THE IMPLEMENTATION OF THINK PAIR SHARE TECHNIQUE USING FLASHCARD TO IMPROVE STUDENTS’ SPEAKING SKILL OF EIGHTH GRADE AT MTS. HASYIM ASY’ARI.

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THE IMPLEMENTATION OF THINKPAIRSHARE

TECHNIQUE USING FLASHCARDS

TO IMPROVE STUDENTS’ SPEAKING SKILL

OF EIGHTH GRADE AT MTS. HASYIM ASY’ARI

THESIS

Submitted in partial fulfillment of the requirement for the degree of Sarjana Pendidikan (S.Pd) in Teaching English

By

NAILUL MAFAZA NIM D05208081

ENGLISH EDUCATION DEPARTMENT

FACULTY OF EDUCATION AND TEACHERS TRAINING

ISLAMIC UNIVERSITY SUNAN AMPEL

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ABSTRACT

Mafaza, Nailul. (2015). The Implementation of Think Pair Share Technique Using Flashcard to Improve Students’ Speaking Skill of Eighth Grade at MTs. Hasyim Asy’ari. A Thesis. Departemen Pendidikan Bahasa Inggris, Fakultas Tarbiyah dan Keguruan, Universitas Islam Surabaya, Surabaya. Pembimbing: Nur Fitriatin, Dwiarianti Fitri.

Kata Kunci: Think Pair Share Technique, flashcards, students’ speaking skill

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ABSTRACT

Mafaza, Nailul. (2015). The Implementation of Think Pair Share Technique Using Flashcard to Improve Students’ Speaking Skill of Eighth Grade at MTs. Hasyim Asy’ari. A Thesis. English Education Department, Faculty of Education and Teacher Training, Sunan Ampel Islamic University, Surabaya. Advisors: Nur Fitriatin, Dwiarianti Fitri.

Key Words: Think Pair Share Technique, flashcards, students’ speaking skill Speaking had become essential skill for every English learner as the way to communicate with other. In teaching speaking skill, selecting the appropriate technique became important thing. The eighth graders of MTs. Hasyim Asy’ari have difficult in improving their speaking skill. It was proven based on the speaking achievement test which showed that the mean of their score was 10,2 points, while the maximum score on speaking skill was 20 points. Therefore, researcher takes a study about a teaching technique to improve students’ speaking skill. This study proposes to know about the implementation of Think Pair Share

Technique Using Flashcards to improve students’ speaking skill of eighth grade at MTs. Hasyim Asy’ari which focuses on the topic ‘Expression of asking for agreement, agreeing and disagreeing’. The researcher took MTs. Hasyim Asy’ari

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ix

TABLE OF CONTENTS

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x

CHAPTER II : REVIEW OF RELATED LITERATURE

A. Theoretical Foundation ... 11

1. Nature of Speaking ... 11

2. Teaching Speaking ... 13

3. Speaking English for Eighth Grade of Junior High School ... 15

4. Teaching Strategy ... 16

5. Cooperative Learning as Part of Teaching Strategy ... 17

6. Think Pair Share Technique as Part of Cooperative Learning Strategy ... 17

7. Teaching Media ... 22

8. Flashcard as Teaching Media through Think Pair Share Technique ... 23

B. Previous Studies ... 24

CHAPTER III : RESEARCH METHODOLOGY A. Research Method ... 27

B. Research Design ... 29

1. Determining the Problem ... 29

2. Collecting the Data ... 29

C. Population and Sample ... 30

D. Data Collection Technique ... 32

E. Research Instrument ... 32

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CHAPTER IV : RESEARCH FINDING AND DISCUSSION

A. Research Findings ... 35

B. Data Analysis ... 45

1. Analyzing the Significance of Students’ Speaking Improvement ... 46

2. Analyzing the Significance Difference between Experimental and Control Class ... 47

C. Discussion ... 50

CHAPTER V : CONCLUSION AND SUGGESTION A. Conclusion ... 52

B. Suggestion ... 53

REFERENCES ... xiv

TABLES ... xviii

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that speaking is a crucial means of presenting communication among

individuals1. It means that speaking is being vital and important component in

learning English.

In English speaking skill, there are five elements of English as a

foreign language, they are grammar, vocabulary, pronunciation and fluency and

comprehension2. Those elements cannot be separated from the whole speaking

activity. It means that mastering the elements of speaking skill was an

important aspect in learning English as a foreign language.

In speaking English as a foreign language, learners needed a lot of

practice to develop this skill3. Based on preliminary study did by writer in

interviewing some English language learners at MTs. Hasyim Asy’ari4_, they

claimed that they did not have the same opportunities to practice English

1 _K.S Folse,_{The Art of Teaching Speaking: Study Pedagogy for ESL/EFL Classroom}_{, (Michigan:}

The Michigan University Press, 2006), 39

2_Thornburry,How To Teach Speaking_{, (England: Longman 2006), 44}

3_{Moh. Hasbullah Isnaini, Thesis: “}Improving the Speaking Ability of the Tenth Graders of SMK

Negeri 1 Singosari Malang through the ThinkPairSquare Strategy”, (Malang: Universitas Malang, 2002), 12

4_{Writer’s notes in interviewing student’s eighth grade of MTs. Hasyim Asy’ari on January, 25}th

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speaking in the classroom. Most students did not have same chances to talk5_.

