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ABSTRAK
Roswati. 2014. “Meningkatkan Keterampilan Berbicara Mahasiswa dengan
Menggunakan Strategi Think-Pair-Share di Fakultas Syariah Kelas A Semester Dua
di Pusat Bahasa UIN Suska Riau”. Tesis. Program Pascasarjana Universitas Negeri
Padang.
Kemampuan berbicara mahasiswa pada mata kuliah bahasa inggris fakultas
Syariah kelas A semester dua di pusat bahasa UIN Suska Pekanbaru rendah. Oleh
karena itu, penelitian ini bertujuan untuk menjelaskan seberapa jauh Think-Pair-
Share strategi dapat meningkatkan kemampuan berbicara mahasiswa dan faktor-
faktor apa saja yang mempengaruhi perubahan kemampuan berbicara mahasiswa
melalui penerapan Think-Pair-Share strategi.
Penelitian ini adalah penelitian tindakan kelas yang dilaksanakan dalam dua
siklus. Peserta penelitian adalah 25 orang mahasiswa fakultas Syariah kelas A
semester dua di pusat bahasa UIN Suska Pekanbaru. Instrumen yang digunakan untuk
mengumpulkan data adalah tes berbicara, lembar observasi, catatan lapangan dan
panduan wawancara. Data dianalisis secara kualitatif dan kuantitatif.
Hasil dari penelitian menunjukkan bahwa kemampuan berbicara mahasiswa
dengan menggunakan strategi Think-Pair-Share lebih meningkat dibandingkan
sebelum menggunakan strategi ini. Hal ini bisa dilihat pada nilai rata-rata mahasiswa
di siklus pertama yang hanya 62.4, naik menjadi 71.68 di akhir siklus kedua. Selain
itu, penelitian ini juga menemukan faktor-faktor yang mempengaruhi perubahan
keterampilan berbicara mahasiswa dengan melalui penerapan Think-Pair-Share yaitu
motivasi mahasiswa, materi pembelajaran yang menarik membuat mahasiswa lebih
semangat dalam belajar, dan aktifitas dikelas yang membuat mahasiswa lebih aktif
dan kreatif pada pelajaran berbicara dan kerja kelompok membuat mahasiswa lebih
mudah dalam melatih kemampuan berbicara dan membuat mereka lebih percaya diri
dalam penampilan berbicara.
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Abstract
Roswati: Improving students’ speaking skill by using Think-Pair-Share strategy at the
second semester of syariah class A at language center of UIN suska Riau (2014).
Thesis. Graduate Program. State University of Padang.
The students’ speaking skill at second semester of Syariah class A at language
center of UIN Suska Riau Pekanbaru was low. Therefore, this research aims to
explain the extent to which Think-Pair-Share strategy can improve the students’
speaking skill and what factors influence the changes of students’ speaking skill by
implementing Think-Pair-Share strategy.
This research was classroom action research, which was conducted in two
cycles. The participants were 25 students at second semester of Syariah class A at
language center of UIN Suska Riau Pekanbaru. The instruments that were used to
collect the data were speaking performance test, observation checklist, field note and
interview guide. The data were analyzed qualitatively and quantitatively.
The result of the research shown that the students’ English speaking skill by
using Think-Pair-Share became better, it compared to their English speaking skill
before the research was conducted. This can be seen from the averages score of at the
end of cycle I 62.4 improved to 71.68 at the end of cycle II. Besides, it was found the
factors that influence the changes of the students’ speaking skill by implementing
Think-Pair-Share, namely students’ motivation, interesting teaching material and the
classroom activity makes students more active and creative in speaking class and
group work makes students enjoy practicing their speaking skill and more confidence
in their performances.
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ACKNOWLEDGEMENT
All praises is due to Allah SWT, the most Gracious and the Most Merciful.
Alhamdulillah, all praises to Allah for the strengths and His blessing in completing
this thesis which entitles ““Improving students’ speaking skill by using Think-Pair-
Share strategy at the second semester of syariah class A at language center of UIN
Suska Riau”. Then, sholawat and salam are sent upon prophet Muhammad SAW,
who had been as the model of human character.
In writing the thesis, the researcher had received the support and help from
many people. Thus, for that people, on this opportunity, the researcher wishes to
express her deepest gratitude and appreciation to:
1. Prof. Dr. M. Zaim, M. Hum and Dr. Desmawati Radjab, M.Pd. as her advisor
who had patiently given their great deal of time, encouragements, correction,
helpful guidance which have significantly contributed to the completion of this
thesis.
2. Prof. Drs. H. Zainil, M.A., Ph.D., Prof. Dr. Hermawati Syarif, M. Hum, and Prof.
Dr. Gusril, M.Pd. as her examiners who had given suggestion, advices, valuable
contribution to make this thesis become more useful and valuable.
3. All lectures at the English Graduate Program of State University of Padang who
had given good knowledge and experiences to the researcher during her study.
4. All administrations and library staffs of the Graduate Program of State University
of Padang who had helped the researcher during her study.
5. The Head of Language Center of UIN Suska Riau, Drs. H. Kalayo Hasibuan,
M.Ed-TESOL, and all staffs who had given permitted, facilitated and support to
the researcher during the research.
6. Her collaborator Rizki Amelia, M.Pd who had helped the researcher in collecting
the data during the research.
7. All her big family especially to my parents and sisters, for their steadfast support
during my study, and also special thanks to my husband, Erizal, and my son
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Harun Al-Rasyid, who had given encouragement, great motivation, support,
unconditional love and care during her study.
8. For my friends in English Education Section at the Graduate Program. I am
fortunate to have such good friend to discuss my research with: Lia Diana,
M.Pd., Dra. Hj. Sarpani, M.Pd., Aprizal, M.Pd., Nelvia Ibrahim, S.Pd.I., and
Destri Sri Wahyuningsih, S.Pd.
9. To all of my students, thanks for your attention, cooperation in the process of
learning and teaching, help in conducting this classroom action research.
10. And for all the people that I can’t mention one by one. Thanks to give me prayer.
Allah may always bless you all. Amin…
Pekanbaru, 18 Juni 2014
Researcher,
Roswati
NIM. 19423
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TABLE OF CONTENTS
ABSTRAK……………………………………………………………….. i
ABSTRACT..…………………………………………………………….. ii
PERSETUJUAN AKHIR THESIS…………………………………….. iii
PERSETUJUAN KOMISI..…………………………………………….. iv
SURAT PERNYATAAN……………………………………………….. v
ACKNOWLEDGEMENT………………………………………………. vi
TABLE OF CONTENTS..………………………………………………. viii
LIST OF TABLES……....……………………………………………….. x
LIST OF DIAGRAMS.....………………………………………………... xi
LIST OF APPENDICES..……………………………………………….. xii
CHAPTER I. INTRODUCTION
A. Background of the Problem............................................. 1
B. Identification of the Problem........................................... 4
C. Focus of the Problem……................................................ 4
D. Research Question…….................................................... 4
E. Purpose of the Research................................................... 5
F. Significance of the Problem.............................................. 5
G. Definition of the Key Terms............................................. 6
CHAPTER II. REVIEW OF THE RELATED LITERTURE
A. Review of the Related Theories..................................... 7
1. Speaking…………...................................................... 7
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a. The Concept of Speaking……………………….. 7
b. Speaking Skill……………………………………. 9
c. Teaching Speaking………………………………. 10
d. Assessing Speaking……………………………… 12
2. Think Pair Share Strategies......................................... 14
a. Concept of Think-Pair-Share Strategy…………... 14
b. Teaching Speaking through Think-Pair-Share…… 18
c. Advantages of using Think-Pair-Share………….. 19
3. Common Factors Influencing Students to Speak
English through Think-Pair-Share ............................ 21
B. Review of the related Findings....................................... 22
C. Conceptual Framework................................................... 24
CHAPTER III. METHOD OF THE RESEARCH
A. Type of the Research ................................................... 26
B. Location of the Research………….............................. 27
C. Participant of the Research…………........................... 27
D. Data…………………................................................... 27
E. Instrumentation………………..................................... 28
F. Procedure of the Research…….................................... 34
G. Technique of Data Collection…................................... 36
H. Technique of Data Analysis.......................................... 37
CHAPTER IV. FINDING AND DISCUSSION
A. Findings ……………................................................... 40
1. The Extent to which Think-Pair-Share Strategy
Students’ Speaking Skill …………………………. 40
2. The Factors that Influenced the Improvement
of Students’ Speaking Skill by Using Think-Pair-
Share ……………………………………………… 61
B. Discussion ………………………............................... 65
C. Limitation of the Research…………………………… 68
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CHAPTER V. CONCLUSION, IMPLICATION, AND SUGGESTION
A. Conclusion …………................................................... 70
B. Implication …………….………….............................. 71
C. Suggestion .…………….………….............................. 72
BIBLIOGRAPHY ……………………………......................................... 73
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LIST OF TABLES
TABLE 1. Indicators of Speaking skill…………………………………… 28
TABLE 2. Observation and Checklist: Lecturer’s Activities…………….. 31
TABLE 3. Observation and Checklist: Students’ Activities…………….... 32
TABLE 4. Interview Table……………………………………………….... 33
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LIST OF DIAGRAMS
Diagram 1. Percentage of Students’ Speaking Test in Cycle I …………… 47
Diagram 2. Comparison of Students’ Speaking Test Result between
Pre-Cycle and Cycle I ………………………………..…….. 48
Diagram 3. Percentage of Students’ Speaking Test in Cycle II …………. 58
Diagram 4. Comparison of Students’ Speaking Test Result between
Pre-Cycle, Cycle I, and Cycle II … …………………..…….. 59
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LIST OF APPENDICES
Appendix 1. The Schedule and Topic of The Research …………………… 76
Appendix 2. Lesson Plan in Cycle 1……………………………………….. 77
Appendix 3. The Score Criteria of Speaking Skill…………………………. 86
Appendix 4. Procedure of Speaking Test………………………………….. 88
Appendix 5. The result of the students’ speaking test in pre-test…………. 89
Appendix 6. Observation Checklist of Lecturer and Students during
Teaching and Learning Activity……………………………… 92
Appendix 7. Field Note ……………………………………………………. 111
Appendix 8. The Result of Interview in Cycle 1 & 2………………………. 117
Appendix 9. Transcript of Students’ Dialog in Speaking Test……………... 119
Appendix 10. Research Photo Documentation ……………………………… 121
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CHAPTER I
INTRODUCTION
A. Background of the Problem
Speaking is one of the important skills in English that must be learnt by
students in language learning. The students who are able in speaking mean that
they are able to share their ideas and opinions to listeners through speaking. They
can get a job easily. The students can also increase their knowledge and self
confidence if they can communicate with foreigners in English well.
In order to make the students able to communicate in English, a teacher
should create classroom activities which can improve students’ speaking skill. The
teacher should guide the students to become active by giving a topic and asked
them to make it into a conversation. In addition, the teacher needs to choose
appropriate techniques so that the students can practice their English in the
classroom activities.
In English syllabus of Language Center of UIN Suska Riau, speaking is
one of the four English skills that are taught in integrated system. It means that
teaching speaking cannot be separated from reading, writing and listening. All of
the students from all faculties in UIN Suska must take this subject from the first
semester up to third semester. The students’ learnt English through some topics
written on their text book provided by language center. Then, the lecturer taught
the students by integrating four language skills. The lecturer asked the students to
read text on the book and answer the questions related to text. Then they were
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asked to write summary about the text after reading it and report to the whole
class.
The lecturer made group discussion in teaching. The lecturer divided the
class into a group of 5 or 6, and then the lecturer gave them some tasks to be done.
This technique did not apply well since the lecturer and students could not achieve
the learning objectives. Not all students did the task during group discussion. The
active students took over the discussion and task while the others students were
silent and chit chat with the other. Through that teaching and learning activities,
the students’ improvement in English did not increase well.
Based on students’ score in oral examination of Syariah class A who were
at the first semester, the percentage of the result in speaking test showed that 2 or
the 8% got A, 9 or 36% got B, 13 or 52% got C, and 1 or 4% got D. From this
percentage it can be concluded that the students’ speaking skill was low.
Based on the researcher’s observation during teaching and learning
process, the researcher found that many students had low speaking skill. The
weaknesses of the students’ speaking skill are shown by the fact that many
students used pauses when they spoke because they were lack of vocabulary.
Besides, when the lecturer asked students to speak in front of classroom, many of
them were less confident to express their ideas during speaking performance
because they felt shy if they made mistake.
To solve this problem, the lecturer should think more about the way to
teach the students in speaking skill. She should consider the strategy that could be
applied to improve the students’ speaking skill. One of the ways that could be used
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to improve the students’ speaking skill was by using different strategy. Since it
related to the components of teaching and learning process, the lecturer should
select an appropriate strategy that was suitable with the students’ condition. The
use of appropriate strategy can be helpful in making students more interested in
the classroom and help them learn material easily.
Therefore, it was assumed that using Think-Pair-Share was a good strategy
to overcome the students’ problem in speaking skill. Kenny, et al (2005) stated
“Think-Pair-Share helps students develop conceptual understanding of a topic”. It
can be concluded that Think-Pair-Share is one of strategy to improve students’
speaking skill. Through this strategy, the students have opportunity to think and
discuss with their pair before the students share their ideas in front of the class.
In implementing Think-Pair-Strategy the lecturer would help the students
to improve their speaking skill, because through Think-Pair-Share strategy the
students become actively involved in thinking about the concepts presented in the
lesson. It helps students to feel comfortable. Through this strategy, the students are
motivated to speak more fluently and more active in verbal communication. The
students can learn and express themselves through spoken language and language
expression. By carrying out this research, the researcher was expected that the
implementation of Think-Pair-Share in teaching speaking was probably helped
students to overcome their difficulties in speaking skill.
Based on the explanation above, the researcher was interested in pointing
out the problems into a research entitled: Improving Students’ Speaking Skill by
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Using Think-Pair-Share (TPS) at the second semester of Syariah class A at
Language Center of UIN Suska Riau.
B. Identification of the Problem
Based on the background of the problem above, the researcher identifies
several problems. First, the students had low speaking skill, they could not speak
English fluently yet. They had lack of vocabularies, less self confidence, and they
have problems in pronunciation. The last, the lecturer did not apply an interesting
technique in which they could stimulate the students to speak English in the
classroom.
C. Focus of the Research
In carrying out this research, the researcher was aware that it should be a
limitation of the problem to be solved. Therefore, this research was focused on
improving students’ speaking skill by using think-pair-share (TPS) at the second
semester of Syariah class A at Language Center of UIN Suska Riau. In addition,
the factors influencing the changes of their speaking skill during the
implementation of think-pair-share were also investigated.
D. Research Question
The problem of this research can be stated in the following questions:
1. To what extent can Think-Pair-Share strategy improve students’ speaking skill
at the second semester of Syariah class A at Language Center of UIN Suska
Riau?
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2. What are the factors that influence the changes of the student’s speaking skill
through Think-Pair-Share strategy at the second semester of Syariah class A at
Language Center of UIN Suska Riau?
E. Purposes of the Research
The main purpose of this research is to find out the answer of the research
question above, namely:
1. To find out the extent to which Think-Pair-Share strategy can better improve
students’ speaking skill at the second semester of Syariah class A of UIN Suska
Riau.
2. To find out the factors that influence the changes of the students’ speaking skill
at the second semester of Syariah class A of UIN Suska Riau by using Think-
Pair-Share strategy.
F. Significance of the Research
This research was supposed to have theoretical and practical significance.
Theoretically, the result of this research is expected to be useful for English
lecturer, and also become a source of information about the description of using
Think Pair Share strategy in teaching speaking. Practically, the researcher herself
had invaluable experience in conducting research on the implementation of Think-
Pair-Share in teaching speaking. Then, this research also helped students at second
semester of Syariah class A at Language Center of UIN Suska Riau Pekanbaru to
improve their speaking skill.
G. Definition of the Key Terms
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To avoid misinterpretation and misunderstanding in reading this research,
the researcher feels that it is necessary to explain the terms used in the title,
namely:
1. Speaking skill is a competence to express the need of request, information,
service, idea, feeling, and though orally. In other words speaking is a process of
producing verbal utterance which is done to deliver meaning.(Bailey, 2003:48)
2. Think-Pair-Share Strategy is one of strategies in cooperative learning that is
used by the teacher in order to make students think about the topic, then pair
with another student to discuss, and share their idea to the other students.
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CHAPTER II
REVIEW OF THE RELATED LITERATURE
A. Review of the Related Theories
1. Speaking
a. The Concept of Speaking
Speaking is one of important aspects that should be mastered by the
students in learning language. Through speaking, the students can express
their idea, feeling, and opinion by producing sounds or utterances. It makes
them able to communicate and interact with the society by using the
language.
