Think Aloud for Teaching Extensive Reading

Abstract

ABSTRACT This research applies Think Aloud Method for teaching Extensive Reading. This method has a purpose for not only improving comprehension, but also for assessing and monitoring students’ performance in presenting their ability on understanding passages. The students are trained to read, think, and expose their understanding. The monitoring process is being done when the students expose their understanding on the passages they read through speaking or writing activity. This becomes the reason why the researcher is interested to apply the method for teaching Extensive Reading. The research has some purposes as the following: a. To find out the students’ reading ability before being taught by using Think Aloud. b. To find out the students’ reading ability after being taught by using Think Aloud. c. To find out whether there is any different effect on teaching Extensive Reading before and after taught by using Think Aloud. d. To design teaching Extensive Reading instruction by using Think Aloud. In designing this research, the researcher utilizes both qualitative and quantitative method. The third semester students of English Literature in academic year 2018/2019 are the subject of the research which consists of 25 students. To find the data of significant effect on teaching Extensive Reading before and after taught by using Think Aloud Method, the measurement is conducted by using dependent t-test. Meanwhile, the researcher follows Flow Model by Miles and Huberman in analyzing qualitative data. The findings reveal that the students’ reading ability before being taught by using Think Aloud Method shows the average score of 76.32, and after being taught by using Think Aloud Method shows the average score of 77.92. Meanwhile, there is a different effect on teaching extensive reading before and after taught by using Think Aloud Method since significant value of 2 tailed with 5 % level of significance is 0.048. It shows that the value of sig < 0.05, meaning that Ho (null hypothesis) is rejected and Ha (alternative hypothesis) is accepted. The model of teaching extensive reading instruction by using Think Aloud consists of the descriptions on the competence of the course to be achieved, the activities conducted in the classroom, the Think Aloud Method and its analysis to make a proof that the model presented is suitable with the characteristics of Think Aloud Method. In brief, the activities applied contain the process of thinking while the students reading the passages and the process of thinking aloud by asking students to write some reports and to speak or tell orally about the passages they have read.