The Use of Think Pair Share Technique in Teaching Speaking

Aeni, Yunita Khusnul

doi:10.22460/project.v3i5.p570-576

Cited by 5 publications

(6 citation statements)

References 2 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…According to Liu andJackson (2008), andÖztürk andGürbüz (2014), one of the factors that causes students to speak little or even cannot speak at all is the lack of self-preparation. Another expert, Aeni (2020) points out that the lack of preparation caused the students assumed that they did not have the ability to performance speaking English very well. Thus, lack of preparation is one of the main aspects that can threaten the process of mastering students' speaking English, because it could be based on several other factors, such as difficult subject matter, inappropriate teacher teaching strategies, boredom of foreign language subjects, and no desire to seriously study.…”

Section: Definition Of English-speaking Anxietymentioning

confidence: 99%

An Analysis of English-Speaking Anxiety Encountered by Students in English Education Department

MARLIANA,

YAYU

2023

GARA

View full text Add to dashboard Cite

This research focused on analyzing English speaking anxiety that experienced by the second semester students of English education department at STKIP Paracendekia NW Sumbawa. Through a descriptive qualitative method, this research aimed to find out factors that cause English speaking anxiety, students’ efforts to overcome their English-speaking anxiety, and category of anxiety that is experienced in the students. The respondents who are selected purposively in this research consisted of ten students from class A and B second semester in English Education Department at STKIP Paracendekia NW Sumbawa. This research used interview and observation techniques to collect the data which later the data analyzed using three techniques: data reduction, data display and drawing conclusion or verification. The result of this research reveals the factors that cause English speaking anxiety are lack of vocabulary, low English proficiency, lack of practice, lack of preparation and fear of making mistakes and being laughed at. In addition, the strategies used by the students to overcome their English-speaking anxiety are preparation, relaxation and positive thinking. Furthermore, the category of anxiety experienced by the students in this research is state anxiety.

show abstract

Section: Definition Of English-speaking Anxietymentioning

confidence: 99%

An Analysis of English-Speaking Anxiety Encountered by Students in English Education Department

MARLIANA,

YAYU

2023

GARA

View full text Add to dashboard Cite

show abstract

“…Speaking as a language skill has become a major topic in language classes [11,12]. Speaking is a useful aural/oral skill that makes systematic verbal utterances to convey information [13].…”

Section: Literature Reviewmentioning

confidence: 99%

Teaching Techniques Applied in Speaking Classes: Lecturers’ Voice of What and Why

Isnaniah¹,

Mariani²,

Jumariati³

2021

Advances in Social Science, Education and Humanities Research

View full text Add to dashboard Cite

This research aimed to investigate the teaching techniques used and mostly used by the lecturers in Basic Speaking classes. Furthermore, the factors underlie their choice in using certain techniques more often than other techniques. It used descriptive qualitative involving three lecturers who taught Basic Speaking classes in the English Language Education Study Program of FKIP ULM. This research used observation and interview guidelines as the instruments. The data revealed that the lecturers in Basic Speaking classes used discussion, drilling, role play, game, dialogues, interview, talking stick, listening to audio recording, and question and answer as the techniques. Moreover, the techniques that the lecturers mostly used were discussion and role play. From the interview, the factors that underlie lecturers' choice in using certain techniques more often than other techniques were the topics, lesson objectives, students' needs, lecturer's interest, lecturer's experiences, and students' interest. Based on the result of this research, it is suggested that other researchers conduct further research in different levels of speaking classes to find out more information about teaching techniques in speaking classes. It is also recommended to conduct studies involving students to investigate their perceptions of the techniques teachers used in teaching English speaking skills.

show abstract

“…The implementation of Think Pair Share gave positive effect to students; it helped them improve their speaking performance (Cahyani, 2018;Maghfira, 2020). TPS also makes the class more interesting and more motivated in learning speaking (Aeni, 2020). However, there's still very few of them that clearly integrate TPS technique with a digital medium to make the technique more effective.…”

Section: Introductionmentioning

confidence: 99%

Combining Think Pair Share Model with Digital Media to Enhance Students’ Basic Grammar Mastery: Is It Effective?

Sari

Wang

Sastrawati

2022

ijoeel

View full text Add to dashboard Cite

Grammar is an important aspect of learning English and any language. However, for some students, mastering English grammar is considered arduous as it requires students to understand plenty of rules, and this makes them desperate to learn. This study aims to find out whether Think Pair Share method combined with digital media may enhance the students’ grammar mastery at UPT SMPN 1 Binamu. This study was a pre-experimental study where the data was obtained from a basic grammar test. The population in this study were students of class VIII.I at UPT SMPN 1 Binamu for the academic year of 2022/2023. The results showed that the average score of students' grammar mastery consisting of pre-test and post-test, namely Pre-test was 18.75 which was categorized as "Very Poor and Poor" while post-test was 87,25 which is categorized as "Excellent and Very Good". This shows that the average value of the pre-test and post-test increased by 68.5 points. The t-test analysis showed that by applying a significant level of 0.05 with a degree of freedom of 23 and a p-value (sig .2-tailed) is 0.000 indicating that there is a significant difference between the pre-test and post-test results of the students. In other words, the result (sig.2-tailed) of the students' post-test is not greater than the significance level (0.000< 0.05).

show abstract

The Use of Think Pair Share Technique in Teaching Speaking

Cited by 5 publications

References 2 publications

An Analysis of English-Speaking Anxiety Encountered by Students in English Education Department

An Analysis of English-Speaking Anxiety Encountered by Students in English Education Department

Teaching Techniques Applied in Speaking Classes: Lecturers’ Voice of What and Why

Combining Think Pair Share Model with Digital Media to Enhance Students’ Basic Grammar Mastery: Is It Effective?

Contact Info

Product

Resources

About