Bygate (2001:16) states
Speaking is physically situated face to face interaction: usually
speakers can see each other and so can refer to the physical context
and use a number of physical signals to indicate, for instance,
attention to the interaction, their intention to contribute and their
attitude towards what is being said.
In other words, speaking can show people intention to the others and deliver
people’s ideas which involve physical context and signals.
Then, Bailey (2003:48) says that “speaking is a process of producing
verbal utterance which is done to deliver meaning”. It can be concluded that
speaking is a process of sharing idea and opinion in oral language for
communication in the society.
The existence of speaking is influenced by where the speaking or
conversation takes place. Environment often changes the performances of
speaking, clearly belonging various intonation, stress, speed and slow based
on expression and feedback experienced by both speaker and listener during
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the conversation process. The form of the speaking performance is caused by
a collaboration of meaning negotiation resulted in a conversation done by
them.
Brown (2000:255) defines that “speaking or conversation is
collaborative forms as participants in this term are engaged in a process of
negotiation of meaning”. The crucial thing in speaking is how to deliver the
ideas well and make the listener understand of what the speaker says. It will
not be easy to convince people when speaking. It depends on how the
speaker explains his ideas by using a good choice of words and correct
grammar. The listener sometimes misinterprets the meaning when the
speaker does not have a good speaking or cannot speak well.
Then, Harmer (2001:269) says that there are some elements
necessary for spoken production.
The first element is connected speech. The effective speaker of
English needs to be able not only to produce the individual
phoneme of English but also to use fluent connected speech. In
connected speech sounds are modified, omitted, added, or
weakened. Because of that the students should know this connected
speech to make them able to speak well. The second element is
expressive devices. It involves the pitch and stress of particular
parts of utterances, vary volume and speed. The use of these
devices contributes to the ability to convey meaning. The third
element is lexis and grammar. The students should be familiar with
variety of grammar and lexical phrases used in speaking. It will
influence their speaking ability in real communication. The last
element is negotiation language. Effective speaking gets benefit
from the negotiator language used to seek clarification and to show
the structure of what are saying.
In conclusion, speaking is a collaborative form of negotiating
meaning that contains social expectation and awareness into oral form. It is
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also a complex set of abilities that involve many components that influence
the meaning such as pronunciation, grammar, and listening. In order to be
fluent in speaking, the speaker should have good speaking skill in delivering
idea or meaning to the listener.
b. Speaking Skill
In mastering speaking skill, there are some components that should
be considered by the students. The components influence the way they speak
by using the language. According to Cohen (1994:266), there are some
important components in speaking skill.
(1) fluency; smooth flow of speech with the use of rhetorical
devices to mark discourse pattern. (2) grammar; control of complex
and simple construction. (3) pragmatic competence; use of
conversation devices to get the message across and to compensate
for gaps. (4) pronunciation; degree of influence of native-language
phonological features. (5) sociolinguistic competence; use of
appropriate social registers, cultural references, and idioms. (6)
vocabulary; breadth of vocabulary and knowledge of vocabulary in
field of interest or expertise.
The components that should be considered in speaking are
vocabulary, grammar, pronunciation, fluency, and comprehension. The
students should have knowledge about these components in order to be able
to speak foreign language.
In other words, to make learners have good speaking skill, the
teacher should not only give knowledge about grammar, pronunciation and
vocabulary but also introduce topic to be spoken in a suitable context. Ur
(1996:120) states that some characteristics of a successful speaking activity:
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a. Learners talk a lot as much as possible of the period of time
allotted to the activity in fact occupied by learner talk. This may
seem obvious, but often most time is taken up with teacher talk
or pauses.
b. Participant is even. A minority of talkative participants does not
dominate classroom discussion: all get chance to speak, and
contributions are evenly distributed.
c. Motivation is high. Learners are eager to speak; because they are
interested in the topic and have something new to say about it,
or because the want to achieve a task objective.
d. Language is of an acceptable level. Learners express themselves
in utterances that are relevant, easily comprehensible to each
other, and of acceptable level of language accuracy.
Teaching speaking needs a lot of consideration such as students’
need. Students are the priority in teaching. Teacher should let them more
active in the classroom activities and motivate them to speak. Besides,
language that is used by the students should be on their level and
comprehensible. By knowing those aspects above the students will be able to
practice their speaking ability in real communication and situation. Through
speaking, the students can express their minds, ideas, and though freely and
spontaneously.
c. Teaching Speaking
Mastering speaking is one of important aspects in learning English.
The success of speaking is carried out through the conversation. The
students in this term are not only supposed to master various kinds of
techniques in speaking but also strategies used to enable them to speak
English fluently. The students are supposed to speak well by applying some
techniques in learning process. The role of teacher is absolutely necessary
and required to guide the students toward the success of the learning.
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Chaney 1998 (in Kayi 2006) says “speaking is the process of
building and sharing meaning through the use of verbal and non-verbal
symbols, in a variety of contexts". Verbal symbols involve producing words
through communicating. While non verbal symbols involve body language,
eye contact, gestures, and facial expression. All of these aspects influence in
the speaking process.
Speaking is a crucial part of second language learning and teaching.
Therefore, it is required that the goal of teaching speaking should improve
students' communicative skills because it can help them express themselves
and learn about the social and cultural rules appropriate in each
communicative circumstance.
There are many kinds of classroom activities that can be applied by
the teacher in teaching speaking. Kayi (2006) mentions activities to promote
speaking skill.
The activities involve discussions, role-play, simulations,
information gap, brainstorming, storytelling, interviews, story
completion, reporting, playing cards, picture narrating, picture
describing, and find the difference. Those activities can develop the
students’ creativity, imagination, self-awareness and independence
in learning language.
Davies (2000:85) explains “activities that develop the ability to
participate effectively in interaction in classroom and outside classroom.
Those activities are problem-solving discussion and debates, group projects,
and role-plays”. Other activities in speaking are explained by Richard
(1997). He explains that there are a number kinds of activities focus in
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speaking, such as giving feedback, conversation, pair work, role play, and
group work and class activities.
Based on the experts’ statements above, there are different kinds of
activities that can be used in the classroom in order to help the students
improve their speaking skill. The students can practice their speaking with
partner because they will fell free and enthusiastic to practice speaking with
their friends. They can express their minds, ideas and thought freely and
spontaneously. By practicing speaking in the classroom, the students can be
more fluent in speaking or in other words practice makes perfect.
d. Assessing Speaking
In assessing the students’ speaking skill, there are some types of the
assessment activity to test students’ speaking skill. For this case, testing oral
proficiency is designed in order to see the students’ performance in each
level of the oral proficiency criterion. Brown (2004:14) states that “there are
five perspective components of speaking skill consist of grammar,
vocabulary, comprehension, fluency, and pronunciation”. Each indicator has
function to examine the mastery of students’ speaking skill. They are:
1) Grammar shows how far the students are able to string the
words orderly in order to form meaningful sentences following
a set of rules.
2) Vocabulary that functions to measure how well the students
can acquire the target language words and use those words
meaningfully and appropriately in the target language
communication.
3) Comprehension evaluates how far the students are able to
understand the target language and give the feedback into
conversation to express and to explain some information by
using the target language appropriately a completely.
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4) Pronunciation that functions to examine whether the students
can use their speech articulator correctly and produce desire
intonation or close pronunciation to native speaker.
5) Fluency examines whether the students can speak quickly and
fluently without any pause like they talk in their mother tongue
language.
Besides, Weir (1993:43) says that “seven components of scoring in
speaking test: appropriateness, adequacy of vocabulary for purpose,
grammatical accuracy, intelligibility, fluency, relevance and adequacy of
content”. Then O’ Malley (1996:65) describes “three components of scoring
in speaking test: fluency, structure and vocabulary”. Each scoring has six
level of rating that shows the students’ level of speaking skill. It means that
on the proficiency test is very useful for both teacher and the student in
which the student can measure their oral proficiency and do the further
improvement to increase their abilities.
Then, Hughes (2003:131-132) states that “there are some speaking
components that can be evaluated in research. They are accent, grammar,
vocabulary, fluency, comprehension.” Each component has function to
examine the mastery of students’ speaking skill. They are:
1) Accent is concerned with how the students pronounce the
words in a correct of pronunciation.
2) Grammar is concerned with students’ error of using the
grammar or pattern that causes misunderstanding.
3) Vocabulary is concerned with students’ ability in selecting a
word and applying the accurate situation.
4) Fluency indicates students’ speed in speaking.
5) The last, comprehension is concerned with the students’
understanding about the type of conversation, speech topic,
and its style.
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Based on some of the experts’ explanations above, it can be
discussed that Brown (2004:14) says that pronunciation is one of
components of speaking test, and Hughes (2003:131) says that accent is one
of the components of speaking test. However, the researcher has opinion that
pronunciation and accent are similar. Therefore, she concluded that
components of the speaking test include in this research are pronunciation,
grammar, vocabulary, fluency, and comprehension.
Related to explanation above, in this research the researcher used
conversation as the way to assess students’ speaking skill. The researcher
asked students to practice conversation related to the topic or an issue. The
researcher used components of speaking skill as speaking test indicators
which are explained by Hughes (2003:131-132). The reason why the
researcher tends to use this kind of oral test because it is easier to be used in
the classroom and the components of speaking test are complete and more
detail. By using this scoring, the teacher can assign the rating that most
closely fits to the students’ performance. Hughes (2003:131) scoring consists
of six levels of performances in which the highest score is 6, but for the non
native speakers’ students, the highest score is 5. (Appendix 3 Speaking skill
indicators)
2. Think-Pair-Share Strategy
a. The Concept of Think-Pair-Share Strategy
Think-Pair-Share strategy is one of the strategies in cooperative
learning. Think-Pair-Share is a cooperative learning strategy that can
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promote and support higher-level thinking. This strategy is developed by
Lyman (1981) in Slavin (2005: 257). This strategy is an effective way to
change learning circumstance in the classroom. It gives more time to the
students to think, to respond, and to help each other. Students think through
three district steps:
a. Think: Students think independently about the question that has
been posed, forming ideas of their own.
b. Pair: Students are grouped in pairs to discuss their thoughts.
This step allows students to articulate their ideas and to consider
those of others.
c. Share: Students pairs share their ideas with a larger group, such
as the whole class. Often, students are more comfortable
presenting ideas to a group with the support of a partner. In
addition, students’ ideas have become more refined through this
three-step process.
In speaking class, the main goal of learning is how to make students
speak and improve their speaking ability. An appropriate teaching strategy is
crucial for the success of learning. Think-Pair-Share is one the teaching
speaking strategies that can be applied in the classroom. It is supported by
Gunter (1999) “It introduces into the peer interaction element of cooperative
learning the concept of wait or think time, which has been demonstrated to
be a powerful factor in improving student responses to questions”.
Kenney, et al (2005) stated “it is a learning strategy to encourage
student classroom participation. The superiority of this strategy is to
optimize students’ participation to the others in the class”. Think-Pair-Share
strategy encourages students to speak and motivate them to practice English
in the classroom, even with limited vocabulary and basic level of speaking.
16
Think-Pair-Share strategy encourages students’ confident and reduce the
pressure that the students feel.
Think-Pair-Share strategy also prepares the teacher to facilitate their
students to speak up. Ledlow (2001) stated the procedure of Think-Pair-
Share:
after asking a question, tell students to think silently about their
answers, give them anywhere from 10 seconds to five minutes to
work individually. Then ask them to pair up with a partner to
compare or discuss their responses. Finally, call randomly on a few
students to summarize their discussion or give their answer. The
random calls are important to ensure that students are individually
accountable for participating.
Furthermore, Gunter (1999) gives four steps to use this strategy, they
are:
Step One - Teacher poses a question
The process of Think, Pair, Share begins when the teacher
poses a thought-provoking question for the entire class. This
may be a straightforward question or a problem the teacher
wants to pose to the class for solution. Low level, single right
answer questions are to be avoided in this model. Questions
must pose problems or dilemmas that students will be able to
think about. The success and quality of the think, pair, share
strategy will depend on the quality of the question posed.
Step Two - Students think individually
Next the students are given individual think time to formulate
their answer to the problem/ question. The time should be
decided by the teacher on the basis of knowledge of the
students and the nature of the question. It may be helpful,
though it is not required, to have students write out their
individual responses and solutions. Students should understand
that while there may be no one right answer, it is important
that everyone come up with some reasonable answer to the
question. This step of the process automatically builds "wait
time" into the classroom.
Step Three - Each student discusses his or her answer with a
fellow student
At the end of the think time step the student begins working
with one other student to agree on an answer to the question.
17
Each student now has a chance to try out possibilities.
Together, each pair of students can reformulate a common
answer based on their collective solutions to the problem. At
times, the process can go one step farther by asking pairs of
students to regroup into foursomes to further refine their
thoughts before sharing with the group at large. These small
group settings are less threatening to individual students than
sharing an untried answer with the whole group. The pair step
in the model also promotes much more conversation among
students about the issues entailed by the question.
Step Four - Students share their answers with the whole class
In this final step, solutions are presented to the whole class.
Each pair of students can then share responsibility for the
product of their thinking. The final step of think, pair, share
has several benefits to all students. They see the same concepts
expressed in several different ways as different individuals find
unique expressions for answers to the question. The concepts
embedded in the answers are in the language of the learners
rather than the language of textbook or teacher. And where
students can draw or otherwise picture their thoughts, different
learning styles can come into play in the attempt to understand
the ideas behind the answers.
Based on the theories above, it provides some ideas for teaching
speaking in order to improve students’ speaking skill. Thus, the researcher
adapted all of Think-Pair-Share teaching procedures to fit on her own
classroom, her style of teaching, and her students. Therefore, the researcher
has pointed out the procedures of using Think-Pair-Share for this research as
follows:
a. The teacher gives a question about a topic or an issue.
b. The teacher asks the students to think the answer of the issue by
themselves.
c. The teacher asks the students to sit in pair and discuss about their
responses in a short conversation.
18
d. The teacher asks each pair to share their conversation to the whole
class.
b. Teaching Speaking through Think-Pair-Share
Think-Pair-Share is an activity to encourage higher-order thinking in
speaking that involves students thinking individually, then pairing with
partner, and then sharing ideas wide the wider group. The pair then shares
their ideas with the whole class.
According to Pressley (1992) “students need many opportunities to
talk linguistically in rich environment.” Based on this statement, researcher
had found that students’ learning was enhanced when they had many
opportunities to elaborate on ideas through talk. Pimm (1991) also adds that
“Think-Pair-Share strategy increases the kinds of personal communications
that are necessary for students to internally process, organize, and retain
ideas”. Think-Pair-Share makes classroom discussion more productive as
students had an opportunity to think about their ideas before plunging into
whole-class conversation. By working in pair, students can improve their
confidence in speaking before sharing in front of their friends.
In teaching and learning process, the teacher is the facilitator and the
source of knowledge where the teacher facilitates the students with the
materials to be taught to them. Think-Pair-Share can be helpful for both
teacher and students since the teaching materials deliver in interesting and
communicative way. The teacher should also motivate the students to learn
actively and make them interested and involve in teaching and learning
19
activities. By involving the students in Think-Pair-Share activity, it can
create a good classroom interaction between teacher and students and
between the students because it provides the teacher and the students’ need.
To sum up, Think-Pair-Share activities give valuable contribution to
the both students and teacher. Think-Pair-Share strategy encourages students
to speak and motivates them to practice English in the classroom. It also
increases students’ confidence and reduces the pressure that the students
feel. Think-Pair-Share strategy also prepares the teacher to facilitate her
students to speak up.
c. The Advantages of using Think-Pair-Share
Think-Pair-Share is a strategy first developed by Professor Frank
Lyman at the University of Maryland in 1981. It introduces into the peer
interaction element of cooperative learning the concept of wait or think time,
which has been demonstrated to be a powerful factor in improving student
responses to questions. Think-Pair-Share has many advantages over the
traditional questioning structure. Gunter (1999) state
think time incorporates the important concept of wait time. It
allows all children to develop answers. Longer and more elaborate
answers can be given. Answers will have reasons and justifications
because they have been thought about and discussed. Students are
more willing to take risks and suggest ideas because they have
already tested them with their partner.
It is clearly stated that Think-Pair-Share gives advantages to students.
Since the students become the focus of learning, the teacher can increase
time on task in the classroom and make greater quality of students’
contribution to class discussions. Both students and teachers gain much
20
clearer understandings of the expectation for attention and participation in
classroom discussions.
