THE EFFECTIVENESS OF USING THINK-PAIR-SHARE STRATEGY IN STUDENT READING COMPREHENSION OF ANALYTICAL EXPOSITION TEXT OF THE ELEVENTH GRADE STUDENTS AT SMK YASMI GEBANG IN ACADEMIC YEAR 2014/2015

Ghina Rizqi Aguslina. 14111310151. The Effectiveness of Using Think-Pair-Share Strategy in Student Reading Comprehension of Analytical Exposition Text of The Eleventh Grade Students at SMK YASMI Gebang in Academic Year 2014/2015. This study was aimed to find out the students’ in reading comprehension before and after using think pair share strategy, and to find out the significance effectiveness of using think pair share strategy in students reading comprehension. This research method is quantitative research, by used quasi experimental design with nonrandomized control group, pre test-post test design such as experimental class and control class. The populations of this research are all the students in eleventh grade of SMK Yasmi Gebang, the sample of the research are students in XI akuntasi and teknik kendaraan ringan that consist of 60 students. The techniques of collecting data are test and observation checklist. Furthermore, the quantitative study is conducted to find out the effectiveness of using think-pair-share strtegy in students’ reading comprehension. The researcher conducts Test (pretest and posttest), and observational checklist to collect the data. Here, data taken from students at SMK Yasmi Gebang. Moreover, researcher uses spss v22 to count t-test. So, in independent sample t-test, we know that score consists of equal variance assumed and equal variance not assumed. For equal variance assumed that is levene’s test for equality of variance such as F is 0,460, for Sig.0,500, for t is -11,065, for df is 58, for Sig. (2-tailed) is 0,00, for mean difference is -1,59333, for standard error diference is 0,14399 then lower is -1,88157 and upper -1,30510. Hence, researcher uses only equal variance assumed to testing hypotheses. Based on independent sample t-test, the result of Sig.(2-tailed) is 0,000. It means that there is difference between before and after treatment because probability value t-table or 0,500 > 0,05 ,Ha is accepted and Ho is rejected. It indicates that there is differences between students’ achievement before and after using think-pair-share strategy because the result of t-test > t tabel so that Ho is rejected and Ha received. It means that there is significant effectiveness of using think pair share strategy in students’ student reading comprehension at the eleventh grade of SMK Yasmi Gebang. Then, the result of teacher checklist observations are the first meeting is 50, the second meeting is 57, the third meeting is 61 and the fourth meeting is 64. So, the result of teacher checklist observations is significant based on meeting, the interpretation is good. the result of student checklist observations are the first meeting is 51, the second meeting is 57, the third meeting is 62 and the fourth meeting is 67. So, the result of student checklist observations is significant based on meeting, the is interpretation good. In addition, based on the result, think pair share strategy helps students to progress their reading comprehenion with accurately to understand the meaning of the text because they build background knowledge. In this strategy students have braved to read English text step by step in order to they can read English text well. Key words : Think Pair Share Strategy and Reading Comprehension