Another problem was teacher only use monotonous technique in teaching

speaking such as giving students handbook containing examples of dialogue

which had been constructed in accordance with materials given then he or she

asked the students to come forward and speak up in front of their friends6_. This

situation created passive class where only few students are actively speakup in

teaching and learning process. Less of practicing speaking English made

students though that speaking was difficult for them7. Moreover, most of

students tend to be silent and passive in the English speaking lesson. In

addition, teacher needed to use a teaching technique that can motivate students

to become more active in teaching and learning process of English speaking

skill. The technique should also be able to feed up the students to speak more.

The technique was ThinkPairShare technique.

Think Pair Share is a teaching technique that has been constructed by

Lyman Frank, an American great teacher, and it consisted of three stages of

students’ action; thinking the material individually, pairing to discuss, and

sharing their ideas8_{. In short, Think Pair Share gave the same opportunities for}

the students to speak during the lesson.

5_Ibid

6_{Writer’s notes in observing English teaching and learning process of eighth grade at MTs.}

Hasyim Asy’ari on January, 25th₂₀₁₅

7_Ibid

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Previous research that was written by Kusrini, showed that

ThinkPairShare technique can be effective technique in teaching English

speaking9_{. The sample of this study was SMK Ponorogo. This research was}

done on Classroom Action Research as the research method and in analyzing

the data she described the result from the observation checklist and researcher’s

notes because it focused on the process of implementing the ThinkPairShare

technique. The media used in this study was problem posted by a teacher.

Another study which was done by Dinda, showed that

ThinkPairShare technique can improve students’ speaking achievement10_. The

sample of the study was the students of SMA Nusantara Lubuk Pakam, Medan.

This study was also done on Classroom Action Research as study method. In

analyzing the data, researcher described from the test result without using

statistic. The media used in this study was text book. It concluded that Think

Pair Share Technique can improve students’ speaking ability. But, considering

that these previous studies used Classroom Action Research (CAR) and

analyzing the data by describing it from notes without using statistic, it has

weaknesses. They were the result that has temporary characteristic and cannot

be generalized to other sample.

In previous studies, to apply ThinkPairShare technique, researcher

9_{Endang Kusrini, “}Teaching Speaking for Senior High School Students Using Cooperative

Learning ThinkPairShare”, Jurnal Aktif vol. XVIII, 2012, 29

10_{Dinda Adinda Fatariq, Thesis: “}Improving Students’ Speaking Achievement Through

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used media such as problem posted by teacher11_{and text book}12_{because the}

media used in applying ThinkPairShare Technique may vary13. The weakness

in using problem posted by teacher was because it was not visual media that

can give more stimulation for students to talk more14. In using textbook, the

class atmosphere had been passive because students only read the dialog in the

textbook then they had to discussing it without getting other stimulation15.

Considering the weakness of using problem posted by teacher and textbook as

teaching media, researcher selected flashcards in applying ThinkPairShare

technique.

Flashcards were sets of cards bearing information as word, words, or

numbers, on either or both sides16_{. There are three types of flashcards}17_; words

flashcards, picture flashcards, and picture with word flashcards. Words

flashcards were cards which contained of a word or some words that form a

sentence, command, or instruction, picture flashcards were a card with printed

picture, and picture with word flashcards were flashcard with printed picture

and words on it.

In term of using flashcard, researcher had reasons for choosing it.

11_{Endang Kusrini, “}Teaching Speaking for Senior High School…_”, 24

12_{Dinda Adinda Fatariq, “}Improving Students’ Speaking Achievement…_” , 32

13_{Hamzah Uno,} Pembelajaran Aktif Inovatif Lingkungan Kreatif Efektif Menarik,_{(Jakarta: PT.}

Bumi Aksara, 2011), 46

14_{Azhar Arsyad,}Media Pembelajaran_{, (Jakarta: PT. Raja Grafindo, 2013) , 113}

15_{Ibid, p. 83}

16_{Wozniak, P.A.,}Optimization of Learning_{, (Poznan: University of Technology in Poznan, 1990),}

55

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First, flashcards can stimulate students’ idea, grab their attention and keep it on

their mind. Second, flashcards were motivating and eyecatching. Third,

flashcards were effective and applicable for any level of students. Fourth,

flashcards were can be taken almost everywhere. Fifth, flashcards provided

visual link between L1 and target language. Sixth, flashcards were easy to

apply, and teacher can make them by him/herself. Last, flashcards can be used

for practicing variety activities and games18_{. It can be concluded that flashcards}

had many advantages for using in language teaching.

Relating to the explanation above, researcher had done a study by

observing students of MTs. Hasyim Asy’ari. Researcher had some reasons for

choosing MTs. Hasyim Asy’ari as study setting. First, in teaching and learning

process, teacher of MTs. Hasyim Asy’ari still used conventional and traditional

method and based on the preliminary study, this school never applied Think

Pair Share Technique in teaching and learning process. Second, the students of

MTs. Hasyim Asy’ari had problem in improving speaking skill such as they

needed a strategy that applicable for giving each of them the same chance to

talk more in the speaking class. Moreover, the ThinkPairShare Technique had

been applicable and suitable for this school. Third, based on information from

the teacher in this school, they declared that the students’ speaking skill had

never been measured before. Therefore, it was possible to measure the students

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speaking skill after ThinkPairShare was implemented.

