ENHANCING STUDENTS’ READING COMPREHENSION ABILITY THROUGH COMPARISON STUDY BETWEEN COOPERATIVE LEARNING NUMBERED HEADS TOGETHER (NHT) AND THIN-PAIR-SHARE (TPS) STRATEGIES

Q: What two teaching methods are compared in the study?

The study compares Numbered Heads Together (NHT) and Think-Pair-Share (TPS) to improve students’ reading comprehension ability.

Q: How do the groups’ reading comprehension gains compare?

The NHT group has an average gain of 0.2553, while the TPS group has an average gain of 0.5127.

Q: Is the difference between the two teaching methods statistically significant?

Yes. The p-value is 0.001, which is less than α = 0.05, indicating a significant difference.

Oct 15, 2026

Uploaded by Đào

The study examines how two cooperative learning strategies affect students’ reading comprehension ability through a comparative analysis between Numbered Heads Together (NHT) and Think-Pair-Share (TPS). Respondents were Grade VIII students from SMP Advent II, Setia Budi and SMPN 1, Parongpong. Analysis shows average gain of 0.2553 for the NHT group and 0.5127 for the TPS group. The p-value equals 0.001, less than α = 0.05, indicating a significant difference between methods.

LanguageEnglish

CategoryExam

FormatPDF

Pages12

Reading Time30 min

AccessFree to download

Introduction

The concept and purpose of reading comprehension

Factors causing reading problems

Physical, cognitive, and psycholinguistic factors

ENHANCING STUDENTS’ READING COMPREHENSION ABILITY THROUGH COMPARISON STUDY BETWEEN COOPERATIVE LEARNING NUMBERED HEADS TOGETHER (NHT) AND THIN-PAIR-SHARE (TPS) STRATEGIES Prisilia L. Mokodompit and Debora Chaterin Simanjuntak English Education Department, Universitas Advent Indonesia, Bandung [e-mail: ](e-mail: prisiliapretty@gmail.com)[prisiliapretty@gmail.com](e-mail: prisiliapretty@gmail.com) Abstract: This study attempts to find significance difference in enhancing students’ reading comprehension ability by comparing two teaching methods: Numbered Heads Together (NHT) and Think-PairShare (TPS). In this study, the respondents were students of Grade VIII from SMP Advent II, Setia Budi and students of Grade VIII from SMPN 1, parongpong. After careful detail of analysis, the result found is the average gain for Numbered Heads Together group is 0.2553 and Think-Pair-Share group is 0.5127. Thep-value = 0.001 <α (0.05), which means there is a significant difference on the students’ ability in reading comprehension between those who are taught using Numbered Heads Together (NHT) method and those who are taught using Think-Pair-Share (TPS) method. Keywords: Numbered Heads Together, Think-Pair-Share, Reading Comprehension. INTRODUCTION It is widely known through comprehending English reading materials, students may be able to explore more ideas and insights. Reading is deemed to be linguistic process. Hartmann and Blass (2007) stated in order to read well, readers should comprehend the syntax and semantics of the language and should have knowledge of the alphabet and have an awareness of certain aspects of the linguistic structure of language. McNamara (2007) said that students are required to identify words in the text (recognition) and comprehend them and later created meanings to establish reading accuracy (fluency) . Furthermore, Reading is thinking. Thinking to comprehend the written test (Gibson, 2009) . According to Adeniji and Omale (2010), the ability to read, most likely, determines students to have better chance to get higher achievement. Reading skill can represent the students’ skill in writing, listening and speaking. Moreover Ferrell (2012) emphasized that the main purpose for reading is to comprehend the ideas in the text. Without comprehension, reading would be empty and meaningless. Reading is not an easy subject to teach and many researchers still struggle to find the best method to be used. In relation to this, Mikulecky and Jeffries (1996)) assumed that the definition of true comprehension is “understanding about what is read and connects the ideas in the text to what readers know about previously” (p.74) . Reading drifts one’s mind to comprehend a written text (Sovah & Rukmi, 2013)) . Reader should comprehend the meaning of the reading text in order for them to understand the context of the text. Andanawari (2012) accentuated that reading comprehension is defined as the ability to understand information on a text and interpret it appropriately. Blachowicz and Ogle (2008) added that reading comprehension is “a silent reading activity undertaken for the purpose of learning so as to obtain greater insight about something that has been read.” Wulandari (2014) said that students who are good at comprehending a particular text most likely will be able to grasp the meaning and the organization of the writer’sideas. According to Anderson (2008), reading comprehension is a process that involves meaningful construction of an author’s message by the use of prior knowledge, especially the knowledge of language. It means that reading comprehension is a process of getting the meaning and be knowledgeable in order to get the meaning of texts. Yet sad to say, based on Diestha’s (2011) finding students are less eager to learn how to comprehend reading materials, and during last school hour, students are only interested reading brief, easily understood materials. In addition to this Siahaan (2013) stated that r

FAQs

What two teaching methods are compared in the study?

The study compares Numbered Heads Together (NHT) and Think-Pair-Share (TPS) to improve students’ reading comprehension ability.

How do the groups’ reading comprehension gains compare?

The NHT group has an average gain of 0.2553, while the TPS group has an average gain of 0.5127.

Is the difference between the two teaching methods statistically significant?

Yes. The p-value is 0.001, which is less than α = 0.05, indicating a significant difference.

Oct 15, 2026

Uploaded by Đào