As one of the popularly known methods in increasing students’ reading comprehension, the use of Think-Aloud has been widely discussed on students’ learning process. With the use of think aloud the students were able to re-evaluate their comprehension toward the text material that they read. In that, the students can possibly use the Think-Aloud Strategy enabling them to grasp the information from the text.
The present study aims at investigating the use of Think-Aloud Strategy on eleventh grade students in senior high school. The samples were taken with purposive sampling. The students were categorized into two groups. The group belonged to experimental group in which the students were taught using think-aloud strategy. The other group who belonged to control group was given regular teaching instruction. The number of subjects of the present study was 40 students in the second semester. The researcher employed pre-test and post test. The tests administered were based on he types of comprehension questions developed by Day and Park (2005). There were six kinds of reading comprehension which were examined: literal, reorganization, inference, prediction, evaluation, and response.
The findings indicated that there was a significant relationship between the use of think- aloud strategy and most of the types of reading comprehensions: inference, prediction, evaluation, and response. Four types of reading comprehension which
are more complicated than literal generally require the students to comprehend what they think. The use of Think- Aloud Strategy could prove that they could interpret the task better because they could understand what they try to understand from the tasks. |