Concerning the background above, researcher conducted a study

entitled The Implementation of Think Pair Share Technique Using Flashcards

to Improve Students’ Speaking Skill of Eighth Grade at MTs. Hasyim Asy’ari.

B. Research Problem

This study was guided by the following question:

“Can the implementation of ThinkPairShare using flashcard

significantly improve students’ speaking skill at MTs. Hasyim Asy’ari?”

C. Objective of Study

The objective of this study was to explain and to prove that

ThinkPairShare Technique using flashcards can significantly improve

students’ speaking skill of eighth grade at MTs. Hasyim Asy’ari.

D. Hypothesis

This study used hypotheses for analyzing the result of the study. To

measure the significance in applying ThinkPairShare Technique using

flashcard, the hypothesis was:

H0: Student’s speaking skill cannot significantly improve after

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Ha: Students’ speaking skill can significantly improve after

ThinkPairShare Technique using flashcards is implemented.

E. Significance of Study

Referring to the objective of this study above, this study was hoped

to give benefits as follows:

1. Theoretical Advantage

For the readers, the result of this study was expected to contribute

knowledge and theory about the implementation of ThinkPairShare

technique using flashcards to increase students’ speaking skill.

2. Practical Advantage

The result of this study was expected; to add knowledge that

ThinkPairShare technique can be teaching technique to improve students’

English speaking skill, to motivate educators and teacher to do more

innovation and creativity in selecting teaching technique and to enrich

discourse and reference for another researcher who intends to do advance

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F. Scope and Limitation

The scope of the study was focused on the use of

ThinkPairShare technique as teaching technique by using flashcard as

teaching media to improve the student’s English speaking skill.

The teaching and learning process have some problems but, the

researcher limits this study on English speaking skill at the eighth grade of

MTs. Hasyim Asy’ari. The theme of the lesson is “What’s Your Favorite

Story?” and the topic of the speaking lesson used about expressing spot:

“Asking for and Giving Agreement”. The researcher tries to improve the

students’ speaking skill by applying ThinkPairShare technique using

flashcard.

G. Definition of Key Term

In order to avoid misunderstanding about this study, researcher

defines the key terms as follows:

a. Implementation

Implementation is the realization of an application, or execution of

a plan, idea, model, design, specification, standard, algorithm or policy19_.

Implementation can also refer to a process of perform idea, policy or

19_Laudon, K.,Management Classroom: Managing the Class_{, (New Jersey: Prentice Hall, 2010),}

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innovation in some practical performance to give affect, in capability reform,

or value, or attitude20. In this study, implementation determined as the

process of stages how ThinkPairShare Technique is applied at MTs.

Hasyim Asy’ari.

b. ThinkPairShare

ThinkPairShare is one of cooperative learning strategy. Its name

inspired by three stages of their students’ action, with emphasizes on what

students are to be doing on each of those stages21. In this study,

ThinkPairShare is a concept of learning that helps the students to share and

discuss the material in learning speaking.

c. Flashcard

Flashcard is a set of cards bearing information, as word, words, or

numbers, on either or both sides22_{. Another expert defines flashcard as cards}

sized about 8x12 cm on which words or pictures are printed or drawn23.

Flashcards consist of numbers and sentences and every teacher can make it

for teaching and learning process as long as it relates to the materials24. In

20_{Mulyasa, E.,}KBK: Konsep, Karakteristik dan Implementasi_{, (Bandung: Remaja Rosda Karya,}

2002), 93

21_M. Afan,The Effect of Think Pair Share Technique on the English Reading Achievement of the

Students’ Differing Achievement Motivation at Grade Eighth of SMPN 13 Mataram, (2013) Journal Program Pascasarjana Universitas Pendidikan Ganesha Program Studi Jurusan Bahasa Inggris vol. 3, 29

22_{Wozniak, P.A.,}Optimization of Learning_…..55

23_{Haycraft, John op. cit., p. 38}

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this study, flashcard refers to selfmade and selfdesigned cards contain

picture, words and expression that is used as teaching media to improve

students’ speaking skill.

d. Improve

Improve is the way to bring into a more desirable or excellent

condition25. Improve can also defined as modifying the process or procedure

to increase the efficiency or increase the effectiveness of the procedures and

process26. In this study, improve determined as the higher quality that

reached by students of MTs. Hasyim Asy’ari in their speaking skill.

e. Speaking

Speaking is sharing information or saying something about

feelings, perceptions and intentions to other people27. Speaking can also

defined as a complex task since it involves putting the message together,

communicating, and interacting with other people28. In this study, speaking

is a part of English lesson that is learned by the eighth grade students at

MTs. Hasyim Asy’ari.

25_{Douglass Harper,}The Developing Strategy_{, (New Jersey: Collins Publisher, 2010), 66}

26 _John _Whitmore, _“The Coaching for Performance_.”,

(http://scribd.com/thecoachingforperformance/ accessed on February 15th_, 2015)

27_K.S Folse,The Art of Teaching Speaking…..₃₉

28_{Lindsay C Knights P,}Learning and Teaching English, A Course for Teacher,_{(Oxford: Oxford}

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CHAPTER II

REVIEW OF RELATED LITERATURE

In this chapter, researcher explained theoretical foundation relating to

the study and provided related previous research.

