Enhancing The Students’ Speaking Skill through Think-Pair-Share (TPS) at SMAN 4 Jember

Abstract

This research discussed about using think-pair-share (TPS) at the state senior high school in the online teaching and learning process during the covid-19 pandemic. This research aims To enhance the eleventh-grade students’ speaking skill and participation at state senior high school 4 Jember by using Think–Pair-Share (TPS). The design of this research is a Classroom Action Research (CAR) with thirty participants in the classroom to collect the data. The teacher said that the eleventh grade students had difficulties in speaking skill. They felt unconfident to speak. This problem made their speech less fluent. They also often pronounced the English words incorrectly and displayed grammar errors when speaking. Students’ participation in the learning process was low because they felt unconfident and afraid of expressing their ideas in oral speech. Kagan (1994) said that TPS is a cooperative learning strategy that can promote higher-level thinking. TPS has useful benefits, not only for the students but also for the teacher. The students are allowed to speak up in the class. They talk a lot in the class, have high motivation in speaking, and enjoy participating in the class is the characteristic of successful speaking activities. The findings of this study, it proved that Think-Pair-Share (TPS) strategy could enhance the students’ speaking skill at SMAN 4 Jember. It could be seen from the improvement of the students’ speaking test result in the first cycle. It happened because the students were encouraged to speak English by the pair and have a discussion in class. It creates positive atmosphere in sharing ideas about the material and the students can train their vocabularies and pronunciation.

Enhancing EFL Learners’ English Proficiency through the Think-Pair-Share Technique with the Synergy of Digital Media Integration

“…Lastly, they have to submit the result of the discussions to Google Classroom. The implementation of the Think-Pair-Share technique can be integrated with Google Spacework as well [12]. The materials were carried out through Google Classroom, and the submission of students worked with pairs through Google Forms and/or Google Drive.…”

“…For the passive skills; listening and reading skills. In listening offline class, a study by Karim et al [12] compared two groups; an experimental group (with treatment), and a controlled group (without the treatment) in their study to see if the technique affected students' listening scores. The findings showed that the maximal score in the experimental score was 86,67 and the minimal score was 73,33.…”

“…After the treatment, it became 80.78% of students above 78. The situation of the class was interactive, students shared ideas and trained their pronunciation and vocabularies with their pairs [12]. Moreover, in the speaking offline classes, [13] stated that from cycle 1 to 2, students' speaking scores showed enhancement, in cycle 1 the average score was only 66,47, then it increased to 75,83 in cycle 2.…”

“…Students' critical thinking skills and ideas, and students' expression and knowledge [16]. The Think-Pair-Share technique brought a positive atmosphere that was full of encouragement in the classroom [12]. Thinking sessions allowed students to have time to discover their ideas, reducing the misunderstanding of the questions given [15].…”

“…Thinking sessions allowed students to have time to discover their ideas, reducing the misunderstanding of the questions given [15]. Pairing sessions invited students to discuss freely with their pairs, force them to practice and be active in the learning process, exchange ideas or perspectives, respect each other's opinions, and become a safe place because students only talked with one person [12]. Sharing sessions forced students to become brave in voicing their opinions or answers [12].…”