Usman, Abdurrahman HI. (2011) Using the think-pair-share strategy to improve speaking ability of students at the Islamic Education Department of STAIN Ternate / Abdurrahman HI. Usman. Masters thesis, Universitas Negeri Malang.
Full text not available from this repository.Abstract
Thesis English Language Education. Graduate Program State University of Malang. Advisors (1) Dr. Arwijati W. Murdibjono M.Pd. Dip.TESL and (2) Dr. Gunadi Harry Sulistyo M.A. Key words teaching speaking the think-pair-share strategy Islamic studies This research was conducted to improve the students speaking ability in English by using the think-pair-share strategy. The strategy was implemented through a classroom action research (CAR). The implementation of think-pair-share strategy involved three major stages of teaching and learning English namely Firstly thinking Students thought independently about the questions that have been posed forming ideas of their own. Secondly pairing Students were discussing their thoughts in pairs. This step allows students to articulate their ideas and to consider those of others. Thirdrly sharing Students shared their ideas with other pairs and the whole class. This study was intended to give students the most appropriate strategy used to improve their speaking ability. The researcher employed four steps in each learning cycle namely planning an action implementing the plan observing the action and reflecting on the results. In the teaching of speaking the study encompassed the following produces First lecturer explained the materials about the topic Second the lecturer posed a problem or asked open-ended questions to which there might be a variety of answers. In this session the lecturer gave the students think time and directed them to think on their own about the question Third the lecturer grouped students into pairs (counting heads A-B A-B male/female etc.). Fourth the lecturer then asked the students to pair with their partner and shared their ideas that they had thought before Fifth the pair then shared their ideas with another pair or with the whole class. It was important that students need to be able to share their partner s ideas as well as their own. The lecturer called on a few students to share their ideas with the rest of the class. The findings of the implementation of the think-pair-share strategy on the Cycle 1 was not successful. Some students were still not accustomed to experiencing the speaking process. Some were becoming frustrated when they were given speaking tasks and looked confused in completing the tasks they were very slow to get started and did not seem to have any ideas about what to speak. The average score achieved by the students in speaking performance at the end of Cycle 1 was 74.18 that did not meet the criteria. Thus Cycle 2 was carried out by revising or modifying the plan. The revision consisted of First adding of the think time from 5 to 10 minutes Second the students were given home assignment by asking not only to memorize the new words but also to make sentences at home by using the new words or terms given in the previous meeting. The students were asked to submit the home assignment to be scored for their final scores even the home assignment did not influence their scores in this study. This was done to motivate them to master the new words or terms. Third in Cycle 2 the new words or terms given in the first and third meetings were checked not only by asking the students to mention the meaning of each word but also by dictating each other and mention the meaning of each word that were not done in Cycle 1. Fourth the instructional media were not fully used during the teaching and learning process in some meetings in cycle 1 but in Cycle 2 the use of the instructional media was maximized in all meetings. The think-pair-share strategy applied in Cycle 2 was effective to enchance the students average speaking score that was 81.68 and it met the criteria of success. Based on the findings it is suggested that the English lecturers can apply think-pair-share strategy since it is beneficial for the teaching of English at STAIN Ternate as well as for other subjects. Besides it can motivate students to work together in developing ideas into the speaking activities.
| Item Type: | Thesis (Masters) |
|---|---|
| Subjects: | L Education > L Education (General) |
| Divisions: | Fakultas Sastra (FS) > Departemen Sastra Inggris (ING) > S2 Pendidikan Bahasa Inggris |
| Depositing User: | library UM |
| Date Deposited: | 25 Oct 2011 04:29 |
| Last Modified: | 09 Sep 2011 03:00 |
| URI: | http://repository.um.ac.id/id/eprint/58574 |
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