A. Theoretical Foundation

1. Nature of Speaking

Speaking is a complex task because it involves putting the

messages together, communicating, and interacting with other people, and

learners need a lot of practice to develop this skill1_{. It means that speaking}

is the ability to use the language appropriately to interact with other. The

interaction involves not only verbal communication but also elements of

speaking ability such as grammar, vocabulary, pronunciation, fluency and

comprehension2_{. The five elements of speaking abilities are:}

a. Grammar

Grammar is the rules for forming and combining words to form

sentences3. Grammar is the most important thing to determine the

students’ competence to communicate the language. There are

1_{Lindsay C Knights P,}Learninng and Teaching English…_, 58

2_Ibid., 33

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grammatical terms such as noun, verb, adjective, adverb, preposition, and

article used to refer to the nature of the grammar and people can

understand the concept of language.

b. Vocabulary

Vocabulary is a list of words in alphabetical order with

meaning4. Knowing a lot of words in foreign language is very

important5_{. A vocabulary usually develops with age and serves as a}

useful and fundamental tool for communication and acquiring

knowledge6_{. The more students know the better their chance to}

understand in a conversation.

c. Pronunciation

Pronunciation is the act or the way of saying a word7. It

means, pronunciation is the way people say something. Edge stated that

there are three most important elements of pronunciation8:

a. Stress : Which word, or part of a word, is uttered the loudest and

4_{Zainal, et.al.,}Teaching Speaking_{, (Jakarta: Bermutu, 2009), 39}

5_Edge, J,.Essentials of English Language Teaching,_{(New York: Longman, 1993), 27}

6_{Lewis Clarence.,}The World Book Dictionary_{, (Chicago: ThorndikeBarnhart Press, 1968), 55}

7_{John Beech,} Assessment in Speech and Language Therapy,_{(New Jersey: Academic Press,}

1993), 121

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the longest.

b. Intonation: The way the voice goes up or down as one speaks,

especially at the end of what someone says.

c. Sound : The impressions transmitted to the brain by the sense of

hearing, as in separate sounds of pen; /p/, /e/, /n/

d. Fluency

Fluency is ease in speaking or expressing9_{. Fluency is a}

speech language pathology term, it means the smoothness or flow which

sounds, syllables, words, and phrases that are joined together when

someone speaks quickly10. To become fluent in speaking English,

students need more practice.

e. Comprehension

Comprehension is the act or power of understanding11_. While

people do a dialogue, each other need understanding to the aim of

conversation.

2. Teaching Speaking

9_{National Curriculum Council, Teaching Talking and Listening. (UK: Key Stage Three, 1991),}

33

10_{Bruce Harrel,}Speech Language Pathologist,_{(Oxford: Oxford University Press, 2007), 28}

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Speech is language that we learn to speak before we learn to read

or write, it was argued that language is primarily what is spoken and only

secondarily what is written12_{. Therefore, in short it is assumed that speaking}

had priority in language teaching. To be able to operate effectively in the real

world, students need plenty of opportunity to practice language in situations

which encourage them to communicate their needs, ideas and opinion 13.

In learning foreign language students have to learn to speak the

target language first then learn read or write. Speaking is a significant ability

for learners who study English as their foreign language because the goal of

teaching a foreign language is to gain the ability to communicate with others

with target language. Therefore the teacher should give more opportunities

to use the target language to communicate with others.

In teaching speaking skill teacher need creative method that able

to make students speak, language learners are often embarrassed or shy to

say anything when they do not understand another speaker or when they do

not catch the meaning, sometimes they are shy because they realize that the

partner has not understand them.

There are three factors why students prefer to be silent in the

12_{Ibid., p. 6}

13_{Tricia Hedge,}Teaching and Learning in The Language Classroom_{, (Oxford: Oxford University}

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speaking class:14_{First, they may be very conscious of their imitation in the}

foreign language and feel that by expressing themselves open to ridicule.

Second, the teacher may have chosen the topic which is native language or

in foreign language. Third, they have nothing to say. Those factors are often

come in language learners when they learn speaking skill. Teacher can help

them to overcome this problem, by giving strategies, motivation, and

opportunity to practice more.

3. Speaking English for Eighth Grade of Junior High School

In eighth grade of English lesson, students have six (6) themes of

lesson. Each theme has two (2) topics. In these topics, the skills that have to

be mastered by students are integrated. Although, the skills are integrated

throughout the course, there is an emphasis on a particular skill area in each

lesson. Students in eighth grade have to develop their English skills

including speaking skills to find high English mark.

Throughout the course, students have two meetings per week.

Every meeting has two periods English lesson and each period is forty (40)

minutes which the member of each class is about 30 students. It concludes

that teacher needs to manage the class to make each students be active in

14_{Lukman Hakim, Thesis: “}The Implication of Teaching Speaking Using Picture At The Second

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speaking during the lesson.

4. Teaching Strategy

Teaching strategy means the arrangement of teaching activities

and the true communication between teacher and students15. To be more

exact, it refers to a series of effective teaching actions to achieve the

expected result16. It can be concluded that teaching strategy is the strategy

used by teacher to teach the students and help them achieve the learning

goal.

