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All Journal CALYPTRA : Jurnal Ilmiah Mahasiswa Universitas Surabaya FOSTER: Journal of English Language Teaching
Cynthia Junaedi
Jurusan Desain Dan Manajemen Produk Fakultas Teknik Universitas Surabaya
Education Languange, Linguistic, Communication & Media

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SARANA BERMAIN YANG MENGUATKAN OTOT TULANG BELAKANG UNTUK KESIAPAN BELAJAR ANAK Cynthia Junaedi
CALYPTRA Vol. 5 No. 1 (2016): Calyptra : Jurnal Ilmiah Mahasiswa Universitas Surabaya (September)
Publisher : Perpustakaan Universitas Surabaya

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Abstract

Gaya hidup anak yang kurang bergerak aktif dapat menyebabkan lemahnya otot tulang punggung. Otot tulang punggung yang lemah dapat menyebabkan nyeri punggung pada usia remaja, yang selanjutnya berdampak pada penurunan konsentrasi belajar selama di dalam kelas. Usia balita merupakan masa keemasan dimana semua hal yang dapat menunjang tumbuh kembang anak harus dimaksimalkan pada fase ini. Anak usia 3-5 tahun suka bermain bersama teman-temannya, sedangkan permainan individual kurang diminati. Melihat hal ini penulis merancang sebuah permainan yang dapat dimainkan secara berkelompok dengan bimbingan orang dewasa. Dengan permainan ini anak-anak diminta bergerak aktif, dan gerakan-gerakan yang dihasilkan selama bermain akan menguatkan otot-otot tulang belakangnya. Dengan adanya sarana ini, anak-anak usia 3-5 tahun dapat memiliki kekuatan otot tulang yang baik, sehingga konsentrasi belajarnya pun meningkat
The Effect of Think–Pair–Share on Students’ Reading Comprehension of Descriptive Texts in Indonesian Senior High School Cinta Nanda Zerenta Pangesti Salma; Junaedi Setiyono; Andrian Nuriza Johan
FOSTER: Journal of English Language Teaching Vol. 7 No. 3 (2026): FOSTER JELT
Publisher : Faculty of Education and Teacher Training of UIN Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/foster-jelt.v7i3.409

Abstract

This study aimed to examine the effect of the Think–Pair–Share (TPS) technique on students’ reading comprehension of descriptive texts among eleventh-grade students at SMA Negeri 5 Purworejo. The study was motivated by the need to promote more interactive and student-centered strategies in reading instruction, particularly in understanding descriptive texts. A quantitative pre-experimental method employing a one-group pre-test and post-test design was used. The participants consisted of 36 students selected through purposive sampling. Data were collected using reading comprehension tests administered before and after the implementation of the TPS technique. The collected data were analyzed using both descriptive and inferential statistics to determine the extent of students’ improvement. The results of the paired sample t-test revealed a statistically significant difference between pre-test and post-test scores (p < 0.05), indicating that the TPS technique had a positive and meaningful effect on students’ reading achievement. The improvement can be attributed to the structured stages of TPS, which require students to think independently, collaborate with peers, and actively share their ideas in class discussions. These stages foster greater engagement, critical thinking, and deeper comprehension of the text. Moreover, the interactive nature of TPS supports students in constructing meaning more effectively through social interaction. Therefore, TPS can be considered an effective and practical instructional strategy for enhancing students’ reading comprehension. This study also contributes to the existing literature by providing empirical evidence on the application of TPS in teaching descriptive texts and offers valuable insights for English teachers seeking to implement collaborative learning approaches in reading classrooms.
Co-Authors Andrian Nuriza Johan Cinta Nanda Zerenta Pangesti Salma