Besides, Kagan (1994) states that there are some benefits of Think-
Pair-Share:
1. When students have appropriate “think time”, the quality of
their responses improves.
2. Students are actively engaged in thinking.
3. Thinking becomes more focused when it is discussed with a
partner.
4. More critical thinking is retained after a lesson in which students
have had an opportunity to discuss and reflect on the topic.
5. Many students find it easier or safer to enter into a discussion
with another classmate, rather than with a large group.
6. No specific materials are needed for this strategy, so it can be
easily incorporated into lessons.
7. Building on the ideas of others is an important skill for students
to learn.
Beside advantages of Think-Pair-Share, there are also some
disadvantages of Think-Pair-Share strategy, such as: First, time management
can be an issue. For example, in Think-time, the teacher should give a limit
time to their students to think ideas, but not all students can produce their
best ideas in limited time. Second, thinking unnecessary ideas. In think-time,
we could not sure that all students are thinking about the answer of the
teacher’s question. Third, sharing different ideas. The teacher also would
find some students who share a different idea in front of the class.
It can be concluded that the advantages of Think-Pair-Share strategy
gave positive changes in students’ self-esteem that occur when they listen to
one another and respect others’ ideas. Students have opportunity to learn
higher-level thinking from their peers, and gain confidence when reporting
21
ideas to the whole class. Then, Think-Pair-Share strategy motivate the
students to be active in the classroom, while it also need the teacher’
enthusiasms to motivate their students to improve their speaking skill.
3. Common Factors Influencing Students to Speak English through Think-
Pair-Share strategy
In the process of improving the students’ speaking skill, it is essential to
find out what factors influence their improvement. Here are the reviews of
some factors related to speaking skill that might need to be considered when
using Think-Pair-Share strategy.
According to Nunan (1999:232), the factor that can influence the
students’ speaking skill can be identified from their motivation. “Motivation is
a key consideration in determining the preparedness of learners to
communicate”. It means that to motivate the students to learn and actively
communicate in English, teacher should have passion, creativity and interest in
their students.
Besides, good material is another factor can influence students’
speaking skill. It is supported by Shumin (1995:89) “the appropriate teaching
material facilitated by teacher and structured with the comprehension questions
can lead a creative production in speech.” It means that the teacher have to
design and prepare the interesting teaching material in order to made students
motivate in discussing and doing speaking activity.
Moreover, classroom activity is the other factor that can influence
students’ speaking skill. It is supported by Hemei (1997) who says that
22
“effective methods and techniques as well as a wide variety of activities will
ensure active viewing and participation from the students.” By giving varieties
activities through Think-Pair-Share strategy, the students can be more
interested in learning.
In conclusion, there are some factors that influence students’ speaking
skill by using Think-Pair-Share such as students’ motivation, material and also
classroom activity. Those factors gave great contribution to the success of
teaching and learning process by using Think-Pair-Share. So the teacher should
pay attention to these factors to make teaching and learning process become
better.
B. Review of the Related Findings
There are some related studies that have been done by many researchers
about teaching by using Think-Pair-Share. Carss (2007) conducted a research
entitled “The Effect of Using Think-Pair-Share During Guided Reading Lesson at
University of Waikato”. He found that Think-Pair-Share had positive effect on
reading achievement. Positive effects were also carried out from aspect of oral
language use, thinking, metacognitive awareness, and the development of reading
comprehension strategies were noted with implementing effective literacy
practice. They demonstrated the versatility of the Think-Pair-Share strategy as a
tool to foster conversation, and one that can be adapted to suit the learning focus
and the needs of particular groups of students.
Kaniyem, (2010) also studied about Think-Pair-Share strategy. Her
research title is “The Use of the Cooperative Learning Model of Think Pair Share
23
Type to Improve the Learning Interest and the Learning Achievement in
Chemistry of the Students in Grade X of State Senior Secondary School 1 of
Girimarto”. She found that the use of the Cooperative Learning model of Think-
Pair-Share type had a positive effect on the improvement of the students’ learning
interest to study Chemistry that they had already received. This is indicated by the
increasing results of the answers of the questionnaire of learning interest. In Cycle
I, the result was 84.69. In Cycle II, the result was 97. In Cycle III, the result was
107.93. The results indicated that the students were more interested in and
enthusiastic of the Chemistry learning with the use of the Cooperative Learning
model of Think-Pair-Share type.
Besides, Wafi (2011), an alumnus of Islamic University of Malang also did
a research entitled “Using Think-Pair-Share Strategy to increase Students’ active
Involvement and to Improve Students’ Speaking Ability at Islamic University of
Malang”. The findings of the research indicated that the Think-Pair-Share strategy
was successful in increasing students' active involvement and improving students'
speaking ability. The increase could be seen from the number of students who
were categorized as actively involved from only 7 students (29%) in the
preliminary study to 20 students (78%) of 26. The improvement of students'
speaking ability could be seen from the number of students whose score achieved
average 3 were 7 students (29%) of 24 students in the preliminary test, while in
their final speaking score were 17 students (65%) of 26 students who achieved
average score 3.
24
From the review of related findings above, it is shown that Think-Pair-
Share can develop students’ reading achievement, and improve their learning
interest and achievement in Chemistry. Many researchers have conducted the
research about Think-Pair-Share with the purpose to communicate effectively as
mention above. However, the difference among this research and the previous
ones was in this research the researcher used Think-Pair-Share strategy to improve
the students’ speaking skill.
C. Conceptual Framework
The framework of this research consisted of three parts: the problem,
problem solving and expected result. As stated in the background of the problem,
the students’ speaking skill is low. Then the researcher used Think-Pair-Share
strategy to improve the problem of students’ speaking skill.
The strategy applied was related to the application of Classroom Action
Research. It consisted of four stages. They were plan, action, observation, and
reflection. The result was taken during teaching and learning process in the
classroom by observer or collaborator.
After doing the first cycle, the result was not good yet; the revised plan was
made in cycle two. The result of cycle two was good and the researcher finished
the research. It means the students’ speaking skill got no more problems. Each
problem of cycle one and two could be improved well.
25
The following diagram is a conceptual framework of this research:
Figure 1: Diagram of Conceptual Framework
Students’ poor speaking skill
comprehension
Problem
Problem solving Using Think-Pair-Share
The lecturer asks
the students to sit
in pair and
discuss about
their responses in
a short
conversation
The lecturer
asks the
students to
think the
answer of the
issue by
themselves
The lecturer
asks each
pair to
share their
conversatio
n to the
whole class
The lecturer
gives about
a topic or an
issue
Expected Result
Improvement of students’
English speaking skill
pro
nu
ncia
tion
gra
mm
ar
vo
cab
ula
ry
fluen
cy
com
preh
ensio
n
The factors that influence
their speaking skill
26
CHAPTER III
METHOD OF THE RESEARCH
A. Type of the Research
The type of this research was classroom action research. The purpose of the
research is to find out whether Think-Pair-Share strategy could improve the
students’ speaking skill. The researcher had chosen the classroom action research
design as the suitable method. According to Zainil (2008:1) “classroom action
research is a research that is conducted in the classroom by a teacher and a
collaborator in order to improve teaching and learning process”. It means the
research can not be conducted by the lecturer only. She needs a collaborator to
help her in doing the research.
Then, according to Suharsimi (2008:3) stated that “Action research” can be
as the research of studying learning and teaching process in the classroom
(classroom action research) in the form of action to improve the quality of action
or instruction”. Based on the statement above, researcher concluded that classroom
action research one of ways to solve the teaching problem in a form of action
which done in the class.
Finally, Yasin (2010:6) added that “classroom action research is a process
of solving the teacher’ problems in the classroom.” Based on the descriptions
above, it can be concluded that classroom action research is a study that consists of
some process in figuring out the students’ problem in learning. Classroom action
research is a cycle process: plan, action, observation and reflection. Therefore, in
26
27
this research, the researcher would apply Think-Pair-Share strategy to solve the
students’ problem in speaking skill.
B. Location of the Research
The location of the research was Language Center of State Islamic
University Sultan Syarif Kasim Riau. It is located on Jl. K.H. Ahmad Dahlan No.
Pekanbaru. The class was divided into three levels; level 1, level 2, and level 3.
The students were from eight faculties of State Islamic University Sultan Syarif
Kasim Riau. There were faculty of teacher training and education, faculty of low,
faculty of theology, faculty of science and technology, faculty of communication,
faculty of psychology, faculty of economy, faculty of animal husbandry. The
number of students in each grade was about 25-35 students.
C. Participant of the Research
The participants of this research were second semester students in Syariah
class A at language center of UIN Suska Riau. There were 25 students as the
participants in this class, and researcher was their lecturer in teaching and learning
process. In conducting this research, the researcher was also helped by a
collaborator. The collaborator was the researcher’s colleague in teaching.
D. Data
There were two kinds of data in this research; quantitative data and
qualitative data and quantitative data.
28
1. The quantitative data were the data about the development of students speaking
skill in form of scores and percentage. The source of the data collected from the
test given by the teacher after each cycle.
2. The qualitative data were the data about factors that influence the developments
of students speaking skill which is presented in the form of verbal report or
explanation. The source of the data collected from observation during teaching
and learning process, and interview.
E. Instrumentation
The researcher involved some instruments to get the data, as follows:
1. Test
The researcher gave a set of speaking test taken from oral presentation
technique that used to test students speaking skill in which they would be
expected to give presentation on a topic. The students would be asked to
perform their speaking related to the certain topics in Syllabus of Language
Center UIN Suska Riau.
The indicators involved in speaking evaluation were grammar,
vocabulary, comprehension, fluency, and pronunciation (Huges, 2003)
language assessment).
Table 1
The indicators of speaking skill
Speaking aspect Scoring
Pronunciation 1. Pronunciation frequently unintelligible
2. Frequent gross errors and a very heavy accent make
understanding difficult, require frequent repetition
3. “Foreign accent” require concentrated listening,
29
mispronunciations lead to occasional misunderstanding and
apparent errors in grammar and vocabulary
4. Marked “Foreign accent” and occasional mispronunciations
which do not interfere with understanding
5. No conspicuous mispronunciations, but would not be taken
for native speaker
Grammar 1. Grammar almost entirely inaccurate except in stock phrases
2. Constant errors showing control of very few major patterns
and frequently preventing communication
3. Frequent errors showing some major pattern un control and
causing occasional irritation and misunderstanding
4. Occasional errors showing imperfect control of some patterns
but no weakness that causes misunderstanding
5. Few errors, with no patterns of failure
Vocabulary 1. Vocabulary inadequate for even the simplest conversation
2. Vocabulary limited to basic personal and survival area (time,
food, transportation, family)
3. Choice of words sometimes inaccurate, limitations of
vocabulary prevent discussion of some common professional
and social topics
4. Professional vocabulary adequate to discuss special interest;
general vocabulary permits discussion of any non-technical
subject with some circumlocutions
5. Professional vocabulary broad and precise; general
vocabulary adequate to cope with complex practical
problems and varied social situations
Fluency 1. Speech is so halting and fragmentary
2. Speech is very slow and uneven except for short or routine
sentences
3. Speech is frequently hesitant and jerky; sentences may be left
uncompleted
4. Speech is occasionally hesitant, with some unevenness
caused by rephrasing and grouping for words
5. Speech is effortless, but perceptibly non-native in speech and
evenness
Comprehension 1. Understands to little for the simplest type for retelling
2. Understands only slow, very simple speech on common
social and touristic topics; requires constant repetition and
rephrasing
3. Understands careful, somewhat simplified speech when
engaged in a dialogue, but may require considerable
30
repetition and rephrasing
4. Understands quite well normal educated speech engaged in a
dialogue, but requires occasional repetition or rephrasing
5. Understand everything in normal educated conversation
expect for very colloquial or low-frequency
Hughes (2003:131-132)
The above speaking skill’s components used as the indicators in this
research because the researcher thinks that those components are the essential
criteria to manage the target language. These indicators helped the speakers to
examine or to evaluate themselves whether they have dominated the language
well or not. For this reason, each component has score that consists of five
levels that measure the learners’ speaking skill.
2. Observation
The next instrument was observation checklist. In doing observation the
researcher helped by a collaborator. She observed the teaching and learning
process that is done by the researcher. It is done to know the factors that
influence teaching and learning process. The observation is based on the
observation sheets such as: observation checklist for the lecturer, observation
checklist for the students, and field note.
a. Observation checklist for lecturer
This observation checklist was used to see the lecturer’s activities in
implementing Think-Pair-Share strategy. The observation was filled by the
collaborator. The collaborator observed the lecturer’s activities during the
teaching process.
31
Table 2
Observation and checklist: lecturer’s activities for using Think-Pair-Share
No Indicators of using Think-Pair-Share Yes No Remarks
1 The lecturer greets the students to
make them get involved in teaching
learning process
2 The lecturer checks the students’
attendance list
3 The lecturer gives the topic or an
issue
4 The lecturer explains about the topic
5 The lecturer gives time to think
individually
6 The lecturer divides the students into
pair discussion
7 The lecturer ask the group to make
conversation
8 The lecturer gives chance to share
their conversation to the whole class
9 The lecturer closes the class and
greets the students
b. Observation checklist for students
The collaborator observed the students’ activities in implementing
Think-Pair-Share strategies. The checklist sheet was filled by the
collaborator during teaching and learning process.
Table 3
Observation and checklist: Students’ activities during using Think-Pair-Share
No Students’ activities using Think-Pair-
Share
Yes No Remarks
1 The students paid attention to the
lecturer’s call and raised their hand
2 The students paid attention to the
32
lecturer explanation about the topic or
an issue
3 The students think the topic
individually
4 The students sit in pair and discuss
the topic
5 The students present their report in
front of the class
c. Field notes
During conducting a research, the collaborator noted the events that
happened in the teaching and learning process. Gay (2000:213) said “field
notes are the observer’s record of what he or she has seen, heard,
experienced and though about during an observation session. Because the
use of observation sheets was not enough in order to collect the real data.
Field note was used to give some points and additional information
that could not be written on checklist. In addition, besides observes the
lecturer’s and students’ activities in teaching and learning process, the
collaborator would use the field notes as direct observation of everything
happen in the classroom. Anything about the teacher and the students would
be reported.
3. Interview
The researcher also used an interview. Interview was used to answer the
second research question. The researcher would perform an interview on the
students to acquire more comprehensive information at the end of the cycle. By
doing the interview, the researcher expected that she could find out the factors
33
that influenced the students’ speaking skill by using Think-Pair-Share. The
questions that were asked in the interview could be seen on table 4.
Table 4
Interview table
Name of
interview
participants
Question from lecturer Students’ answer
1. Motivation
- Are you really motivated in
teaching English with this
strategy?
- Is this strategy improves
your speaking skill? Why?
2. Material
- Is teaching material difficult
for you to understand?
- What do you think about the
material used in this
strategy?
3. Classroom activity
- What do you think about
classroom activity?
- Is the activity done in the
classroom influence the
changes of your speaking
skill? Why?
F. Procedure of the Research
Since this research was a classroom action research that was conducted in
cycles. Kemmis and Mc Taggart (1998:11) state there are four steps of classroom
action research:” plan, action, observation and reflection”. It can be described as
follow:
34
Figure 2: Procedure of the research
Cycle 1
Cycle II
Kemmis and Mc Taggart (1998:11)
Based on the diagram above, it can be explained that the research was
conducted in two cycles; they were cycle 1 and cycle 2. Briefly, there was a plan
in which the researcher made the lesson plan before teaching. There was also
action and observation during teaching process, and a reflection that was required
to make any improvement for the next cycle. A revised plan was made and the
Reflection Plan
Act and observe
Reflection
Revised plan
Act and observe
Expected Result
35
researcher must continue to the next cycle. After the expected result was reached,
the research was stopped.
Cycle I
1. Plan
In this step, the researcher planned to apply Think-Pair-Share to the
students at Language Center of UIN Suska Riau to improve their speaking skill.
Before applying the strategy, the researcher prepared and planned several things
in order to help in conducting this research. The researcher prepared the things
such as: designing syllabus and lesson plan that consisted of steps or activities
in applying Think-Pair-Share strategy in teaching speaking, preparing the topic
that will be the material for speaking, and preparing research instruments such
as observation, checklist, field notes
2. Action
In this step, the researcher did the activity in teaching and learning
process by using Think-Pair-Share strategy. The collaborator observed all the
activities of teaching and learning process.
3. Observation
The observation was done by the collaborator. The collaborator did the
observation for all cycles. She sat at the back to observe teaching and learning
process. The collaborator used observation checklist and field note to monitor
the activity. She also noted all things happen during the teaching and learning
process.