There are variety of teaching strategies that teacher can use to

improve students’ learning. They are Active Learning, Collaborative or

Cooperative Learning, Critical Thinking, Discussion Strategies, Experiential

Learning, Games, Experiments or Simulations, InquiryGuided Learning,

and ProblemBased Learning17_{. It means that teacher needs to selects}

effective strategy in teaching and learning process.

15_{Xiong, CP., “}A Study of Interactive Teaching and Research_{”, Educational Research,}

(http://books.google.co.id/xiongteaching/ accessed at Feb 22nd_{, 2015), 11}

16_Ibid., 12

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5. Cooperative Learning as Part of Teaching Strategy

Cooperative learning strategy aims to enhance students’

motivation and reduce students’ stress and also to design a positive affective

in classroom atmosphere18. It means that cooperative learning can help

students to create effective and active activity in the classroom.

The benefits of applying cooperative learning in classroom19 are;

it copies the exact experience which students can practice the activity in the

lesson directly, it empowers and involves students to become independent

learners by handling what they have learn, it serves the heterogeneous

classroom because it provides an excellent vehicle for students of different

ability level to work together in positive way.

6. Think Pair Share Technique as Part of Cooperative Learning Strategy

a. Definition of Think Pair Share Technique

ThinkPairShare Technique is one of cooperative learning

strategy20_{. Its name inspired by three stages of their students’ action, with}

emphasizes on what students are to be doing on each of those stages21. In

18_Killen Roy,Effective Teaching Strategies…,₃₇

19_{Robert Slavin, “}Cooperative Learning: Teori, Riset dan Praktek_{”, Translated by Zainal Arifin,}

(Bandung: Nusa Media Bandung, 2005), 10

20_{Miftahul Huda,}Cooperative Learning_…, 43

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short, ThinkPairShare provides an opportunity for students to share

their thinking with at least one another students, which in turn, increase

their sense in involvement in the classroom teaching learning process.

The benefits of using ThinkPairShare technique22 are; First,

ThinkPairShare presents ‘think time’ to improve the quality of students’

responses. In a research, it is revealed that we need time to mentally

‘chew over’ new ideas in direction to keep them in memory23_{, so thinking}

time is need. When teachers served an overloaded capacity of

information on students needed at once time, most of them are lost.

Second, students became actively participated in thinking about the

academic concepts presented in lesson, because they are in pair. They are

wished to participate since they do not feel the peer pressure appeared in

front of the whole class. Third, the students talk over new ideas, they are

supported to make sense of those new ideas refer to their basic

knowledge during time discussion step. Fourth, ThinkPairShare is

easily apply on the spur of the moment and applicable for the small or big

class.

b. The Procedures of Think Pair Share Technique in Speaking Class

22_Ibid, p. 8

23 _Wagner _Kendra, _“Murray’s Theory of Psychogenic Needs_”,

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The basic procedures of ThinkPairShare Technique are;

‘thinking step’ where teacher gives problem to think, teacher gives

students time to think, ‘pairing step’ which students pair with their friend,

and the last, ‘sharing step’ where students share what is on their ideas24.

Then, these three steps of Think Pair Share strategy is developed by

Johnson25, An American great teacher. He creates technique which uses

the basic of the Think Pair Share and inserts the pairexchange where the

students exchange their partner to the other’s partner before the ‘sharing

step’26_{. It means, Johnson use ‘thinking step’, ‘pairing step’,}

‘pairexchange step’ and ‘sharing step’. Teacher can modify media used

in ThinkPairShare Technique as long as it related to the material.

In speaking class, Think Pair Share technique can encourage

individual participation and applicable across grade levels and class sizes.

Susan construct the three steps in implement the steps of Think Pair Share

technique for speaking class. They are27_:

a. Think : Students are given time to think individually about the

materials that have been revealed by teacher.

24_{Miftahul Huda,}Cooperative Learning_{, (Yogyakarta: Pustaka Pelajar, 2014), 96}

25_{Johnson D.W Johnson.}Active Learning: Cooperation In The College Classroom,_(Edina: MN

Interaction Book Company, 1991), 25

26_Ibid., 10

27_{Susan Ledow.} Using Think Pair Share in The College Classroom,_{(Arizona: Arizona State}

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b. Pair : Students are pairing with their friends to start communication.

This step allows students to articulate their ideas.

c. Share : Students share their ideas orally with a larger group, such as

the whole class.

Kusrini, Indonesian writer and teacher, constructs three distinct

steps in implementing Think Pair Share technique for speaking class28.

The three steps are almost similar with the basic of the ThinkPairShare

technique, but it has little bit different. Before started the thinking time,

students are grouped in six or five groups contain of three or four

students. Then, it follows with ‘thinking step’, ‘pairing step’ which each

student discuss with their friends in a group, and the last is ‘sharing step’

which one students share their discussion in to a whole class. In addition,

the steps of ThinkPairShare technique that have been constructed by

Kursini gives benefit in saving the time29.

c. The Benefits of Using Think Pair Share Technique

Think Pair Share Technique is a simple technique with great

benefits30_{. Using Think Pair Share Technique, students learn from one}

28_{Endang Kusrini,}Teaching Speaking for Senior High School….₁₇

29_{Ibid., p. 20}

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another and get to try out their ideas. Students’ confidence improves and

students are given a way to participate in class, rather than the few who

usually volunteers. The benefits for the teacher include increasing time on

task in the classroom and greater quality of students’ contributions to

class discussion. Students and teacher gain much clearer understanding of

the expectation for attention and participation in classroom discussion.

