A Comparative Study on Teaching Reading Through Thinking Aloud Pair Problem Solving and Problem Posing Model

Aziz Mustolih, Abdul Asib, Kristiandi Kristiandi


This research compared the implementation of Thinking Aloud Pair Problem Solving (TAPPS) and Problem Posing Model (PPM) in teaching and learning process of reading in English Class at the eleventh-grade students of SMA IT Nur Hidayah, Sukoharjo. This research intends to find out (1) whether there is a significant difference of post-test result on reading comprehension between students taught using TAPPS and those taught by using PPM; and (2) whether TAPPS is more effective to teach reading than PPM. The method used in this research is quantitative through the experimental approach in order to analyze the data. The research was conducted in April 2017 until May 2017. The eleventh-grade students of SMA IT Nur Hidayah, Sukoharjo which consists of 148 students were used as the population of the research. The sample consists of 2 classes which for each consists of 24 students. The sample is XI IPA 1 as the experimental group and XI IPA 3 as the control group. The sampling technique is cluster random sampling. The data are collected by conducting a reading test and analyzed by using t-test formula. The result of the research shows that: (1) there is a significant difference in students’ reading comprehension taught using TAPPS and those taught using PPM; and (2) TAPPS is more effective than PPM to teach reading for SMA School? students.


Thinking Aloud Pair Problem Solving; Problem Posing Model; Reading Comprehension

Full Text:



Anderson, Neil J. (2005). Fluency in L2

Reading and Speaking. TESOL 2005 Colloquium

Griffee, Dale T (2012). An Introduction to

Second Language Research method Design and Data. USA: Library of Congress Cataloging in Publication Data.

Goh, Christine (2005). Knowledge, beliefs

and syllabus implementation: A study of English language teachers in Singapore. Singapore: Graduate Programmes and Research Office, National Institute of Education, Nanyang Technological University.

Leighton, Jacqueline P., & Gierl, Mark J.

(2007) Cognitive Diagnostic Assessment for Education: Theory and Applications. Cambridge: Cambridge University Press.

McKeown, Regina, et.al. (2007).

International Reading Association: Think-Aloud Strategy: metacognitive development and monitoring comprehension in the middle school second-language classroom. (pp. 123-147) doi: 10.1598/JAAL.51.2.5 Retrieved from http://mathenrich.pbworks.com/w/file/fetch/52803714/ThinkAloud.pdf Accessed at 3:52 PM November 8th, 2017.

Mikeulecky, Beatrice (2009). English

Language Teaching: Newsletter 2 009. New York: Pearson Longman

Ngah, Norulbiah, et. al (2015).

American Scientific Publisher Vol. 12: Students' Ability in Free, Semi-Structured and Structured Problem Posing Situations.

Paris, Scott G., & Stahl, Steven A.

(2005). Children’s Reading Comprehension and Assessment. New Jersey: Lawrence Erlbaum Associates, Inc.

Pate, Michael L., & Miller Greg.

(2011): Journal of Agricultural Education Volume 52, Number 1. Pp. 120-131 DOI: 10.5032/jae.2011.01120: Effects of Think-Aloud Pair Problem Solving on Secondary-Level Students’ Performance in Career and Technical Education Courses

Teacher Vision Website. Retrieved

from https://www.teachervision.com/think-aloud-strategy?page=2 accessed at 4:01 PM on November 8, 2017


  • There are currently no refbacks.