36
4. Reflection
In this step, the researcher discussed the result of the observation with
collaborator. The researcher also noticed the results of each meeting by
interpreting the graphics of the test and found out what factors influenced the
problems.
Cycle II
The second cycle was conducted because the result of speaking skill in
the first cycle generally didn’t reach the standard score. The processes were
basically the same as the process in the first cycle. The focus were on the
unsolved problems in the first cycle
G. Technique of data Collection
The technique of collecting data involved:
1. Technique of collecting the quantitative data
The purpose of collecting data was to find out the extent of Think-Pair-
Share could improve the students’ speaking skill. The data was collected
through speaking test. Speaking test was used to identify students’ skill in
speaking. The test was given at the end of each cycle.
2. Technique of collecting the qualitative data
The purpose of collecting qualitative data was to identify the factors that
influence the changes of students’ speaking skill after the researcher applied
Think-Pair-Share strategy. The data was collected through observation and
interview techniques. In observation; observation checklist and fielnotes were
37
used for every meeting during the process of teaching and learning. Then,
interview was carried out at the end of cycle.
H. Technique of Data Analysis
After collecting the data, those data were analyzed as quantitative and
qualitative forms. Quantitative was used in analyzing all the numerical data,
obtained through counting and measurement. While, qualitative was used in
analyzing all the data that were not numerical form, such as written account of
what happened during a lesson or an observation.
In quantitative form, all data were taken from the result of speaking test.
The data were analyzed by using formulation of mean suggested by Gay and
Arisian (2000: 454), as follows:
X = ∑x
N
Where:
X : Mean
∑x : the sum of all the score
N : total numbers of students
And to classify the students’ score of test, it will be categorized as
follows:
81 - 100 is excellent
61 - 80 is good
41 - 60 is average
21 - 40 is fair
38
0 - 20 is poor
Whereas, in analyzing qualitative data, Miles and Huberman (1994:10)
suggested that data analysis in qualitative research are the activities that are
conducted intensively and continuously for every phase of the research. The
processes are data reduction, display the data and conclusion through drawing and
verifying the data. The researcher used these data, because they offer the
techniques that are rather simple and applicable for the purpose of this research.
The steps are as follow:
1. Data reduction
Data reduction is related to the process of selecting, focusing,
simplifying and abstracting as well as transforming the raw data which are
gained in the research. Researcher grouped the data based on the way they
are gained. They are classified into three groups, they are data from
interview, test, and teaching observation.
2. Display the data
In displaying the data, the researcher organized the information that
related to the teacher’s actions and students’ actions during the teaching and
learning process. Data display was designed to see what happened to justify
the conclusion. The display data could be in the form of graphs or diagrams.
3. Conclusion
The final conclusion was concluded when the data collection have
been finished. In verification, the researcher adjusted all data from
39
observation with the interview result. Finally, all related data wrote
descriptively based on the research question.
After analyzing data through the steps above, they were presented in
a written report. It was intended to describe the research and its finding as a
whole.
40
CHAPTER IV
FINDING AND DISCUSSION
A. Findings
This chapter presents and discusses the data finding of the research. It was
intended to answer the research questions, “To what extent can Think-Pair-Share
strategy improve the students’ speaking skill?” And “what factors influence the
improvement of the students’ speaking skill by using Think-Pair-Share Strategy?.”
1. The extent to which Think-Pair-Share strategy improve students’ speaking
skill.
The first research question could be answered after carrying out this
research for two cycles. The finding during the two cycles were gained through
observation, interview, and speaking test.
a. Cycle I
1) Plan
The first cycle was conducted on March 28, 4, 11 and 18 April
2013. This cycle consisted of four meetings and each meeting was
assisted by a collaborator. Before conducting the research, the researcher
prepared some plans which were done in the action phase. Those plans
were as follows:
a) Designing lesson plan
b) Preparing the material
c) Preparing observation sheet and field notes
40
41
d) Preparing an interview guide that was needed to be questioned to
the students
In this step, some research instruments were also created and
prepared. The instruments were designed to collect research data in form
of qualitative and quantitative data. The instruments for collecting
qualitative data were observation sheets for observing activities of the
researcher as the lecturer during the implementation of using Think-Pair-
Share strategy. The observation sheets were also used for observing the
students’ activities during the implementation of using Think-Pair-Share
strategy. Then, the instrument for collecting the quantitative data was a
speaking skill test.
The lesson plan in this cycle involved the steps of teaching
speaking skill by using Think-Pair-Share strategy that were divided into
four parts. The first was giving a question about a topic or an issue. In this
step, the lecturer gave a topic to the students. And then, the lecturer
explained about the topic that they were going to learn. Then, in the
second part was giving the students time to think individually. In this
step, the lecturer gave them chance to think by themselves.
At the third part, the students were asked to sit in pair, and made
discussion about their responses in a short conversation. In this step, the
lecturer divided students into some groups. They were asked to make
conversation about the issue. After that, the lecturer led a class discussion,
focusing on helping the students if the students got some difficulties.
42
Finally, the lecturer asked the students to share their conversation in front
of the class. In this step, the lecturer asked pair group randomly to share
their conversation in front of the class.
2) Action and Observation
In this stage, the researcher applied her lesson plan to teach the
students about speaking skill by using Think-Pair-Share strategy. The
lesson plans were put into actions. The collaborator observed teaching
and learning process. The action was done into four meetings. Three
meetings used for teaching and learning activities by using Think-Pair-
Share strategy to engage the students in practicing English. Then, the one
meeting was done to give students test about their ability in speaking
skill.
At the end of cycle one, the researcher conducted an oral test by
asking the students to perform their conversation in front of the
classroom. It was done to evaluate the students’ achievement and to see
whether the researcher needed revision for the second cycle. Actually the
action was done into three steps; exploration activity, elaboration activity,
and confirmation activity that focused on the students centered as the
purpose of teaching and learning process.
In the exploration activity, the researcher gave observation sheet
and field notes to collaborator for checking students’ activities during the
learning process. Then, to build up classroom atmospheres, the researcher
went around the classroom to make sure about the condition of the class,
43
and then asked some students to arrange the tables and chairs. Then, the
researcher checked the students’ attendance list to know whether the
students complete or not. Next, the researcher gave background
knowledge about the material by explaining the goal of teaching and
learning process. Before the implementation of the material, the
researcher gave the students enough explanation on what should be done
while doing teaching and learning activity through Think-Pair-Share.
In elaboration activity, the students were seriously listening to the
lecturer’s explanation about the topic. After she explained about the topic,
she gave the students time to think individually. Then, the lecturer asked
students to sit in pair to discuss about the topic. In pair the students asked
to make conversation related to the topic given. The students were asked
to make their own conversation.
The last step was confirmation activity. In this stage the lecturer
invited each group to share their result discussion in front of the class.
Then, the lecturer asked the other groups to pay attention to their friends
performance. In this occasion, the researcher evaluated their speaking
skill while presenting the conversation in front of the class.
Based on the results of the collaborator’s observations during
cycle I, it was found that using Think-Pair-Share strategy was done based
on what had been planned above. The followings were the detailed
findings about the students’ speaking skill during observation of cycle I.
44
The results of observation in this cycle showed that using Think-
Pair-Share in this cycle was started by giving a topic or an issue. In the
first meeting, the lecturer told to the students about the topic that they
were going to learn. The topic at the first meeting was Physical
Appearance. After the lecturer gave and explained about kinds of physical
appearance and procedure of think pair share strategy, the lecturer gave
the students time to think individually.
Then, the students were divided into pair work. They sat in their
own pair. Each pair work was asked to work collaboratively to create
their conversation. Then, the lecturer gave opportunity to the students to
ask who still did not understand about the topic. When, the lecturer gave
more explanation to the students about the implementation of think pair
share, the students paid attention to the lecturer explanation. After all pair
works completed their conversation, the lecturer asked each pair to share
their conversation in front of the class. Before the class dismissed, the
lecturer asked students to revise and practice their conversation at home.
It was noted in the field notes of the first meeting.
The results of the observation sheet in the second meeting showed
that, the lecturer started the class by giving explanation about the syllabus
and indicators of speaking skill that would be observed. Then, the lecturer
asked the students sit in their own group to prepare their conversation.
The topic at the second meeting was Preferences.
45
After the students performed their conversation in front of the
class, the lecturer gave positive feedback to the students by giving
applause, and motivated them to give good performance. It was noted in
the field notes of the second meeting. During the activity, the students
made discussion in their pair, and the students also followed the lecturer’s
instruction.
Then, the result of observation in the third meeting showed that,
the students followed the lecturer’s instruction to sit in their pair. The
lecturer walked around the class to control and help students if the
students got difficulties in their discussion. The lecturer helped students
on vocabulary, and how to pronounce the word correctly. Then, the
lecturer told to students to memorize the important parts in order to get
fluency in when they performed their conversation. Before the class
dismissed, the lecturer gave solution to the students’ problem, and asked
them to revise and practice their conversation at home. The topic in the
third meeting was at the restaurant.
The fourth meeting was the last meeting in cycle I. it was
conducted on Thursday, April 18 th
, 2013. In this meeting, the lecturer
conducted speaking test I. The speaking test was conducted based on
procedures of speaking test that had been arranged. The researcher
cooperated with the collaborator in scoring the students’ speaking skill
and their progress after applying Think-Pair-Share strategy.
46
For the first, the lecturer started the class by greeting and checked
the students’ attendance list. Then, the lecturer reminded and explained
about speaking skill indicators that would be observed during speaking
test. Second, the lecturer asked students to go out from the classroom.
After that the lecturer and collaborator began to conduct speaking test.
The lecturer called 2 students randomly to come to the classroom. Then,
the lecturer gave the paper that consists of topic. The lecturer asked
students to make the conversation based on the topic.
During the test, the lecturer and collaborator observed the
students’ performance. Both of them took the score of students’ speaking
skill based on speaking indicator. They recorded the students’
performance. The lecturer gave praises to the students’ success and the
students were satisfied with their work.
3) Reflection in Cycle I
After doing actions and observations, the researcher and the
collaborator analyzed and interpreted the data taken from the result of
observation, and speaking test at the end of the cycle. The researcher
evaluated the students to find out whether the results of learning activities
in cycle 1 succeed. If the result didn’t give enough satisfaction, the
researcher had to find out the factors that caused students problems in
order to make a revised plan to implement new strategies in Cycle II.
Diagram 1: Percentage of students’ speaking test per indicator in cycle I
47
Diagram above shows the percentage score of the students’ speaking
skill per indicator in cycle I. It was shown that, the students’ score increased.
Their percentage score in grammar was 68. Their percentage score in vocabulary
was 66.4 and their percentage score in comprehension was 70.4. Their
percentage score in fluency was 56.8, and their percentage score in
pronunciation was 50.4
Moreover, the results showed that the use of Think-Pair-Share
improved each indicator of students’ speaking skill. By having the data
from the test result in the last meetings at cycle 1, the researcher and
collaborator analyzed that there were some improvement of the students’
speaking skill. To find out the extent of improvement on the students’
speaking skill, the percentage score of each indicator in cycle I was
compared to the percentage score of each indicator before conducting this
research which was regarded as the Pre-cycle.
Diagram 2: The comparison of students’ speaking test result between
Pre-cycle and cycle I
68 66,4 70,4
56,8 50,4
0
10
20
30
40
50
60
70
80P
e
r
c
e
n
t
a
g
e(
%)
48
From the above diagram and the percentage score of the students’
speaking test at cycle 1, it can be seen from the diagram that their
percentage score in grammar increased 11.2 points, from 56.4 in the pre-
cycle to 68 in cycle I. Their percentage score in vocabulary increased 12.8
points, from 53.6 to 66.4 at the end of cycle I. Their percentage score in
comprehension increased 15.2 points, from 55.2 in pre-cycle to 70.4 at
the end of cycle I. Their percentage score in fluency increased 12 points,
from 44.8 in pre cycle to 56.8 in cycle I. Then, their percentage score in
pronunciation increased 8.8 points. It was 41.6 as the starting point and
improved to 50.4 at the end of cycle I. In conclusion, all indicators of the
speaking skill improved after the researcher used Think-Pair-Share at the
end of cycle I.
However, among those indicators, there were two indicators that
needed more improvement. The two indicators were pronunciation and
56,8 53,6 55,2
44,8 41,6
68 66,4 70,4
56,8 50,4
0
10
20
30
40
50
60
70
80p
e
r
c
e
n
t
a
g
e(
%)
Pre-cycle Cycle I
49
fluency. Furthermore, those indicators needed to be improved, and the
cycle needed to be continued.
Besides, based on the students’ speaking test in cycle 1, the
researcher pointed out that the students’ mean score in speaking test of
first cycle was 62.4. It indicate that the students’ speaking skill still low.
It means that students’ mean score was C or on fair level.
Furthermore, the researcher and the collaborator decided to
continue the research in cycle 2. They hoped that by applying the same
strategy in the second cycle these problems could be solve. Therefore,
there should be some revising for the next cycle to improve the learning
process. So, the students’ speaking skill improved better.
b. Cycle II
Because of unsatisfied result in the first cycle on the students’
improvement on the speaking skill, the researcher and the collaborator
continued the research into the second cycle.
1) Plan
In the beginning of this cycle, some actions were re-planned to
bring improvement. The actions were intended to solve the weaknesses in
cycle I. The revised plan was made by the researcher based on the
reflection done both by the researcher and the collaborator. This revised
plan focused to more on problems and weaknesses found in the previous
cycle that needed to be solved in this cycle. Especially to improve
students’ pronunciation, the lecturer used E-dictionary program. Because,
50
by using E-dictionary could help the students to produce the correct
pronunciation, and they could listen the native speaker’ sound.
The role of using e-dictionary the first, researcher activated the e-
dictionary program, second choosing the word, and the last click to hear
the American or British English recording of this word. Then, to improve
students’ fluency, the lecturer gave much time to practice and to
memorize their conversation before going to in front of the class. Through
these ways, the lecturer and collaborator hope that the students’
pronunciation and fluency could be improved. Besides that, the students
could be more active, creative and motivate to follow the procedure of
teaching.
Based on the reflection done by the researcher and the collaborator
at the end of cycle 1 and the problems found in the previous cycle, they
did a revision. Some revisions were designed toward teaching and
learning process to overcome the problems found in cycle 1. The revised
plan focus more on problems and weaknesses found in the previous cycle
that needed to be solve in this cycle. Therefore, the revised plan consisted
of:
a) Redesigning the lesson plan which included activities and steps that
should be done both by the researcher.
b) The researcher chose the familiar topic which had been known by
the students and related to the material in their handbook.
51
c) The researcher used collaborative activities in which the students
practice in their pair work firstly and gave much attention on the
pronunciation correction.
d) To make the students more fluent than the previous cycle, they were
given much time to practice and to memorize their conversation
before going to in front of the class.
e) To improve students’ pronunciation, the lecturer used E-dictionary
program.
f) Preparing observation sheet for the researcher’s activities and
students’ activities.
g) Preparing field notes
In conducting this cycle, the researcher was still helped by the
collaborator. The researcher and the collaborator jointly kept observing
the strengths and the weaknesses of the activities done by both the
researcher and the students during the teaching and learning process.
As it was done in the previous cycle, some research instruments
for this cycle were also prepared. The instruments were designed to
collect research data in form of qualitative and quantitative data.
The instruments for collecting qualitative data were observation
sheets for observing activities of the researcher as the lecturer during the
implementation of using Think-Pair-Share strategy. The observation
sheets were also used for observing the students’ activities during the
52
implementation of using Think-Pair-Share strategy. Then, the instrument
for collecting the quantitative data was a speaking skill test.
The lesson plan in this cycle involved the steps of teaching
speaking skill by using Think-Pair-Share strategy that were divided into
four parts. The first was giving question or an issue. In this step, the
lecturer gave an issue to the students. And then, the lecturer distributed
the picture to the students that related to the topic given. Then, in the
second part was giving the students time to think individually. In this
step, the lecturer gave them chance to think by themselves.
At the third part, the students were asked to sit in pair, and made
discussion about what they think of the issue. In this step, the lecturer
divided students into some groups. They were asked to make
conversation about the issue. After that, the lecturer led a class discussion,
focusing on helping the students if the students got some difficulties.
Finally, the students were shared their conversation in front of the class.
As result, cycle 2 was planned to be done for three meetings. The
first meeting of cycle 2 was conducted on April 25, 2013. Then the
second meeting was conducted on May 02, 2013. The third meeting was
conducted on May 09. The final meeting of cycle 2 was conducted on
May 16, 2013. In this meeting, the students’ speaking skill was evaluated.