Based on the explanation above, it can conclude that Think Pair

Share have benefits for both students and teacher, which students can

have the more opportunity to practice the lesson and the teacher can save

manage the lesson time as effective as possible.

d. The Weaknesses of Using Think Pair Share Technique

The weaknesses of using Think Pair Share Technique are not

too much, but it is still found the weakness of using Think Pair Share as

teaching technique31. First, the teacher should prepare the material as

good as possible. The goal in implementing Think Pair Share technique in

speaking class is to get students’ focus and attention in speaking activity,

this is the reason teacher should prepare it well. Second, when the teacher

asks the students to discuss, make sure that the discussion is not out the

31_{Lilik Puspita,} Strength and Weakness of TPS Technique. Research And Arts_.

(30)

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topic. This is the reason why selecting media is being important by

implementing Think Pair Share Technique32.

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7. Teaching Media

Teaching media is a device that functions to present the message

of learning33_{. To convey the message of learning, teacher typically use}

teaching aids in the form of drawings, models, or other tools that can provide

concrete experience, motivation to learn, as well as enhance the absorptive

capacity or that we know as visual aid34. It means that usage of media in the

learning process can help and facilitate students in understanding the lesson.

Yuniar divides the teaching media as follow35:

a. Printed Media: textbook, magazines, newspaper, journals, bulletins and

blogs.

b. Visual Media: flashcards, chalkboard, flannel board, magnetic board and

picture cards.

c. VisualMediaProjected: visual audio format, video and computers.

d. AudioVisual Media: overhead Projector, document cameras, slides, digital

image projection, video formats, computers and tape Recorder.

33_{Azhar Arsyad,}Media Pembelajaran_…. 9

34_{Ibid., p. 11}

35_{Yuniar Istigfhfarin, Thesis: “}Learn to Write Descriptive Text Using Digital Image Projector

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8. Flashcard as Teaching Media through Think Pair Share Technique

Flashcards is a set of cards bearing information, as word, words,

or numbers, on either or both sides36_{. Another expert defined flashcards as}

cards on which words and or with pictures are printed or drawn37. It can be

concluded that flashcards are cards with a word or words and sometimes

picture drawn on it.

There are three types of flashcards38_{; words flashcards, picture}

flashcards, and picture with words flashcards. Words flashcard is card which

contains of a word or some words that form a sentence, command, or

instruction. Picture flashcard is a card with printed picture. Picture with

words flashcards is a card with picture and words on it. There are many

advantages of using flashcard in language teaching. First, flashcards can

stimulate students’ idea, grab their attention and keep it on their mind.

Second, flashcards are motivating and eyecatching. Third, flashcards are

effective and applicable for any level of students. Fourth, flashcards are can

be taken almost everywhere. Fifth, flashcards provide visual link between

L1 and target language. Last, flashcards can be used for practicing variety

36_{Wozniak, P.A.,}Optimization of Learning….._, 56

37_{Haycraft, John.,}An Introduction to English Language Teaching….,₃₈

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25

activities and games39_.

B. Previous Studies

Researcher described some research related to the implementation of

ThinkPairShare Technique to improve students’ speaking skill.

The first research entitled The Effect of Using ThinkPairShare

Technique in Increasing Students’ Speaking Ability on Descriptive Text40. _The

sample of this research was the eighth grade students of SMPN 5 Kubug. The

media used in this research was problem posted by teacher. This study was

conducted under Classroom Action Research. In analyzing the result,

researcher describing it based on the observation checklist and the

questionnaire that had been answered by the students to know the effect of

using Think Pair Share Technique.

The second research entitled Teaching Speaking for Senior High

School Students Using Cooperative Learning: Think Pair Share41._The sample

of this research was senior high school students in SMK Ponorogo. This

research was done on Classroom Action Research as the research method and

in analyzing the data, researcher described the result from the observation

39_{David Cross,}A Practical Handbook of Language Teaching,_{(London: Cassel, 1991), 36}

40_{Risnawati, Thesis: “T}he effect of Using ThinkPairShare Technique in Increasing Students’

Speaking Ability on Descriptive Text”, (Solo: FKIP UMMY Solo, 2014), 25

(34)

26

checklist and researcher’s notes because it focused on the process of

implementing the ThinkPairShare technique. The media used in this research

was hot issue from entertainment.

The third research entitled ThinkPairShare: Its Effect on The

Academic Performance of ESL Students42._{This study was done under}

qualitative research. In analyzing the result, researcher took descriptive

qualitative design. Researcher focused on the effect on academic performance

by using ThinkPairShare technique. This research used problem posted by

teacher as teaching media. The result showed that ThinkPairShare technique

gives positive effect on the academic performance of ESL students.

The fourth research entitled Sustaining Students’ English Academic

Performance by Applying Think Pair Share Technique Using Textbook43. _This

research conducted on New Jersey and used qualitative as research method.

This study showed that the teaching process in sustaining students’ English

academic performance by applying Think Pair Share technique using textbook

can run effectively. The media used in this research is text book.

