THE APPLICATION OF “THINK-PAIR-SHARE” IN TEACHING ENGLISH SPEAKING SKILLS

Lutfiana, Okta (2024) THE APPLICATION OF “THINK-PAIR-SHARE” IN TEACHING ENGLISH SPEAKING SKILLS. Other thesis, Universitas Pesantren Tinggi Darul 'Ulum.

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Abstract

This study seeks to identify the learning activities of teachers and students that represent the steps of implementing the TPS (Think-Pair-Share) method as well as to identify students' responses in English learning activities, especially speaking skills using the TPS (Think-Pair-Share) method in the context of students' speaking skills in the classroom. To obtain data to answer the research questions, a qualitative research design was used. The instruments used were observation and interview, while the participants in this study were English teachers and students of SMAN Jogoroto Jombang who had teaching experience for 20 years. The results showed that the activities carried out by teachers and students represented the steps of the TPS (Think-Pair-Share) method. The TPS disusssed a.)Think: 1.The teacher presents the discussion topic and material learned in the lesson and presents the material, 2. Students complete the task according to the work procedures that have been explained by the teacher,3.Tasks are given according to the instructor’s directions. If more time is needed, the teacher provide advice, 4.Students perform the data analysis s tage. After analysing the data, each student individually records the questions and observations in their notebooks. b.) Pair: 5.A student pairs 2 people with a group member. Group member are divided according to the friend next to them, c.)Share: 6.After that, present the results of their respective thoughts and each group comes forward to present the results of their group discussion, 7.The teacher responds to the results of student presentations and provides accurate information, 8. Students ask questions to the teacher about the learning that has been completed. While in student responses include, 1.) Students pay attention when the teacher explains, 2.) Students actively participate in the classroom, 3.) Students can follow the teacher's instructions in working on the LKS, 4.) Students are confident to have an opinion. In addition, it was also revealed that some steps of the TPS (Think-Pair-Share) method applied by the teacher were not applied during the learning process in the classroom. Keywords: TPS (Think-Pair-Share) Method, Speaking skills, Student Response.

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