53
2) Action and Observation
The next steps of this cycle were action and observation. The
researcher acted the revised plan to teach the students about speaking skill
by using Think-Pair-Share strategy. The lesson plans were put into
actions. The collaborator observed teaching and learning process.
In this stage, the researcher applied her lesson plan to teach the
students about speaking skill by using Think-Pair-Share strategy. The
action was done into four meetings. Three meetings the researcher used
for teaching and learning activities by using Think-Pair-Share strategy to
engage the students in practicing English. Then, one more meeting was
conducted to give students test about their ability in speaking skill.
At the end of cycle two, the researcher did oral test by asking the
students to perform their conversation in front of the classroom. It was
done to evaluate the students’ achievement and to see whether the
researcher needed to do revision into the next cycle. Actually the action
was done into three steps; exploration activity, elaboration activity, and
confirmation activity that should be focused on the students centered as
the purpose of teaching and learning process.
In the exploration activity, the researcher started the class by
greeting students friendly and then checked the students’ attendance list.
Then, the lecturer enriched the students’ knowledge by giving more
explanation about teaching material. The lecturer also motivated students
to be more active in teaching learning activity in order to improve more
54
their speaking skill. The lecturer suggested students to perform their
performance better. Then, to build up classroom atmospheres, the
researcher went around the classroom to make sure about the condition of
the class, and then asked some students to arrange the tables and chairs.
Before the implementation of the material, the researcher gave the
students enough explanation on what should be done while doing
teaching and learning activity through Think-Pair-Share.
In elaboration activity, the students were serious listening to the
lecturer explanation about the topic. After she explained about the topic,
she would give the students time to think individually. Then, the lecturer
asked students to sit in pair which groups consist of two or three members
to discuss about the topic. In pair the students were asked to make
conversation that related to the topic given. The students were asked to
make their own conversation.
During the process of learning activity, the lecturer controlled her
class and helped the students when they found difficult in learning, the
lecturer helped students to understand the meaning of vocabulary and
corrected the students’ writing to make improvement for their grammar
and vocabulary. The lecturer helped students in comprehending the
context of their conversation. In this case, to teach the students in
pronouncing the words the lecturer used E-dictionary program. Besides
that, this program was also used by lecturer to help students in finding the
meaning of words.
55
The last step was confirmation activity. In this stage the lecturer
invited each group to share their result discussion in front of the class.
Then, the lecturer asked to the other group to listen their friends’
performance. In this occasion, the researcher evaluated their speaking
skill while presenting the conversation in front of the class.
Based on the results of the collaborator’s observations during
cycle 2, it was found that actions of using Think-Pair-Share strategy were
done based on what had been planned above. The followings were the
detailed findings of the actions that improved the students’ speaking skill
during observation of cycle 2.
The results of observation in this cycle showed that the action of
using Think-Pair-Share in this cycle was started by giving a topic or an
issue. The results of observation in the first meeting of cycle 2 showed
that the lecturer told to the students about the topic that they were going
to learn. The topic at the first meeting was about Religion (Islam). After
the lecturer gave and explained about the topic to the students, the
lecturer gave the students’ time to think individually.
Then, the students were divided into pair work. Each pair work
was asked to work collaboratively to create their conversation. After all
pair completed their conversation, the lecturer asked each pair to share
their conversation in front of the class. It was noted in the field notes of
the first meeting.
56
The results of the observation sheet in the second meeting showed
that, the lecturer told to the students about the topic that they were going
to learn. The topic at the second meeting was about Prophet Muhammad.
Then, the lecturer asked each pair work to make a conversation that
related to the topic. It was noted in the field notes of the second meeting.
The students made discussion in their pair, when the students performed
their conversation, the lecturer responded positively to the students’
performance and encouraged her students to state their opinion.
Then, the lecturer gave opportunity to the students to ask who still
did not understand about the topic. When, the lecturer gave more
explanation to the students about the implementation of think pair share,
the students paid attention to the lecturer explanation. After all pair works
completed their conversation, the lecturer asked each pair to share their
conversation in front of the class. Before the class ended, the lecturer
asked students to revise and practice their conversation at home.
Then, the result of observation in the third meeting showed that
the students followed the lecturer’s instruction to sit in their pair. The
lecturer walked around the class to control and help students if they got
difficulties in their discussion. The lecturer helped students on
vocabulary, and how to pronounce the word correctly. Then, the lecturer
told to students to memorize the important parts in order to get fluency
when they perform their conversation. Before the class ended, the lecturer
57
gave solution to the students’ problem, asked them to revise and practice
their conversation at home. The topic in the third meeting was city life.
The fourth meeting was the last meeting in cycle 2. It was
conducted on Thursday, May 16 th
, 2013. In this meeting, the lecturer
conducted speaking test 2. The speaking test was conducted based on
procedures of speaking test that had been arranged. The researcher
cooperated with the collaborator in scoring the students’ speaking skill
and their progress after applying Think-Pair-Share strategy.
For the first, the lecturer started the class by greeting and checked
the students’ attendance list. Then, the lecturer reminded and explained
about speaking skill indicators that would be observed during speaking
test. Second, the lecturer asked students to go out from the classroom.
After that the lecturer and collaborator begun to conducted for speaking
test. The lecturer called 2 students randomly to come to the classroom.
Then, the lecturer gave the paper that consists of topic. The lecturer asked
students to make the conversation based on the topic.
During the test, the lecturer and collaborator observe the students’
performance. Both of them took the score of students’ speaking skill
based on speaking indicator. They recorded the students’ performance.
The lecturer gave praises to the students’ success and the students were
satisfied with their work.
58
3) Reflection in Cycle 2
After doing actions and observations, the last steps of this cycle,
the researcher did reflection. In reflection, the results of all instruments
were discussed with the collaborator. The researcher and the collaborator
analyzed and interpreted the data taken from the result of observation, and
speaking test at the end of the cycle.
Diagram 3: Percentage of students’ speaking test per indicator in cycle 2
Diagram above shows the percentage score of the students’
speaking skill per indicator in cycle I. It is shown that, the students’ score
increased. Their percentage score in grammar was 79.2. Their percentage
score in vocabulary was 75.2. Their percentage score in comprehension
was 78.4. Their percentage score in fluency was 64.8, and their
percentage score in pronunciation was 60.8.
The results show that the use of Think-Pair-Share improves each
indicator of students’ speaking skill. Here, the total of the students’ mean
79,2 75,2 78,4
64,8 60,8
0
10
20
30
40
50
60
70
80
90P
e
r
c
e
n
t
a
g
e(
%)
59
was 71.68 or they got B for their speaking competence. The students gave
significant improvement on their speaking competence that made the
researcher decide to stop the research in the second cycle because it had
been proved from the data that using Think-Pair-Share could give better
improvement on the students’ speaking skill.
Moreover, to know the improvement of the students’ speaking
skill, the percentage score of speaking test 2 on cycle 2 was compared to
the percentage score of each indicator in pre-cycle test and test 1 on cycle
1. The extent of improvements for each indicator is displayed in the
following diagram.
Diagram 4: The comparison of students’ speaking test result between
Pre-cycle, cycle I and cycle 2
From the above diagram and the percentage score of the students’
speaking test at cycle 2, it shows the students’ improvement on their
56,8 53,6 55,2
44,8 41,6
68 66,4 70,4
56,8 50,4
79,2 75,2
78,4
64,8 60,8
0
10
20
30
40
50
60
70
80
90
Grammar Vocabulary Comprehension Fluency pronunciation
P
e
r
c
e
n
t
a
g
e
(
%)
Pre-cycle Cycle I Cycle 2
60
speaking skill per indicators at the end of cycle 2. It can be inferred from
the diagram that their percentage score in grammar increased 11.2 points,
from 68 in the cycle I to 79.2 in cycle 2. Their percentage score in
vocabulary increased 8.8 points, from 66.4 to 75.2 at the end of cycle 2.
Then, their percentage score in comprehension increased 16 points, from
70.4 in cycle I to 78.4 at the end of cycle 2. Their percentage score in
fluency increased 8 points, from 56.8 in cycle I to 64.8 in cycle 2. Their
percentage score in pronunciation increased 10.4 points. It was 50.4 in
cycle I and improved to 60.8 at the end of cycle 2.
From the result of the pre-test, test 1 on cycle 1 and test 2 on cycle
2, it showed that there was improvement in speaking skill indicators. The
percentage score of students speaking test improved from cycle I to cycle
II. The result of speaking test 1 was better than pre- test, and the result of
speaking test 2 at the end of second cycle was better than test 1 at the end
of the first cycle.
In conclusion, the use of Think-Pair-Share improves the students’
speaking skill. The improvements of their speaking satisfied the
researcher. As well, the results of observation showed that the students
enjoyed the use of Think-Pair-Share and gave positive responses toward
the activities that they had done in this cycle. For that reason, this
research was decided to end at the end of cycle 2.
61
2. The Factors that influenced the improvement of students’ speaking skill by
using Think-Pair-Share strategy
Based on the findings of the research, it can be concluded that the use of
Think-Pair-Share strategy could improved the students’ speaking skill at second
semester students of Syariah class A at Language Center of UIN Suska Riau.
Based on the data from the test, the result interview, field notes and observation
checklist, the researcher found that Think-Pair-Share strategy in speaking had
successfully improved the students’ speaking skill. There were six students to
be interviewed in this research. They were students who got higher and lower
score in speaking test. The students also had much time to think and discuss in
pair to make good perform in front of the classroom. They could work in pair
and helped each other to improve their speaking skill.
Using Think-Pair-Share as the strategy in solving the teaching and
learning problems in speaking had proved that there were significant
improvements on students speaking skill during two cycles. The improvement
was concluded through the data gathered from the result of the speaking tests,
observation, and interview.
This research also revealed that there were some factors that influenced
the improvement of students’ speaking through Think-Pair-Share strategy. The
factors involved the students’ motivation, material, classroom activity.
62
a. Students’ motivation
The first factor that influenced the changes of students’ speaking skill
was students’ motivation. It was found that the students were enthusiastic
and interested in teaching and learning process. It was indicated that they
were motivated through the activities that brought through the strategy used.
The students’ motivation in learning improved from one meeting to
others. The field notes results noted that the students asked some question
related to the lecturer’s explanation. They participated in their pair
discussion. It could be seen that they paid attention to the lecturer’s
explanation, responded while being asked, provided their ideas about the
topic given, and performed their performance.
Those activities happened since they were motivated and interested in
learning process. As a result, because of their high motivation in learning
and teaching process, their speaking skill was better. In addition the result of
interview also showed that Think-Pair-Share strategy was motivated students
to speak in English. Several interview results showed that the students liked
the topic discussed in the class which encouraged them to be motivated in
doing speaking. The results of interview could be seen below:
Interview questions Students’ responses
Are you really motivated in
teaching English with this
strategy?
Is this strategy improves your
speaking skill? Why?
Students 4: Yes, I am. Because we
can help our friend and also
myself, and we can share our
idea together.
Students 10: It is good, everyone
can speak in group
Students 8: yes, miss, this strategy
makes us more confident to talk
63
in front of the class
Student 12: yes, miss, because
before we perform, we practice
in our group first.
Student 15: it makes me
interested in speak English
miss.
The results of interview above indicated that the students’ motivation
had crucial effect on their speaking skill improvement. If the students had
better motivation, they would have better results on their speaking skill.
b. The materials
The second factor that influenced the changes of students’ speaking
skill was the materials used during the teaching. The materials were
interesting to be used in teaching speaking skill. The class became
comfortable and the students felt confident where the lecturer motivated
them to communicate each other with an interesting material.
From their interview result, it showed that materials provided on the
research were clearly to be understood. The result of the interview can be
seen in the following. The students were asked about their opinion about
materials used in this research. The result of interview can be seen below:
Interview questions Students’ responses
Is teaching material difficult for
you to understand?
Are teaching material used in the
class interesting for you?
What do you think about the
Student 9: The materials were
good and interesting
Student 20: All the material
interesting. It really helpful in
helping us to speak more in the
64
material used in this activity?
classroom
Student 12: The materials were
easy to understand and had lot
of variation
Student 8: It is helpful in
improving our speaking skill
Students 15: No, it is not difficult,
Miss. I feel enjoy to learn.
Student 19: Yes, it is interesting,
Miss. The material is close to
my environment.
The interview results revealed that material presented was really
interesting for the students. By having interesting materials, the students had
willingness to have discussion and used English in speaking class.
c. The classroom activities
The last factor that influenced the improvement of students’ speaking
skill was the classroom activities. The variation activities done by the
researcher could lead the students to become more active in the classroom.
They did not feel bored during the teaching and learning process. The
variations of activities also made the classroom atmosphere more effective in
improving the students’ ability in speaking skill.
Using pair work as one of classroom activity for teaching speaking
influence the improvement of the students’ speaking skill. It was better to
overcome the students’ difficulty in creating their own comprehension.
Through pair work, the students could share their knowledge and idea in
creating their own conversation. Then, they could speak in front of the class.
65
The result of interview could be seen below:
Interview questions Students’ responses
What do you think about
classroom activity?
Are the exercise and the activity
improve your speaking skill?
Is the activity done in the
classroom influence the changes
of your speaking skill? Why?
Student 20: I like the activity, Miss.
It is really fun to do the task in
group
Student 15: In group we not only
work alone, but we must be
work together, to finish our
assignment.
Students 10: Working with group
was really enjoyable. We can
practice the conversation
together
Students 3: The activities make me
happy and enjoy speaking.
Student 16: Yes, Miss. Because
after we discussed in pair, we
always exercise to pronounce
the word correctly and speak
fluently.
Through pair work activities, the students got much opportunity to
speak and challenging to enable themselves to practice English. From their
activity showed that they participated actively during the teaching and
learning process. It made them speak more in the classroom and got a lot of
practices from their conversation.
B. Discussion
Based on the findings of the research, it can be concluded that the use
Think-pair-Share could improve the students’ speaking skill at the second semester
of Syariah class A at language center of UIN Suska Riau. The findings are also
supported the research finding from Carss (2007) that the result of the research
66
showed that Think-Pair-Share strategy gave positive effect on aspect of oral
language use.
In addition, the result of this research was also supported by Kaniyem
(2010) who revealed the use of cooperative learning model Think-Pair-Share
strategy has a positive effect on improvement of students’ learning interest in
teaching process.
The implementation of Think-Pair-Share in every cycle shows that the
students’ percentage score in speaking skill were improved. The researcher found
out that Think-Pair-Share strategy could be better improved the students’ speaking
skill at Language Center of UIN Suska Riau. It percentages that speaking English
through Think-Pair-Share could motivate students to practice English as much as
possible. The students could learn more how be better in speaking skill. Before
sharing their ideas in front of class, the students were asked to think individually
what they want to perform, after that they were asked to sit in pair and worked
together with his/her partner to find out the best performance. As a result, they
were trained to discuss and speak English better in pair, built confidence, and
motivated themselves. They became active and class’s atmosphere was better
because every student had their own ideas.
Using Think-Pair-Share as the strategy in solving the teaching and learning
problems in speaking gave the significant improvement on the students’ speaking
skill for both cycle one and two. The students’ improvement was described
through the data gathered from the result of speaking test, observation, and
interview. Besides, the improvements of students’ speaking skill were quite
67
influenced by several factors; students motivation, material, and classroom
activity.
The first was students’ motivation. Motivation has essential role in
teaching and learning process. In this research, motivation was considered as one
factor that influenced the students’ speaking skill improvement. It could be found
from their attitudes during teaching and learning process. The students mostly
could give positive respond while being asked by the lecturer. It seemed that they
were motivated through the activities brought by the lecturer.
Besides, the materials had influenced the improvement of students’
speaking skill. The materials were interesting to be used in teaching speaking skill.
The students could participate during the process of teaching. By having
interesting materials, the students had willingness to have discussion and used
English in speaking class. In conclusion, the material was very important to design
in order to improve students’ skill in teaching and learning process. This finding is
supported by Ur (2009:79) “Learners are eager to speak because they are
interested in the topic and had something new to say about it”.
The last factor influenced the improvement of students’ speaking skill was
the classroom activities. The variation activities done by the researcher could lead
the students to become more active in the classroom. They did not feel bored
during the teaching and learning process. It is supported by Bailey (2003:49). He
states “one of the principles for teaching speaking is; by designing classroom
activities that involved guidance and practice in conversation”. For this reason, the
68
researcher used pair work as well as group work activity to explore the students’
speaking skill.
Using pair work as one of classroom activity for teaching speaking
influenced the improvement of the students’ speaking skill. Through pair work, the
students could share their knowledge and idea in creating their own conversation.