The last study entitled Improving Students’ Speaking Achievement

42_{Tristeza Danebeth. “}ThinkPairShare: Its Effect on The Academic Performance of ESL

Students”, (2010). International Journal of Literature, Linguistics & Interdiciplinary Studies,

Anglisticum (http://scribd.com/?TPSTristeza/ accessed on January 31st_, 2015)

43_{Rasinski, T.}Sustaining Students’ English Academic Performance by Applying Think Pair Share

Technique Using Textbook, (New Jersey: Prentice Hall, 1996), 35

(35)

27

through ThinkPairShare Technique Using Textbook44._{This study used}

classroom action research design which focused on the process of teaching and

learning. This research conducted in SMA Nusantara Lubuk Pakam. This

research was also done on Classroom Action Research as research method. In

analyzing the data, researcher described from the test result without using

statistic. The media used in this research is text book. The result showed that

students’ speaking achievement is improved after applying ThinkPairShare

Technique.

The differences between these previous research and this study were;

first, the methodology used. These previous research used classroom action

research as the research methodology. Meanwhile, this study used

quasiexperimental research. Generally, the characteristic of Classroom Action

Research is the result of the study cannot be generalized toward another

population and sample45. Therefore, researcher tried to use the same teaching

strategy in different sample. Second, the analyzing technique used. On previous

research, researcher used descriptive qualitative and only explaining the result

of their study based on observation, questionnaire and notes that they took

during the research. The result was analyzed not using statistic and had become

temporary. Meanwhile, this study analyzed the result by using ttest and

44_{Fatariq, Dinda Adinda.,}Improving Students’ Speaking…,₂₄

(36)

28

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27

CHAPTER III

RESEARCH METHODOLOGY

In this chapter, researcher described the method used to collect the data

and to answer research problem. Researcher also provided research instrument and

research procedures in conducting this study.

A. Research Method

In this study, there were three variables. They were;

ThinkPairShare technique as independent variable that causes the changes of

dependent variable, Flashcards as moderator variable or can be called as second

independent variable that affect the association of independent and dependent

variable, and Speaking Skill as dependent variable that is influenced by

independent variable1.

This research design were conducted using “NonEquivalent Group

Design” as a research design, the researcher used quasiexperimental method.

The notation for this design was:

1 _Sugiyono._{Statistika untuk Penelitian,}_{(Bandung: Penerbit Alfabeta, 2010), 110}

N

O

X

O

(38)

28

Where:

N: noted as sample group

O: measured score

X: treatment.

It showed that first line is experimental group where the treatment

was given and second line is control group which was not receiving treatment2_.

In finding the result, the researcher uses statistic for data analysis “ttest”.

Parametric statistics was used to know the result of the hypothesis. The test had

been compared the average of two samples with the interval3. This research

used quasiexperimental research because this research had control group but it

cannot be fully controlled the other aspects that influenced the improvement of

the speaking skill. Quasiexperimental design was used because it was

impossible to get control group that can fully control the implementation of

Think Pair Share technique using flashcards and the speaking skill

improvement without involving other aspect that influence it on the

experimental group4_.

2_{William Torchim M.K,}The Research Method Knowledge Base, _{(New York: Cornell University,}

1999), 241

3_Sugiyono.Statistika untuk Penelitian…_., 121

4_Sugiyono., Metode Penelitian Kualitatif, Kuantitatif dan R&D, _{(Bandung: Penerbit Alfabeta,}

(39)

(40)

30

B. Research Design

The researcher needed two of ways to manage the design of the

research. They were determining the problem and collecting the data. Before

the researcher found the complete data, the researcher had to determine the

problem and the researcher had to collect the data.

1. Determining the Problem

The researcher took the preliminary study of student’s speaking

problem at MTs. Hasyim Asy’ari and determined that ThinkPairShare

Technique had been used as a teaching strategy to improve the student’s

speaking skill of eighth grade at MTs. Hasyim Asy’ari.

2. Collecting the Data:

The researcher used some procedures to collect the data about the

effect of ThinkPairShare technique as teaching media to improve the

student’s speaking skill of eighth grade at MTs. Hasyim Asy’ari. The

procedures applied were stated below:

a) The researcher gave pretest for experimental class to measure skillful in

English speaking before applying ThinkPairShare Technique using

flashcard.

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31

ThinkPairShare technique using flashcard. The treatment had been

taken in two meeting. The steps in implementing ThinkPairShare

technique described in the detailed lesson plan.

c) The researcher gave post test for both control and experimental class to

measure students’ speaking skill after ThinkPairShare technique was

implemented in experimental class.

d) The researcher compared the pretest and post test of experimental class

to determine how significant the differences are before and after

applying ThinkPairShare technique using flashcard and compared post

test result between both control and experimental class.

e) The researcher used statistic for data analysis “t test” to find out the

result.

f)The researcher explained the result of the research and gave conclusion.

C. Population and Sample

This study was conducted at MTs. Hasyim Asy’ari

TawangsariKejapananGempol. It took place at Jl. Akses Tol No. 63A

TawangsariKejapananGempol 67155. The population was students of this

school. This school had 7 classes and they are 7AC, 8AB, and 9AB.

