This research aims to find out whether the Think-Pair-Share technique can increase the students' speaking skills. The students' speaking score at the second grade of Junior High School Labuhan Ratu VIII at East Lampung in the Academic Year 2012/2013. Source: “Mrs.Mulyanti S.Pd” The teacher who teaches in Junior High School Labuhan Ratu VIII, taken on 9 February 2013.
The researcher wants to know the speaking skills of students in Class IX at Junior High School Labuhan.
INTRODUCTION
- Problem Identification
- Problems Limitation
- problem formulation
- Objectives and Benefits of the Study
Overall, students' speaking ability was increasing in cycle 1 using the Think-Pair-Share technique. The increase in students' speaking ability using the Think-Pair-Share technique was quite good.
THEORETICAL REVIEW
The Nature of Speaking
The researcher explained the teacher's role and the students' role in teaching learning by using Think-Pair-Share technique. The researcher uses pre-test to know the students' speaking skills before applying the treatment. The result from the table of the students' speaking scores only 3 students passed the KKM (Minimum Completeness Criteria).
It shows that the result of the students' speaking skills in the pre-test was not satisfactory. The result of the learning process to increase students' speaking skills through Think-Pair-Share Technique in Cycle 1 was increasing than before. Then the researcher planned to combine in the learning process of the students in speaking skill by using Think-Pair-Share Technique.
From the statement above, it can be concluded that the use of Think-Pair-Share Technique can increase the students' speaking skills. It can be concluded that the use of Think-Pair-Share technique can increase the students' speaking skills. Most of the students enjoyed it when the researcher used Think-Pair-Share Technique as the approaches.
This meant that using Think-Pair-Share technique can increase the students' speaking skill. Based on the graph above, it can be concluded that using Think-Pair-Share technique can increase the students' speaking skills.
The Element of Speaking
The Function of Speaking
Brown and Yule's framework sets out a three-part account of the function of speaking; talk as interaction, talk as transaction and talk as performance. Talk as transaction refers to situations where the focus is on what is said or done.
Teaching Speaking Skill
Pre-test is done to measure the ability of the students' speaking skills before the action is given. One by one the students are called to go to the front of the class. To know how successful the learning process is to increase the students' speaking skill by using Think-Pair-Share technique in the first cycle, the researcher conducted post-test 1.
The researcher asked the students to make a simple paragraph based on the topic given. The researcher tried to change the people and chose one of the students to describe it. The researcher asked the students to describe someone based on the topic given.
From the results of the activation of the students' observation sheet, it can be seen that the students' activation increased in the 2nd cycle than in the 1st cycle. The researcher analyzed the results of the students who took the post-test in the 2nd cycle. Overall, students' scores increased from pre-test to post-test 1 and post-test 2.
Think-Pair-Share Technique
- The Concept of Technique
- The Nature of Think-Pair-Share Technique
- Procedures of Think-Pair -Share Technique
Theoretical Framework
This research will use classroom action research (CAR) according to yogesh kumar singh action research is a method to improve and. This research is collaborative inquiry, Doughlas said: collaborative learning, the student engages "with more skilled others (teachers, advanced students, peers, etc.) who provide assistance and guidance.25 Therefore, as a researcher, she needs a collaborator to help her to implement classroom action research is to identify and find problem solving and improvement of teaching practice.In other words, classroom action research is the research done by the teacher in the class based on the problem that they get from the class and experience in the classroom itself through self-reflection with the purpose of their performance, so the result can increase students' learning.
Assists the teacher and other educational personnel in solving teaching and learning problems in the classroom or outside the classroom. 24 Yogesh Kumar Singh, Fundamental of Research Methodology and Statistics, (New Delhi: New Age International Publisher, 2006), p.261. Daughlas Brown, Teaching by Principles: An Interactive Approach to Language Pedagogy, (2nd), (New York: Addision Wesley, 2001), p.47.
Development of academic culture in the school environment to create a proactive attitude for improving the quality of education and sustainable teaching. 26. From the above explanation, the researcher understood that the benefits of CAR are to increase and improve the quality of education and teaching, it can improve the professionalism of teachers, increase the confidence of teachers, allow teachers to be active in developing knowledge and skills. . Thus it has many advantages and helps the teacher to get the solution of their problem in the classroom teaching practice.