It was an effective strategy used to assist students in thinking more deeply, as well
as allow students opportunity to practice in communicating their thoughts and
ideas with pair. Atkinson (2009) state that Think-Pair-Share is helpful because its
structures of discussion. Students follow all process because each must report to a
partner and then partners must report to the class.
As conclusion, the result of this research showed that the implementation
of Think-Pair-Share strategy in teaching learning of speaking was effective in
improving the students’ speaking skill itself. Moreover, students were active and
creative in the classroom especially in term of sharing ideas. And then, the
students’ opinions toward the implementation of Think-Pair-Share strategy in
speaking skill were positive too.
C. Limitation of the research
Since every university has different condition, the conclusion of this
research which states that Think-Pair-Share strategy is useful to improve the
students’ speaking skill. This findings and conclusions are applicable to the
students of Language Center, especially the students of second semester in Syariah
class A at language center of UIN Suska Riau. So, the researcher can not be
69
certain that Think-Pair-Share strategy is also effective for improving the students’
speaking skill.
The conclusion of the research was limited research through Think-Pair-
Share strategy that useful to improve the students’ speaking skill in the second
semester students in Syariah class A at language center of UIN Suska Riau.
70
CHAPTER V
CONCLUSION, IMPLICATION, AND SUGGESTION
A. Conclusion
Based on the findings of the research, it can be concluded that Think-Pair-
Share strategy improved students’ speaking skill at the at the second semester
students of Syariah class A at Language Center of UIN Suska Riau Pekanbaru. As
follows:
1. The students’ speaking skill is better improved through Think-Pair-Share
strategy. It is proved that Think-Pair-Share can be used as the media to
explore the students’ speaking skill, because it gives the students such a
fun learning atmosphere and allows the students to have the language
experience. As the result, the students are motivated and stimulated to
learn in order to speak English well and they can improve their speaking
skill eventually.
2. The factors that influence the changes of students’ speaking skill at the
second semester students of Syariah class A at Language Center of UIN
Suska Riau in this research as in the following:
First, think-pair-share has a positive impact on students’
motivation. The students are more interested by applying this strategy. It
was seen through the students’ involvement in every step of learning
process by using think pair share strategy.
70
71
Second, the use of appropriate and interesting materials is another
factor that gives valuable contribution to the successful application of
think-pair-share. The students become more enthusiastic when they were
given interesting materials. The students speak more with their friends
because of the materials given by the lecturer are interesting.
Third, classroom activity is the last important factor that supports
the teaching and learning process by using think-pair-share. The various
activities done in the class can lead the students to be more active in
speaking. They don’t feel bored during the teaching and learning process
and they enjoy studying in the class. Pair work and engage in discussion
make the students feel free to practice and share their opinion with their
friends.
For this reason, the researcher became active and creative to find
out the appropriate teaching media to solve their students’ problems in
their classroom.
B. Implication
Think-Pair-Share is one of the strategies that can be used by the lecturer to
help the students in improving their speaking skill because it encouraged the
students to be active. Since the result of this research can be considered by English
teachers since it has been proved that by using Think-Pair-Share, the students’
speaking skill at the second semester students of Syariah class A at Language
Center of UIN Suska Riau can significantly improve.
72
C. Suggestion
Based on the findings and the discussion of this research, some suggestions
can be given as the followings:
1. The researcher as a lecturer who teaches English at Language Center Of UIN
Suska Riau should continue ask the students to apply Think-Pair-Share strategy
since it has been proved that Think-Pair-Share can improve students’ speaking
skill.
2. The researcher should use Think-Pair-Share strategy for other kinds of genre in
order to make improvement in English speaking skill in general.
73
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76
Appendix 1
THE SCHEDULE AND TOPIC OF THE RESEARCH
Cycle 1
Time : 2 x 50 minutes
No. Meeting/
Cycle
Time Day / Date Topic
1. I / I 08.00 – 09.40 Thursday /
March 28 th
, 2013 Physical appearances
2. II / I 08.00 – 09.40 Thursday /
April 04 th
, 2013 Hobbies
3. III/ I 08.00 – 09.40 Thursday /
April 11 th
, 2013 At the restaurant
4. VI / I 08.00 – 09.40 Thursday /
April 18 th
, 2013 TEST 1
Cycle 2
Time : 2 x 50 minutes
No. Meeting /
Cycle
Time Day / Date Topic
1. V / II 08.00 – 09.40 Thursday /
April 25 th
, 2013 Religion
2. VI / II 08.00 – 09.40 Thursday /
May 02 nd
, 2013 Prophet Muhammad
3. VII / II 08.00 – 09.40 Thursday /
May 09 th
, 2013
City life
4. VIII/ II 08.00 – 09.40 Thursday /
May 16 th
, 2013 TEST 2
77
Appendix 2
LESSON PLAN
(Cycle 1)
University : Language Center of UIN Suska Riau
Subject : English
Skill : Speaking Skill
The numbers of Credits : 2 Credits
Class / Semester : A / II
Time Allocation : 2 x 50 minutes
Topic : Physical appearance, Hobbies, At the
Restaurant
Standards of Competence : The students are able to communicate in oral
language in conversation
Indicators : Expressing and responding the meaning in
conversation in formal and informal related to
the topic.
Teaching Objective : The students can speak English by mastering,
grammar, vocabulary, comprehension, fluency,
and pronunciation and deliver the ideas in a
good way. Teaching Media:
White board, pictures, book
Teaching Materials:
Meeting 1
Expression used in physical appearance
Questions
How tall are you?
How does she look like?
How old is he?
Response
I’m 1.5 meters
She has lovely long hair
She is tall and has pointed nose
He is 20 years old
Meeting 2
Expression used in Hobbies
Asking hobby
What do you do in your free
time?
What is your hobby?
Tell me about your hobby?
What do you like to do in
your spare time
Telling hobby
I usually go fishing in my free time.
My hobby is reading novel.
My hobbies are cooking and
travelling.
I go to cinema in my spare time.
I like camping and hiking.
78
I love watching drama.
Meeting 3
Expression used in restaurant
Waiter/waitress
Good morning/afternoon/evening
Welcome to D’Angelo café
Do you have reservation?
Can I get you something to drink?
What can I get for you?
Are you ready to order?
How do you like your coffee?
Have you enjoyed your meal?
What vegetable would you like?
Enjoy your meal.
I’ll bring the check right out.
Customer
I’d like to reserve a table for (..)
tonight.
I have got a reservation.
Is this table/seat free?
Waiter, please, could we have the
menu?
Could I see the menu, please?
What do you recommend me?
Is our meal on its way?
Please another cup of ..
The bill, please
Thanks, that was delicious
Is the service/tip include in the
bill?
Can I pay by card?
Do you take credit cards?
Learning Methods
Think-Pair-Share strategy
Teaching Procedure:
Exploration activities
Lecturer’s Activities Students’ Activities
1. The lecturer starts the class by greeting
2. The lecturer checks the students’
attendance list
3. The lecturer explains the standards of
competence that should be achieve
1. The students answer the lecturer’
greeting
2. The students give respond
3. The students pay attention to the
lecturer’s explanation
79
Elaboration activities
Lecturer’s Activities Students’ Activities
1. The lecturer introduces and explains
about the material and procedures of
Think-Pair-Share strategy
2. The lecturer give a topic or an issue to
the students
3. Lecturer shows the pictures which have
related to the topic
4. The lecturer gives the students time to
think individually
5. The lecturer divides students into pair
work discussion
6. The lecturer asks the students work in
pair to discuss about the picture that
related to the topic
7. The lecturer gives opportunity to the
students to ask who still do not
understand
8. The lecturer asks students to prepare
their performance
9. The lecturer invites the pair group
randomly to share their conversation in
front of the class
10. The lecturer asks all students in
classroom to pay attention to their
friends’ performance
11. The lecturer checks and corrects
students’ mistake based on speaking
skill components
12. The lecturer gives more comprehension
to the students about the
implementation of think pair share in
their expressing and responding in
conversation.
13. The lecturer asks to the groups to
practice their conversation in and out of
classroom and help them on
vocabulary, pronunciation, grammar
and fluency and intonation
14. The lecturer asks students to share their
conversation in front of the class
15. The lecturer gives positive feedback to
the students’ performance.
16. The lecturer give comment to the
1. The students pay attention
2. The students pay attention
3. The students pay attention
4. The students keep silent
5. The students sit in their own group
6. The students active in their
discussion
7. Students ask the lecturer about what
they did not understand
8. The students prepare their
performance
9. The students perform their
conversation
10. The students attentively listen to the
conversation that performed by other
group in the front of the class
11. The students pay attention to the
lecturer’s correction
12. The students pay attention
13. Students practice their conversation
in and out of classroom
14. The students pay attention
15. The students pay attention to the
lecturer’s explanation.
16. The students pay attention to the
lecturer’s explanation
17. The students pay attention to the
correct vocabulary and
pronunciation and exercise to
produce pronunciation correctly.
80
students’ performance
17. The lecturer checks and corrects the
students’ vocabulary and pronunciation
18. The lecturer checks and corrects
grammar used by students in their
conversation
19. The lecturer helps students on fluency.
20. The lecturer helps students on
comprehension
18. The students check and correct their
grammar
19. The students learn to get fluent in
speaking seriously
20. The students pay attention to the
lecturer’s explanation
Confirmation activity
Lecturer’s Activities Students’ Activities
1. The lecturer asks the students to revise
and practice their conversation at home
2. The lecturer asks the students about
their difficulties that they faced while
they are speaking
3. The lecturer makes conclusion of the
lesson
4. The lecturer closes the class and saying
greeting
1. The students promise that they will
complete and practice more about
their conversation
2. The students tell their difficulties, ask
some question and ask to repeat the
explanation
3. The students pay attention and involve
in making conclusion
4. The students answer the lecturer’
greeting
Teaching Evaluation:
The evaluation of students’ progress based on their performance.
The students’ speaking performance will be assessed based on indicators of
speaking skill by using speaking scoring rubric.
1) Vocabulary (1-5)
2) Pronunciation (1-5)
3) Grammar (1-5)
4) Fluency (1-5)
5) Comprehension (1-5)
81
LESSON PLAN
(Cycle 2)
University : Language Center of UIN Suska Riau
Subject : English
Skill : Speaking Skill
The numbers of Credits : 2 Credits
Class / Semester : A / II
Time Allocation : 2 x 50 minutes
Topic : Religion, Prophet Muhammad, City life
Standards of Competence : The students are able to communicate in oral
language in conversation
Indicators : Expressing and responding the meaning in
conversation in formal and informal related to
the topic.
Teaching Objective : The students can speak English by mastering,
grammar, vocabulary, comprehension, fluency,
and pronunciation and deliver the ideas in a
good way. Teaching Media:
White board, pictures, book
Teaching Materials:
Meeting 1
Expression used in religion
Question
What is your religion?
What do you think about Islam?
Do you think religion helps people
to live a better life?
What are some religions of the
world?
Response
I am a Moslem
Islam is my religion.
Religion takes an important
role in human life.
There are five big religions in
the world.
Meeting 2
Topic is Prophet Muhammad
Question
How do Muslim opinion about
Prophet Muhammad?
Do you love Prophet
Muhammad?
What should we do as Muslim to
Answer
Prophet Muhammad is the
leader of Muslim
I love Prophet Muhammad.
As Muslim, we must follow
Prophet Muhammad
82
appreciate Prophet Muhammad?
message.
Meeting 3
Expression used in city life
Question
What are the positive sides of
living in the city?
Why do people like living in the
city?
Why do some people hate living
in the city?
What are the problems of living in
the city?
What is the biggest city in our
country?
Response
There are many public
places and facilities
available in the city.
Transportation facilities are
also available in the city.
Many problems occur in the
city such as crime, pollution,
poverty, traffic, etc.
The biggest city in my
country is…
Learning Methods
Think-Pair-Share strategy
Teaching Procedure:
Exploration activities
Lecturer’s Activities Students’ Activities
1. The lecturer starts the class by greeting
2. The lecturer checks the students’
attendance list
3. The lecturer explains the standards of
competence that should be achieve
4. The lecturer reminds and explain about
speaking skill indicators that will be
observed during students’ performance
1. The students answer the lecturer’
greeting
2. The students give respond
3. The students pay attention to the
lecturer’s explanation
4. The students pay attention to the
lecturer’s explanation
83
Elaboration activities
Lecturer’s Activities Students’ Activities
1. The lecturer introduces and explains
about the material and procedures of
Think-Pair-Share strategy
2. The lecturer give a topic or an issue to
the students
3. Lecturer shows the pictures which have
related to the topic
4. The lecturer divides students into pair
work discussion
5. The lecturer asks the students work in
pair to discuss about the picture that
related to the topic
6. The lecturer gives opportunity to the
students to ask who still do not
understand
7. The lecturer asks to groups to rehearse
their conversation and help them on
vocabulary, pronunciation, grammar
and fluency and intonation
8. The lecturer checks and corrects
students’ pronunciation.
The lecturer brought the audio to
the classroom
The lecturer opened e-dictionary
program
The lecturer selects the language to
be produced.
The lecturer click “audio” icon to
the pronunciation of the words
9. The lecturer asks students to prepare
their performance
10. The lecturer asks students to share their
conversation in front of the class
11. The lecturer invites the pair group
randomly to share their conversation in
front of the class
12. The lecturer asks all students in
classroom to pay attention to their
friends’ performance
13. The lecturer checks and corrects
students’ mistake based on speaking
skill components
1. The students pay attention
2. The students pay attention
3. The students pay attention
4. The students sit in their own
group
5. The students active in their
discussion
6. Students ask the lecturer about
what they did not understand
7. The students practice their
conversation
8. The students pay attention to the
correct pronunciation and
exercise to practice it.
9. The students prepare their
performance
10. The students pay attention
11. The students perform their
conversation
12. The students attentively listen to
the conversation that performed
by other group in the front of
the class
13. The students pay attention to the
lecturer’s correction
14. The students pay attention
84
14. The lecturer gives more comprehension
to the students about the
implementation of think pair share in
their expressing and responding in
conversation.
15. The lecturer asks to the groups to
practice their conversation in and out of
classroom and help them on
vocabulary, pronunciation, grammar
and fluency and intonation
16. The lecturer gives positive feedback to
the students’ performance.
17. The lecturer give comment to the
students’ performance
18. The lecturer checks and corrects the
students’ vocabulary and pronunciation
19. The lecturer checks and corrects
grammar used by students in their
conversation
20. The lecturer helps students on fluency.
21. The lecturer helps students on
comprehension
15. Students practice their
conversation in and out of
classroom
16. The students pay attention to the
lecturer’s explanation.
17. The students pay attention to the
lecturer’s explanation
18. The students pay attention to the
correct vocabulary and
pronunciation and exercise to
produce pronunciation correctly.
19. The students check and correct
their grammar
20. The students learn to get fluent
in speaking seriously
21. The students pay attention to the
lecturer’s explanation
Confirmation activity
Lecturer’s Activities Students’ Activities
1. The lecturer asks the students to revise
and practice their conversation at home
2. The lecturer asks the students about
their difficulties that they faced while
they are speaking
3. The lecturer makes conclusion of the
lesson
4. The lecturer closes the class and saying
greeting
1. The students promise that they
will complete and practice more
about their conversation
2. The students tell their
difficulties, ask some question
and ask to repeat the
explanation
3. The students pay attention and
involve in making conclusion
4. The students answer the
lecturer’ greeting
85
Teaching Evaluation:
The evaluation of students’ progress based on their performance.
The students’ speaking performance will be assessed based on indicators of
speaking skill by using speaking scoring rubric.
