof, descriptive text, explanation, procedure, report, analytical exposition, hortatory exposition. One of the fuctional text that is commonly use as the material that being taught in school is narrative text. Narrative refers to depiction of occurrences, particularly in literature such as fables, folklore, and tales, and denotes proficient technique of comprehending a narrative, as stated by Dhillon et al (2020). A narrative text is a text that contains a story about the past and can be fiction or non-fiction. The purpose of this text is actually to entertain the reader.
There are many factors that affect students not being able to get messages from the text they read. Students do not know the meaning of the text, it is caused by students lacking in vocabulary. This is of course very influential in students' reading comprehension so they don't get the message from the text they read. Another factor that greatly influences students' reading comprehension skills is how the teacher teaches. Most teachers teach without paying attention to the circumstances and The Effect of Using Think-Pair-Share Technique on Re adingComprehension of Grade eight Students at SMP Negeri 1 Jorlang Hataran in Narrative Text, Laurensia Manurung 1790 abilities of students. In teaching and learning activities the teacher is too focused on the material. For example, when the teacher teaches related to the text, the teacher will read the text aloud herself, then translate the text, even most teachers will ask students to open the dictionary if students do not know the difficult words in the text, and if there are no students who asks, then the student is considered to understand. Most students are also afraid to ask the teacher, whether they are uncomfortable or embarrassed to their friends. This greatly affects the ability of students' reading comprehension.
Where the teacher becomes the center, which means that in teaching and learning activities the teacher does everything and does not involve students in reading. Students only pay attention and listen to the teacher's explanation from the teacher without being involved by the teacher then the teacher gives assignments.
Based on the results of the researcher's observations when carrying out the Field Teaching Practice (FTP) in SMP Negeri 1 Jorlang Hataran academic year 2022/2023, researcher discovered that learners faced challenges in comprehending texts they read, such as struggling to grasp meaning and being unable to understand context due to encountering unfamiliar words.
They find words that are rarely found because they are very lacking in vocabulary mastery.
They are not knowing the slightest vocabulary in English because students have not studied English since elementary school. Students were also unable to find main idea of text because students could not comprehend contents of the text, and also students could not identify the locating reference.
Learners found it challenging to infer meaning and also struggle to identify facts in text. The unsatisfactory test results observed during their reading theme experiments serve as evidence. As well as the lack of comfort for students in learning because they are ashamed of their friends. Because of students' inability to read accurately the meaning of words and to quote specific details implied from the text, students were unable to respond to questions about narrative texts.
Researcher attempted to address the issue by utilizing Think-Pair-Share, based on the findings from aforementioned observations. Lyman (1981) pioneered the development of collaborative learning strategy known as think-pair-share. Think-pair-share enables learners to work collaboratively with partner in addressing any issues they may encounter with their comprehension of a given text, leading to a joint resolution of problem (Elda et al., 2022). Candlish in Sapsuha and Bugis (2013) explained that Think-Pair-Share is a collaborative exchange that follows a three-step procedure: firstly, learners are given a question or problem to consider; secondly, they discuss their ideas with a fellow learner; finally, learners share their dialogue and ideas with others.
The researcher found that Think-Pair-Share technique has been widely used in research and the research was successful. Research that were successfully written by Manurung (2022)

METHOD
The research was carried out with the utilization of quantitative research methodology and quasi-experimental design. Ary, et al. (2010) stated that quantitative involves collecting numerical data through regulated procedures and analysis in order to address predefined questions or test hypotheses.
This research was held in SMP Negeri 1 Jorlang Hataran at grade eight which was located at Jalan Besar Parapat, Tiga Balata. This research involved eighth-grade students from SMP Negeri 1 Jorlang Hataran as its population. To conduct research, researcher selected two out of eight classes which comprised of a total of 234 students as the sample. One group was designated as experimental while the other group served as control group. Two classes, specifically VIII-3 and VIII-4 were utilized for the purpose of sampling. 30 students from class VIII-3 were selected as experimental group, while 30 students from class VIII-4 were chosen as control group. The classes were selected by researcher through purposive sampling method.
Think Pair Share teaching technique was employed as independent variable (y) in this research, with the dependent variable (x) purportedly resulting from it.
The procedures for gathering data was outlined as follows : 1. Pre-test Researcher employed a method of multiple choice that encompassed 15 items. The technique of multiple choice involved presenting students with four options and requiring them to select the one that is correct, and it was intentionally developed for this purpose. The students handed over their completed tests to the teacher upon completion.

Treatment
Once the pre-test was completed, the experimental group underwent treatment which involved the following steps:

Post-Test
Following the presentation, both groups are administered a post-test. After being taught about reading narrative text with TPS, the post-test remained equivalent to pre-test. The objective is to ascertain average score following the administration of treatment.
After collected data, researcher analyzed data by using Hatch & Farhady (1982)     The hypothesis was formulated with designated level of significance of 5%, which corresponded to t- The null hypothesis (Ho) was rejected and alternative hypothesis (Ha) was accepted, as t-test score (5.94) surpassed t-table value (1.672) at 5% level of significance in two-tailed test.
After conducting research at SMP Negeri 1 Jorlang Hataran, researcher discovered significant disparity among the students. The implementation of Think-Pair-Share resulted in a significant enhancement of students' Narrative text reading proficiency. In order to evaluate effect of think pair share, researcher employed pre-test and post-test measures.
Furthermore, researcher identified both the advantages and disadvantages of utilizing think pair share method as means of learning. One notable drawback observed was that students who possessed limited comprehension of the subject matter might be tempted to copy from their peers during the activity. A strategic approach was taken by setting a deadline for students to address their weaknesses.
When utilizing TPS, researcher could benefit from engaged students, a vibrant learning environment that motivated students to participate throughout the entire process, and strong communication and interaction.
Through data analysis, researcher discovered that the experimental group had mean of pretest score of 43,99 and mean of post-test score of 87,11. On the other hand, the control group had mean of pretest score of 33,1 and mean of post-test score of 47,11. The results of T-test showed that the value (5,94) was greater than the standard T- acknowledged that there were still limitations to this method. The class became excessively loud and unmanageable for teacher due to the sheer size of the group, as every pair engaged in discussion. This suggests that each subsequent researcher was advised to enhance the method by elongating the research duration for achieving more satisfactory outcomes in enhancing reading comprehension. of educational content, but also contributes to learners' involvement in learning process, facilitates exchange of ideas between partners, and generates a vibrant learning environment that boosts students. An examination of the data indicated that the mean result of post test for experimental group was 87,11, while the control group's mean score was 47,11. The experimental group had post-test standard deviation of 9,41, while the control group's standard deviation was 12, 62. The mean differences had a standard error of 6.73 using significance level of 5%, it was determined that T-test value (5,94) exceeded the T-