Action Hypothesis
RESEARCH METHOD
- Subject of Study
- Object of Study
- Action Research
- Cycle I
- Cycle
- Data Collection Method
- Test
- Observation
- Documentation
- Field Note
- Interview
- Data Analysis Technique
- Formula of the Action Research
- Indicator of Success
- Validity
- Reliability
The purpose of this research is the students' speaking skills of class IXD at Labuhan Ratu VIII High School. The researcher will analyze and discuss the observation result during the teaching process, such as the weakness and strength of the action. The researcher uses the data from evaluation to improve for the next cycle. b. In this step, the researcher will compare the score distribution of pre-test and post-test, the researcher will review and reflect on the students' activities.
It can be seen from the above table that the highest score is 75 and the lowest score is 25. The number of students who achieved 70 or more is 3 and less than 70 is 29. Then the teacher asked the students to make a small group of 2 students (pair ). The researcher had selected a number of students who had not yet described their favorite people.
Based on the example given, the researcher tried the students to describe someone based on the topic. Based on the outcome of the Classroom Action Research, the researcher would like to conclude this research. The use of the Think-Pair-Share technique in the learning process, especially in English, can increase the students' speaking skills of the nine classes of Junior High School Labuhan Ratu VIII East Lampung.
RESULT OF THE RESEARCH
Action and Learning Product at Pre-Test
After the prayer, the researcher as a teacher greeted the students and conducted the usual activity in each meeting and briefly presented the last material that was given in the last meeting. When all students are ready for the item, the researcher should introduce himself to the students and practice it in front of the class for the pretest. When the time was up, the researcher asked them to practice in front of the class.
During the pre-test, the researcher discovered problems with the students, such as their pronunciation, speaking skills and vocabulary, grammar and interaction. Analyzing the pre-test result, the researcher made a plan to do the cycle to solve the student speaking problem.
Cycle 1
The table above shows that not all pupils are active in the learning process of education. When the time is up, the students are called one by one to practice it in front of the class. Actually, the speaking skills of the students in the first cycle have increased, but it is still not enough, because not more than 50% passed 70 as the KKM.
But, the researcher believed with this one, that the students will usually be active themselves. The bell has rung, but not all the students have been chosen to describe it yet. When everyone had finished, the researcher showed a part of the body and asked the students to say what it meant.
When the time is up, students are called one by one to practice describing favorite people in front of the class. Because the Think-Pair-Share technique not only talks the researcher about the material, but also forces the students to be more active, creative and imaginative. In the first treatment, the researcher found it difficult to ask the students to speak English, although with a combination of the Indonesian language.
Interpretation
- Students’ Learning Activities Data
- The Result Of Cycle I
- The Result Of Cycle II
The number of students who asked/answered questions from the teacher increased from meeting to meeting. The treatment on cycle 1 is done, as can be seen on the result of post-test 1. The comparison between the result of pre-test and post-test cycle 1 No Name Pre-test.
In the first cycle, the teacher found some difficulties that occur in the classroom such as students do not have confidence to speak in front of the class and do not know what to say about the topic, they have no imagination about it. and thus they cannot express and develop their idea. But the students' score failed to reach the target (KKM), after the second treatment, and doing the same test, most of them increased. Sour ce : Scoreboard of student's pretest, post-test I, and post-test I scores.
There was an increase in students' score in pre-test, post-test I and post-test II. The teacher should create a way or choose a good technique in teaching English to develop the students' ability and Think-Pair-Share technique is one of a good technique, it does not mean that another technique is bad not. The students can try the speech based on the topic given by the teacher and practice it before the class.
CONCLUSION AND SUGGESTION
Suggestion
On the other hand, the teacher should prepare a good media, but it should fit the lesson plan and material. Brown Douglas, Teaching by Principles An Interactive Approach to Language Pedagogy, Second Edition, San Francisco: Addison Wesley Longman Inc, 2001. Henry Yufrizal, An Intriduction To Second Language Acquisition (A Text Book for ESL Learners And English Teacher), Bandung: Pustaka Rineka Cipta, 2008.
Maxim, George W., Social Studies and The Elementary School Child, (Univerza West Chester: Prentice-Hall, Inc 1995.