6) Vocabulary (1-5)
7) Pronunciation (1-5)
8) Grammar (1-5)
9) Fluency (1-5)
10) Comprehension (1-5)
86
Appendix 3
The Score Criteria of Speaking Skill
Score Indicators of Speaking Skill
Vocabulary Pronunciation Grammar Fluency Comprehension
I Vocabulary
inadequate for
even the
simplest
conversation
Pronunciation
frequently
unintelligible
Grammar almost
entirely
inaccurate
except in stock
phrases
Speech is so
halting and
fragmentary
Understands to
little for the
simplest type for
retelling
2 Vocabulary
limited to basic
personal and
survival area
(time, food,
transportation,
family)
Frequent gross
errors and a
very heavy
accent make
understanding
difficult,
require
frequent
repetition
Constant errors
showing control
of very few
major patterns
and frequently
preventing
communication
Speech is very
slow and
uneven except
for short or
routine
sentences
Understands
only slow, very
simple speech
on common
social and
touristic topics;
requires
constant
repetition and
rephrasing
3 Choice of words
sometimes
inaccurate,
limitations of
vocabulary
prevent
discussion of
some common
professional and
social topics
“Foreign
accent” require
concentrated
listening,
mispronunciati
ons lead to
occasional
misunderstandi
ng and
apparent errors
in grammar
and vocabulary
Frequent errors
showing some
major pattern un
control and
causing
occasional
irritation and
misunderstandin
g
Speech is
frequently
hesitant and
jerky;
sentences may
be left
uncompleted
Understands
careful,
somewhat
simplified
speech when
engaged in a
dialogue, but
may require
considerable
repetition and
rephrasing
4 Professional
vocabulary
adequate to
discuss special
interest; general
vocabulary
permits
Marked
“Foreign
accent” and
occasional
mispronunciati
ons which do
not interfere
Occasional
errors showing
imperfect
control of some
patterns but no
weakness that
causes
Speech is
occasionally
hesitant, with
some
unevenness
caused by
rephrasing and
Understands
quite well
normal educated
speech engaged
in a dialogue,
but requires
occasional
87
discussion of
any non-
technical subject
with some
circumlocutions
with
understanding
misunderstandin
g
grouping for
words
repetition or
rephrasing
5 Professional
vocabulary
broad and
precise; general
vocabulary
adequate to cope
with complex
practical
problems and
varied social
situations
No
conspicuous
mispronunciati
ons, but would
not be taken
for native
speaker
Few errors, with
no patterns of
failure
Speech is
effortless, but
perceptibly
non-native in
speech and
evenness
Understand
everything in
normal educated
conversation
expect for very
colloquial or
low-frequency
(Adapted from Hughes, 2003:131-132)
88
Appendix 4
Procedure of Speaking Test
Date / Time : Thursday /April 18 th
, 2013 - Thursday / May 09 th
, 2013
Time : 08.00 – 09.40
Meting / Cycle : IV / I – VIII/II
No. Procedure Note 1. The lecturer starts the class by greeting
and checks the students’ attendance list
The lecturer comes to the class and greets
the student warmly.
The lecturer checks the students’
attendance list by calling their name one
by one.
2. The lecturer reminds and explains about
speaking skill indicators that will be
observed during speaking test
The students pay attention about
lecturer’s explanation
3. The lecturer asks students to go out
from the classroom
The students go out from the classroom
4. The lecturer and collaborator prepare for
speaking test
The lecturer and collaborator prepare the
topic and observation sheet of speaking
test.
5. The lecturer calls two students randomly
to come to the classroom
Two students come to the classroom
6. The lecturer gives the paper that consist
of topic
The students take the paper
7. The lecturer asks students to make the
conversation based on the topic
The students perform their conversation
8. The lecturer and collaborator observe
the students’ speaking skill.
The lecturer and collaborator fill
observation checklist of speaking test by
marked
89
Appendix 5
The result of the students’ speaking test in pre-test
No Students’
code
Speaking Indicators
P G V F C Total Score
1 1 2 4 3 3 4 16
2 2 2 3 2 2 3 12
3 3 2 2 4 2 2 12
4 4 2 4 3 3 4 16
5 5 2 3 2 3 2 12
6 6 3 4 4 2 4 17
7 7 2 2 3 2 2 11
8 8 2 3 2 2 3 12
9 9 2 2 3 2 3 12
10 10 2 2 2 2 3 11
11 11 2 3 3 2 2 12
12 12 3 4 3 3 4 17
13 13 2 2 2 2 2 10
14 14 2 2 3 2 3 12
15 15 2 3 2 2 2 11
16 16 2 3 3 2 3 13
17 17 2 3 2 2 2 11
18 18 2 2 2 2 3 11
19 19 2 2 3 2 2 11
20 20 2 4 3 2 3 14
21 21 2 3 3 2 3 13
22 22 2 3 2 3 2 12
23 23 2 3 3 3 3 14
24 24 2 3 3 2 3 13
25 25 2 2 2 2 2 10
52 71 67 56 69 315
X
2.08 2.84 2.68 2.24 2.76 12.6
% 41.6 56.8 53.6 44.8 55.2 50.4
The result of the students’ speaking test cycle I
90
No Students’
code
Speaking Indicators
P G V F C Total Score
1 1 2 4 4 3 4 17
2 2 3 3 3 3 4 16
3 3 2 4 4 3 3 16
4 4 3 4 3 4 4 18
5 5 3 3 4 3 3 16
6 6 3 4 3 4 4 18
7 7 2 3 3 3 3 14
8 8 3 3 3 3 3 15
9 9 2 4 4 3 4 17
10 10 2 3 2 3 3 13
11 11 2 4 3 3 3 15
12 12 3 4 4 3 4 18
13 13 2 3 4 2 3 14
14 14 2 3 3 2 4 14
15 15 3 3 4 3 4 17
16 16 2 4 3 2 3 14
17 17 3 3 4 3 4 17
18 18 3 3 4 3 4 17
19 19 2 3 3 2 3 13
20 20 3 4 3 3 4 17
21 21 2 3 3 3 3 14
22 22 3 3 3 2 4 15
23 23 3 4 3 3 4 17
24 24 3 3 3 2 3 14
25 25 2 3 3 3 3 14
63 85 83 71 88 390
X
2.52 3.4 3.32 2.84 3.52 15.6
% 50.4 68 66.4 56.8 70.4 62.4
The result of the students’ speaking test cycle II
91
No Students’
code
Speaking Indicators
P G V F C Total Score
1 1 3 4 4 3 4 18
2 2 3 5 4 4 4 20
3 3 2 4 4 3 3 16
4 4 4 5 4 4 5 22
5 5 3 4 4 3 3 17
6 6 4 5 5 4 5 23
7 7 3 4 3 3 4 17
8 8 3 3 4 3 4 17
9 9 3 4 4 3 4 18
10 10 3 4 3 3 4 17
11 11 3 4 4 3 3 17
12 12 4 5 5 4 5 23
13 13 3 4 3 3 3 16
14 14 3 3 3 3 4 16
15 15 3 4 4 3 4 18
16 16 3 3 4 3 3 16
17 17 3 4 3 4 5 19
18 18 3 3 4 3 4 17
19 19 4 5 3 3 4 19
20 20 3 4 4 3 4 18
21 21 3 3 4 3 4 17
22 22 2 3 3 3 4 15
23 23 3 4 4 4 4 19
24 24 3 4 4 3 3 17
25 25 2 4 3 3 4 16
76 99 94 81 98 448
X
3.04 3.96 3.76 3.24 3.92 17.92
% 60.8 79.2 75.2 64.8 78.4 71.68
92
Appendix 6
Observation Checklist of Lecturer and Students during Teaching and Learning Activity
Date / Time : Thursday / March 28 th
, 2013
Time : 08.00 – 09.40
Meting / Cycle : I / I Topic :Physical appearance
Steps Lecturer’s Activities Yes No Students’ Activities Yes No Description
Steps I
Exploration
activity
1. The lecturer starts the class by
greeting
The students give respond
The lecturer come to the class and
greets the students warmly.
2. The lecturer checks the
students’ attendance list
The lecturer checks the students’
attendance list by calling their name
one by one.
3. The lecturer explains the
standards of competence that
should be achieve
The students pay attention to
lecturer’s explanation
The lecturer explains syllabus and
indicators of speaking skill that will
be observed.
Step II
Elaboration
activity
21. The lecturer introduces and
explains about the material
and procedures of Think-Pair-
Share strategy
The students pay attention to the
lecturer’s explanation.
The lecturer explains about kinds of
physical appearance and procedure
of think pair share strategy
22. The lecturer give a topic or an
issue to the students
The students pay attention. The lecturer tells the students about
the topic that they are going to learn
93
23. The lecturer gives the students
time to think individually
The students pay attention.
24. The lecturer divides students
into pair work discussion
The students sit in their own group
There are two or three students in a
group
25. The lecturer asks the students
work in pair to discuss about
the picture that related to the
topic
The students active in their
discussion
The lecturer walks around each
group
26. The lecturer gives opportunity
to the students to ask who still
do not understand
Students ask the lecturer about
what they did not understand
The lecturer answers the students’
question.
27. Lecturer gives more
comprehension to the
students about the
implementation of think
pair share
Students pay attention to the
lecturer’s explanation.
28. The lecturer asks students to
prepare their performance
The students prepare their
performance
The lecturer and collaborator
control the students’ activities.
29. The lecturer invites the pair
group randomly to share their
conversation in front of the
class
The students performance their
conversation
The students walks to in front of the
class to share their conversation
Step III 1. The lecturer asks students
to revise and practice their
The students promise that they
will complete and practice more
Some students ask some questions
94
Confirmation
activity
conversation at home. at home. about think pair share strategy.
The lecturer gives explanation
clearly.
The lecturer gives solution to the
students’ problem.
2. Lecturer asks the students
about difficulties that they
faced while they are speaking
The students tell their
difficulties, ask some question
and ask to repeat the explanation
3. The lecturer concludes the
teaching materials and
teaching learning activities
The students pay attention The students involve in making
conclusion
4. The lecturer ends the class
and says greeting.
The students answer the lecturer’
greeting
The lecturer, collaborator and
students go out from classroom.
95
Date / Time : Thursday / April 04 th
, 2013
Time : 08.00 – 09.40
Meting / Cycle : II / I
Topic : Hobbies
Steps Lecturer’s Activities Yes No Students’ Activities Yes No Additional Notes
Steps I
Exploration
activity
1. The lecturer starts the class by
greeting
The students give respond The lecturer comes to the class and greets
the student friendly.
2. The lecturer checks the students’
attendance list
The lecturer calls the students’ name one by
one.
3. The lecturer explains the standards
of competence that should be
achieve
The students pay attention to lecturer’s
explanation
The lecturer explains syllabus and
indicators of speaking skill that will be
observed.
The Step II
Whiles
Teaching
1. The lecturer asks students to sit in
their own group.
Students sit in their own group. The lecturer gives instruction to the
students to sit in group.
The students follow the lecturer’s
instruction.
2. The lecturer asks students to
prepare their performance
The students prepare their performance The lecturer and collaborator control the
students’ activities.
3. Lecturer calls groups randomly to
perform their conversation based
on the topic provided.
The students perform their conversation in
front of the class
The students share their conversation in
front of class.
4. Lecturer asks all students in
classroom to pay attention to their
friends performance
The students pay attention to their friends’
performance
The lecturer and collaborator control the
students’ performance
96
5. The lecturer gives positive
feedback to the students’
performance.
The students give applause to their friends The lecturer gives appreciate to the
students’ success.
The lecturer motivates students who are
unsuccessful yet.
6. The lecturer helps students on
vocabulary
The students pay attention to the lecturer
explanation.
The lecturer helps students to understand
the meaning of vocabulary.
7. The lecturer checks and corrects
the students’ pronunciation.
The students pay attention to the correct
pronunciation and exercise to practice it.
The lecturer teaches the students in
pronouncing the words.
8. The lecturer checks and corrects
grammar used by students in
their dialogue.
The students check and correct their
grammar.
The lecturer corrects students writing to
make improvement for their grammar and
vocabulary.
The lecturer explains grammar material.
9. The lecturer helps students on
fluency.
The students pay attention to the lecturer’s
explanation.
The lecturer tells students to memorize the
important parts in order to get fluency in
speech.
10. The lecturer helps students on
comprehension.
The lecturer helps students in
comprehending the topic that they learned
11. Lecturer asks the groups to
rehearse their conversation and
help them on vocabulary,
pronunciation, grammar and
fluency
Students rehearse their conversation, with
help from the lecturer on vocabulary,
pronunciation, grammar and fluency and
intonation
The lecturer leads students to analyze their
conversation.
The students exercise to practice their
conversation.
97
Step III
Confirmation
activity
1. The lecturer asks students to revise
their conversation and practice more
at home.
The students promise that they will complete
their conversation practice more at home.
Some students ask some questions about
think pair share strategy.
The lecturer gives explanation clearly.
The lecturer gives solution to the students’
problem.
2. Lecturer asks the students about
difficulties that they faced while they
are speaking
The students tell their difficulties, ask some
question and ask to repeat the explanation
3. The lecturer concludes the teaching
materials and teaching learning
activities has done.
The students pay attention The students involve in making conclusion
4. The lecturer ends the class and says
greeting.
The students answer the lecturer’s greeting The lecturer, collaborator and students go
out of classroom.
98
Date / Time : Thursday / April 11 th
, 2013
Time : 08.00 – 09.40
Meting / Cycle : III / I
Topic : At the Restaurant
Steps Lecturer’s Activities Yes No Students’ Activities Yes No Additional Notes
Steps I
Exploration
activity
1. The lecturer starts the class by
greeting
The students give respond The lecturer comes to the class and
greets the student friendly.
2. The lecturer checks the
students’ attendance list
The lecturer calls the students’
name one by one.
3. The lecturer explains the
standards of competence that
should be achieve
The students pay attention to
lecturer’s explanation
The lecturer explains syllabus and
indicators of speaking skill that will
be observed.
The Step II
Elaboration
activity
1. The lecturer asks students to
sit in their own group.
Students to sit in their own group. The students follow the lecturer’s
instruction.
2. The lecturer asks students to
prepared their performance
The students prepare their
performance
The lecturer walks around the class
and check the students’ preparation.
3. The lecturer calls one group
randomly to share their
performance in front of
classroom
The students share their performance The students practice their
conversation
4. The lecturer asks all students
to pay attention to their
friends’ performance in front
The students pay attention The students pay attention
99
of the class.
5. The lecturer gives positive
feedback to the students’
performance.
The student give applause to their
friends
The lecturer gives appreciate to the
students’ success.
6. The lecturer helps
students on vocabulary
The students pay attention to the
lecturer explanation.
The lecturer helps the students in
choosing the appropriate word.
7. The lecturer checks and
corrects students’
pronunciation.
The students pay attention to the
correct pronunciation and
exercise to practice it.
The lecturer teaches students in
pronouncing the words
8. The lecturer checks and
corrects the grammar used
by students in their
dialogue.
The students checks and corrects
their grammar.
The lecturer explains grammar
material.
9. The lecturer helps the
students on fluency.
The students pay attention to the
lecturer explanation.
The lecturer tells students to
memorize the important parts in
order to get fluency in speech.
10. The lecturer helps the
students on
comprehension.
The lecturer helps students in
comprehending the expressing and
responding their conversation
related to the topic
Step III
Confirmation
1. The lecturer asks students
to revise their conversation
and exercise more at home.
The students promise that they
will complete their conversation
and practice more at home.
The lecturer gives solution to the
students’ problem.
The students involve in making 2. Lecturer asks the students
about difficulties that they
The students tell their difficulties,
ask some question and ask to
100
activity faced while they are speaking repeat the explanation
conclusion
3. The lecturer gives conclusion The students pay attention
4. The lecturer ends the class
and saying greeting.
The students answer the lecturer’s
greeting
The lecturer, collaborator and
students go out from classroom.
101
Date / Time : Thursday / April 25 th
, 2013
Time : 08.00 – 09.40
Meting / Cycle : I / II Topic : Religion
Steps Lecturer’s Activities Yes No Students’ Activities Yes No Description
Steps I
Exploration
activity
1. The lecturer starts the class by
greeting
The students give respond
The lecturer come to the class and
greets the students warmly.
2. The lecturer checks the students’
attendance list
The lecturer checks the students’
attendance list by calling their name
one by one.
3. The lecturer explains the
standards of competence that
should be achieve
The students pay attention to lecturer’s
explanation
The lecturer explains syllabus and
indicators of speaking skill that will be
observed.
Step II
Elaboration
activity
1. The lecturer introduces and
explains about the material and
procedures of Think-Pair-Share
strategy
The students pay attention to the
lecturer’s explanation. The lecturer explains about kinds of
physical appearance and procedure of
think pair share strategy
2. The lecturer give a topic or an
issue to the students
The students pay attention.
The lecturer tells the students about the
topic that they are going to learn 3. Lecturer shows the pictures
which have related to the topic
The students pay attention.
4. The lecturer gives the students
time to think individually
The students pay attention.
102
5. The lecturer divides students into
pair work discussion
The students sit in their own group
There are two or three students in a
group
6. The lecturer asks the students
work in pair to discuss about the
picture that related to the topic
The students active in their discussion
The lecturer walks around each group
7. The lecturer gives opportunity to
the students to ask who still do
not understand
Students ask the lecturer about what
they did not understand
The lecturer answers the students’
question.
8. Lecturer gives more
comprehension to the students
about the implementation of think
pair share
Students pay attention to the lecturer’s
explanation.
9. The lecturer checks and corrects
students’ pronunciation.
The lecturer brought the
audio to the classroom
The lecturer opened e-
dictionary program
The lecturer selects the
language to be produced.
