Abstract:
Different departments in a university have different terms with general English. English
for Specific Purpose (ESP) helps students with different departments learn specific
terms. Social studies study program is one of the majors that its students find it rather
hard to comprehend the content and terms related to their major. Think-Pair-Share
(TPS) on reading helps develop students' ability to understand the text. This study is
aimed to find out the difference between the students who are taught using ESP text
with Think-Pair-Share (TPS) Technique and those who are not taught with the TPS
technique. This study employs a quasi-experimental design. The study objects were
the social studies study program students, classified into experimental and control
groups. The research instruments were related to social studies in English passages.
Posttest data were calculated and used to determine the treatment's effectiveness
or any significant difference in each group. The data were analyzed by an analysis
of variance (ANOVA) to test the hypotheses. The study results reveal that
experimental and control classes have a significant difference in the mean; 76.63 is
an experimental group mean higher than the control group mean that was 74.64. It
shows that the students who used the Think-Pair-Share technique had better reading
comprehension on ESP text than the students who did not use the technique. This is
due to the implementation's steps that emphases students' performance and
togetherness on doing their activities in the classroom activities to develop their
ability in language skills. This study is expected to provide new insight into English for
specific purposes and give valuable experience in teaching reading for specific
social studies. This research is also proposed some new vocabularies related to social
studies to the students. Thus, this study gives sight and information about English
reading texts based on social studies.
Keywords: English for Specific Purposes, teaching reading, Think-Pair-Share