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32

class for the experiment or treatment group which had got treatment and took

8B class for control group which had not receive any treatment. 8A class

consisted of 32 students and the 8B class consisted of 30 students. This

research had been done under the English materials themed “I Had A Great

Time”.

Researcher took eighth grade as sample by considering the reason

follows: First, students of eights grade were assumed as having basic

knowledge in English speaking skill and they were ready to be given a

treatment and test to improve their speaking skill. Second, students of eighth

grade were possible to be research sample because they are not in preparing

National Last Examination. Third, students of eighth grade were assumed as

mature age where they had responsibility on their own learning achievement5.

The technique sampling used in this research was simple random

sampling where the taking of the sample from the population was random

without considering the strata in the population6_{. This way is done because this}

research is pedagogical research and this sampling technique made it easier to

apply.

D. Data Collection Technique

5_{Nurbaiti Widyasari, Thesis:”}Meningkatkan Kemampuan Penalaran dan Disposisi Matematika

Siswa SMP Melalui Pendekatan Metaphorical Thinking”, (Jakarta: Universitas Pendidikan Indonesia: 2013) p. 28

(43)

33

To collect the data of the study, researcher used test. The pretest and

post test was taken on both control and experimental class. The pretest was

taken before the Think Pair Share technique using flashcards was implemented

and the post test was taken after the Think Pair Share Technique using

flashcards was implemented.

E. Research Instrument

To answer the research problem, researcher used test. Test was used

as measurement evidence that students’ English speaking skill was improved.

The result of the pretestpost test from experimental group had been analyzed,

and the result of the post test from both experimental and control group also

had been analyzed.

F. Data Analysis Technique

The researcher used statistics to analyze the data. The data obtained

from the result of the test was classified as t test. Parametric statistics was used

to know the result of the hypothesis. The test compared the average of two

samples with the interval.7 It means two sample that had the same of

population and sample in the different time.8_{In this study, the researcher}

wondered the significantly of the research, the researcher used comparative

7_{Ibid., p.121}

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34

hypothesis. Therefore, the researcher used ttest to find the result of the data.

In doing the pretestpost test of experimental group, researcher used

the following formula:

Where:

Md = Mean from difference of pretest and post test

The Md formula is Md = ∑d

N

∑d = Deviation of each subject (dMd)

= The squared deviations

N = Subject of sample

Which is if tobs is higher than tcri or can be said if tcri is smaller than

tobs, it means that H0 is rejected and Ha is accepted. On the other hand, if tobs is

smaller than tcri, or can be said that tcri is higher than tobs, it means that H0 is

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35

Finally, to see the difference between the result of experiment and

control group, researcher used the ttest by the formula:

Where:

X1 = Mean of experimental group

X2 = Mean of control group

s12 = variance of experimental group

s22 = variance of control group

n1 = amount of experimental group

n2 = amount of control group

The tobs compared with tcri. If the tobs is higher than tcri, H0 rejected

and Ha accepted. On the other hand, if tobs is smaller than tcri, H0 accepted and Ha

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35

CHAPTER IV

RESEARCH FINDINGS AND DISCUSSION

This chapter discussed the analysis of each activity. The researcher

explained the research findings, data analysis and the discussion about findings.

A. Research Findings

1. The Research Result on March, 09th 2015

On March, 09th_{2015 at 07.40 – 09.00, researcher did pretest for}

8A class to measure students’ English speaking skill. The aim of pretest here

was to find the students’ speaking skill before the use of ThinkPairShare

Technique using flashcards as teaching media.

The test instrument consists of 3 items (see appendix I). Because

this was speaking test, researcher was not scoring each item of the question,

but by using speaking rubric. Researcher used the speaking rubric that has

been constructed by another researcher, Rania1. Researcher chosen this

rubric was because the explanation of each speaking component such as

comprehension, grammar, fluency, vocabulary and pronunciation was clear

and simple. It was also applicable and suitable as speaking measurement for

1_{Rania Sameer Jondeya, Thesis:}The Effectiveness of Using Information Gap on Developing

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36

eighth grader of MTs. Hasyim Asy’ari. Based on the speaking rubric (see

appendix II), if the students can reach maximum score of the

Comprehension, they will get 4 point, 4 point for the Fluency, 4 point for the

Grammar, 4 point for the Vocabulary and 4 point for the Pronunciation so

the maximum score of speaking skill will be 20. The result of the students’

speaking skill can be seen on the table I.

Based on the table I, the total score that had been achieved by the

experimental class was 326 and the mean of their score was 10,2 points,

while the maximum points that they had to reach was 20 points. It concluded

that their speaking skill of eighth grade at MTs. Hasyim Asy’ari needed to

be improved.

2. Research Result on March, 12th 2015

On March, 12th_{2015 at 10.00 – 11.20, researcher did the first}

meeting for speaking treatment in 8A class. The material was based on the

theme ‘What is Your Favorite Story’. The learning process goes on as the

lesson plan that has been constructed by researcher (see appendix III). The

goal in speaking lesson was to make students be able to respond the

expression of asking for and giving agreement.

In the opening of learning process, researcher gave students two

THE IMPLEMENTATION OF THINK PAIR SHARE TECHNIQUE USING FLASHCARD TO IMPROVE STUDENTS’ SPEAKING SKILL OF EIGHTH GRADE AT MTS. HASYIM ASY’ARI.