The lecturer click “audio”
icon to the pronunciation of
the words
The students pay attention. The students pay attention to the
correct pronunciation and exercise to
practice it.
10. The lecturer asks students to
prepare their performance The students prepare their performance
The lecturer and collaborator control
the students’ activities.
103
11. The lecturer invites the pair group
randomly to share their
conversation in front of the class
The students performance their
conversation
The students walks to in front of the
class to share their conversation
12. The lecturer gives positive
feedback to the students’
performance.
The student give applause to their
friends
The lecturer gives appreciate to the
students’ success.
13. The lecturer helps students on
vocabulary
The students pay attention to the
lecturer explanation.
The lecturer helps the students in
choosing the appropriate word.
14. The lecturer checks and corrects
students’ pronunciation.
The students pay attention to the
correct pronunciation and exercise to
practice it.
The lecturer teaches students in
pronouncing the words
15. The lecturer checks and corrects
the grammar used by students in
their dialogue.
The students checks and corrects their
grammar.
The lecturer explains grammar
material.
16. The lecturer helps the students on
fluency.
The students pay attention to the
lecturer explanation.
The lecturer tells students to memorize
the important parts in order to get
fluency in speech.
17. The lecturer helps the students on
comprehension.
The lecturer helps students in
comprehending the expressing and
responding their conversation related to
the topic
104
Step III
Confirmation
activity
1. The lecturer asks students to
revise and practice their
conversation at home.
The students promise that they will
complete and practice more at home.
Some students ask some questions
about think pair share strategy.
The lecturer gives explanation clearly.
The lecturer gives solution to the
students’ problem.
2. Lecturer asks the students about
difficulties that they faced while
they are speaking
The students tell their difficulties, ask
some question and ask to repeat the
explanation
3. The lecturer concludes the
teaching materials and teaching
learning activities
The students pay attention The students involve in making
conclusion
4. The lecturer ends the class and
says greeting. The students answer the lecturer’
greeting The lecturer, collaborator and students
go out from classroom.
105
Date / Time : Thursday / May 02 nd
, 2013
Time : 08.00 – 09.40
Meting / Cycle : II / II
Topic : Prophet Muhammad
Steps Lecturer’s Activities Yes No Students’ Activities Yes No Additional Notes
Steps I
Exploration
activity
1. The lecturer starts the class by
greeting
The students give respond The lecturer comes to the class and greets
the student friendly.
2. The lecturer checks the students’
attendance list
The lecturer calls the students’ name one by
one.
3. The lecturer explains the standards
of competence that should be
achieve
The students pay attention to lecturer’s
explanation
The lecturer explains syllabus and
indicators of speaking skill that will be
observed.
The Step II
Whiles
Teaching
1. The lecturer asks students to sit in
their own group.
Students sit in their own group. The lecturer gives instruction to the
students to sit in group.
The students follow the lecturer’s
instruction.
2. The lecturer asks students to
prepare their performance
The students prepare their performance The lecturer and collaborator control the
students’ activities.
3. Lecturer calls groups randomly to
perform their conversation based
on the topic provided.
The students perform their conversation in
front of the class
The students share their conversation in
front of class.
106
4. Lecturer asks all students in
classroom to pay attention to their
friends performance
The students pay attention to their friends’
performance
The lecturer and collaborator control the
students’ performance
5. The lecturer gives positive
feedback to the students’
performance.
The students give applause to their friends The lecturer gives appreciate to the
students’ success.
The lecturer motivates students who are
unsuccessful yet.
6. The lecturer checks and corrects
students’ pronunciation.
The lecturer brought the
audio to the classroom
The lecturer opened e-
dictionary program
The lecturer selects the
language to be produced.
The lecturer click “audio”
icon to the pronunciation of
the words
The students pay attention. The students pay attention to the correct
pronunciation and exercise to practice it.
7. The teacher helps the students on
vocabulary, grammar, fluency and
comprehension
The students pay attention to the teacher
explanation
The students follow the teacher’s instruction
The teacher helps the students in
understanding the meaning of vocabulary.
The teacher helps students to choose the
appropriate word
Step III
Confirmation
activity
1. The lecturer asks students to revise
their conversation and practice
more at home.
The students promise that they will complete
their conversation practice more at home.
Some students ask some questions about
think pair share strategy.
The lecturer gives explanation clearly.
The lecturer gives solution to the students’
107
2. Lecturer asks the students about
difficulties that they faced while
they are speaking
The students tell their difficulties, ask some
question and ask to repeat the explanation
problem.
3. The lecturer concludes the teaching
materials and teaching learning
activities has done.
The students pay attention The students involve in making conclusion
4. The lecturer ends the class and says
greeting.
The students answer the lecturer’s greeting The lecturer, collaborator and students go
out of classroom.
108
Date / Time : Thursday / May 09 th
, 2013
Time : 08.00 – 09.40
Meting / Cycle : III / II
Topic : City life
Steps Lecturer’s Activities Yes No Students’ Activities Yes No Additional Notes
Steps I
Exploration
activity
1. The lecturer starts the class by
greeting
The students give respond The lecturer comes to the class and greets
the student friendly.
2. The lecturer checks the students’
attendance list
The lecturer calls the students’ name one by
one.
3. The lecturer explains the standards of
competence that should be achieve
The students pay attention to lecturer’s
explanation
The lecturer explains syllabus and
indicators of speaking skill that will be
observed.
The Step II
Elaboration
activity
1. The lecturer asks students to sit in
their own group.
Students to sit in their own group. The students follow the lecturer’s
instruction.
2. The lecturer asks students to
prepared their performance
The students prepare their performance The lecturer walks around the class and
check the students’ preparation.
3. The lecturer calls one group
randomly to share their
performance in front of classroom
The students share their performance The students practice their conversation
4. The lecturer asks all students to pay
attention to their friends’
performance in front of the class.
The students pay attention The students pay attention
5. The lecturer gives positive
feedback to the students’
performance.
The student give applause to their friends The lecturer gives appreciate to the students’
success.
109
6. The lecturer checks and corrects
students’ pronunciation.
The lecturer brought the
audio to the classroom
The lecturer opened e-
dictionary program
The lecturer selects the
language to be produced.
The lecturer click “audio”
icon to the pronunciation of
the words
The students pay attention. The students pay attention to the correct
pronunciation and exercise to practice it.
7. The lecturer helps students on
vocabulary
The students pay attention to the lecturer
explanation.
The lecturer helps the students in choosing
the appropriate word.
8. The lecturer checks and corrects
students’ pronunciation.
The students pay attention to the correct
pronunciation and exercise to practice it.
The lecturer teaches students in
pronouncing the words
9. The lecturer checks and corrects
the grammar used by students in
their dialogue.
The students checks and corrects their
grammar.
The lecturer explains grammar material.
10. The lecturer helps the students on
fluency.
The students pay attention to the lecturer
explanation.
The lecturer tells students to memorize the
important parts in order to get fluency in
speech.
11. The lecturer helps the students on
comprehension.
The lecturer helps students in
comprehending the expressing and
responding their conversation related to the
topic
Step III
Confirmation
1. The lecturer asks students to revise
their conversation and exercise
more at home.
The students promise that they will complete
their conversation and practice more at home.
The lecturer gives solution to the students’
problem.
The students involve in making conclusion 2. Lecturer asks the students about
difficulties that they faced while
they are speaking
The students tell their difficulties, ask some
question and ask to repeat the explanation
110
activity
3. The lecturer gives conclusion The students pay attention
4. The lecturer ends the class and
saying greeting.
The students answer the lecturer’s greeting The lecturer, collaborator and students go
out from classroom.
111
Appendix 7
FIELD NOTE
Date : March 28, 2013
Cycle : 1
Meeting : 1
Topic : Physical Appearance
Notes on the lecturer’s activities:
No. Description
1. The lecturer tells the students about the topic that they are going to learn.
2. The lecturer explains about the topic to the students that will help them understand
more what they do.
3. The lecturer explained the material clearly
4. The lecturer divides the students into pair discussion (two or three students in a
group).
5. The lecturer asked students to practice their conversation seriously.
6. The lecturer asks each group to work collaboratively.
7. The lecturer asks each group to share their conversation in front of the class.
8. The lecturer asked students to pay attention to their friends’ performance
9. The lecturer should be able to control her class well
Notes on the students’ activities:
No. Description
1. Some students ask question related to the lecturer’s explanation.
2. Some of the students still get confuse.
3. The students feel happy to sit in group
4. Some students made a lot of noise
5. Most of the students participated in pair discussion.
6. Most of students have problem with pronunciation.
7. Most of the students listen their friends report.
112
Date : April 4, 2013
Cycle : 1
Meeting : 2
Topic : Preference (Hobbies)
Notes on the lecturer’s activities:
No. Description
1. The lecturer tells the students about the topic that they are going to learn.
2. The lecturer distributes some picture to the students that will help them understand
about the topic.
3. The lecturer motivates students to confident in explaining their opinion.
4. The groups complete their job.
5. The lecturer walks around the class and checks the students’ preparation.
6. The lecturer helped the students’ when they got difficulties.
7. The lecturer asked students to ready for their performance.
8. The lecturer responds positively to the students’ performance and encourages her
students to state their opinion.
Notes on the students’ activities:
No. Description
1. Some students ask question related to the lecturer’s explanation.
2. All students are interested with the picture.
3. The students work cooperatively to make good conversation.
4. Some students make a noise and laughing when their friends making mistakes
during practice their conversation.
5. Some students have poor on pronunciation and fluency.
6. Some students still make mistake of grammar in their conversation.
7. Most of the students listen their friends report.
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Date : April 11, 2013
Cycle : 1
Meeting : 3
Topic : At the Restaurant
Notes on the lecturer’s activities:
No. Description
1. All students are in the class.
2. The lecturer was succeed in expanded the students’ comprehend to the material.
3. The lecturer tells the students about the topic that they are going to learn.
4. The lecturer explains about the topic to the students that will help them understand
more what they do.
5. The lecturer suggested students to confident with their performance.
6. The lecturer distributes some picture to the students that will help them understand
about the topic.
7. The lecturer asks each group to work collaboratively.
8. The lecturer checked and corrected the students’ grammar.
9. The lecturer asks each group to share their conversation in front of the class.
10. The collaborator helps the researcher to recording their conversation in doing the
test.
Notes on the students’ activities:
No. Description
1. All students are in the class.
2. The students understood to the lecturer’s explanation.
3. Some students still making mistakes in grammar.
4. Some students open the dictionary to find out the meaning of words.
5. The students listen of their friends conversation.
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Date : April 25 , 2013
Cycle : 2
Meeting : 1
Topic : Religious
Notes on the lecturer’s activities:
No. Description
1. The lecturer tells the students about the topic that they are going to learn.
2. The lecturer explains about the topic to the students that will help them understand
more what they do.
3. The lecturer used e-dictionary program to help student to improve their
pronunciation
4. The lecturer divides the students into pair discussion (two or three students in a
group).
5. The lecturer asks each group to work collaboratively.
6. The lecturer asks each group to share their conversation in front of the class.
7. The lecturer gives praises to the best performance.
Notes on the students’ activities:
No. Description
1. Some students ask question related to the lecturer’s explanation.
2. The lecturer reminds about speaking skill indicators to observe the students’
performance.
3. The students interest to the new media that used by the lecturer
4. The students were active to practice their pronunciation
5. Most of the students participated in pair discussion.
6. Some students practice their dialogue well.
7. The students are able to make good grammatical sentence.
8. Most of the students listen their friends report.
115
Date : May 02, 2013
Cycle : 2
Meeting : 2
Topic : Prophet Muhammad
Notes on the lecturer’s activities:
No. Description
1. The lecturer tells the students about the topic that they are going to learn.
2. The lecturer explained more about teaching material and indicators of speaking
skill that will be observed during performance.
3. The lecturer distributes some picture to the students that will help them understand
about the topic.
4. The lecturer suggested students to perform better.
5. The groups complete their job.
6. The lecturer responds positively to the students’ performance and encourages her
students to state their opinion.
7. The lecturer gave appreciate to the students improvement.
8. The lecturer walked around the class and controls the students’ activity.
Notes on the students’ activities:
No. Description
1. Some students ask question related to the lecturer’s explanation.
2. All students are interested with the picture.
3. The students give positive response.
4. The students discuss seriously to make their conversation.
5. Many students better on pronunciation and using appropriate vocabulary.
6. The students work cooperatively to make good conversation.
7. Most of the students listen to their friends report.
116
Date : May 09, 2013
Cycle : 2
Meeting : 3
Topic : City Life
Notes on the lecturer’s activities:
No. Description
1. All students are in the class.
2. The lecturer tells the students about the topic that they are going to learn.
3. The lecturer explains about the topic to the students that will help them understand
more what they do.
4. The lecturer distributes some picture to the students that will help them understand
about the topic.
5. The lecturer helped students when they got problem.
6. The lecturer asks each group to work collaboratively.
7. The lecturer asks each group to share their conversation in front of the class.
8. The lecturer gave appreciate to the students’ improvement.
Notes on the students’ activities:
No. Description
1. All students are in the class.
2. Some students were active in making their conversation.
3. The students better in grammar and pronunciation and fluency.
4. The students look more confident to show their conversation in front of the class.
5. The students responded the lecturer well.
6. The students listen to their friends’ conversation.
117
Appendix 8
THE RESULT OF INTERVIEW IN CYCLE 1 & 2
Interview Questions Students’ Response
Are you really motivated in teaching
English with this strategy?
Is this strategy improves your
speaking skill? Why?
Students 4: Yes, I am. Because we can
help our friend and also myself, and
we can share our idea together.
Students 10: It is good, everyone can
speak in group
Students 8: yes, miss, this strategy makes
us more confident to talk in front of
the class
Student 12: yes, miss, because before we
perform, we practice in our group
first.
Student 15: it makes me interested in
speak English miss.
Is teaching material difficult for you to
understand?
Are teaching material used in the class
interesting for you?
What do you think about the material
used in this activity?
Students 9: The materials were good and
interesting
Students 20: All the material interesting.
It really helpful in helping us to speak
more in the classroom
Students 12: The materials were easy to
understand and had lot of variation
Students 8 : It is helpful in improving
our speaking skill
Students 15: No, it is not difficult, Miss.
I feel enjoy to learn.
Students 19: Yes, it is interesting, Miss.
The material is close to my
environment.
What do you think about classroom
activity?
Are the exercise and the activity
improve your speaking skill?
Is the activity done in the classroom
influence the changes of your speaking
skill? Why?
Student 20: I like the activity, Miss. It is
really fun to do the task in group
Student 15: In group we not only work
alone, but we must be work together,
to finish our assignment.
Students 10: Working with group was
really enjoyable. We can practice the
conversation together
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Students 3: The activities make me
happy and enjoy speaking.
Student 16: Yes, Miss. Because after we
discussed in pair, we always exercise
to pronounce the word correctly and
speak fluently.
119
Appendix 9
Transcripts of students’ dialog in speaking test
Topic: Hobby
Student 1: hello friend, how are you?
Student 2: hi, I am fine, and how about you?
Student 1: I’m fine too
Student 2: where will you go?
Student 1: I will go to camping
Student 2: camping? It will be interest… will you go alone?
Student 1: no… I will go with my old sister and my young sister
Student 2: where will you go? Is it so far?
Student 1: no, it is near. We will camping in Singgalang mountain at Bukit Tinggi
Student 2: your hobby is interest…..what will you do there?
Student 1: we will climb, hiking, and fishing at the lake
Student 2: it will be fantastic
Student 1: do you want to join with us? It will be fun if you go with us
Student 2: of course, I will go with you
Student 1: ok… I will let you for preparing and I will wait here
Student 2: ok… wait a moment
120
Topic: At the Restaurant
Student 5 (waiter) : good morning miss, welcome to our restaurant, what can I do
for you?
Student 8 : good morning, a single table please
Student 5(waiter) : right that is table
Student 8 : thank you, can I look the menu
Student 5(waiter) : yes sure, it is miss
Student 8 : what is special menu for today?
Student 5(waiter) : we have a special fried chicken with mushroom for today
Student 8 : very good, I will order a plate of rice and a fried chicken with
mushroom, ok anything to start?
Student 5(waiter) : sure, I will have a salad to start. What can I get you to drink?
Student 8 : a kiwi juice please
Student 5(waiter) : excellent, please wait a minute
Student 8 : ok, thank you
121
Appendix 10
Research Photo Documentation
The lecturer was introducing about the using of think-pair-share strategy to the
students
122
The students were sitting in pair and discussing about the topic
123
The students were sharing their conversation in front of the class
124
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