Using the Think Pair Strategy in Teaching English Speaking Skills at SMPN 11 South Bengkulu. The aim of this study is to improve students' speaking skills using the Think Pair Share strategy.
INTRODUCTION
- Identification of the Problem
- Research Question
- The Limitation of the Problem
- Research Objective
- Research Significance
- Definition of Key Term
The first study conducted by Feni Cahyani (2018) entitled “The Use of Think-Pair-Share strategy to Improve Speaking Performance”. Especially in the first cycle when teachers and students are not familiar with the implementation of the Think Pair Share Strategy.
LITERATURE REVIEW
The Nature of Speaking Skill
Therefore, speech is communication that is carried out through direct interaction and verbal exchange that occurs between two or more people. Based on the theory above, it can be concluded that speaking skills are skills that enable us to communicate effectively because it is done orally.
Speaking Aspect
The speaker provides the opportunity to convey information verbally and can be understood by the listener. Harmer states that grammar is a description of how to change words and can be combined into sentences that are good for language pronunciation.
The Function of Speaking
Think-Pair-Share is an effective strategy to change the atmosphere of the learning environment in In the results of the initial observations made by researchers in September, the researchers found that.
Types of Classroom Speaking Performance
General Concept of Speaking Skill
Indicator of Speaking Skill
The Technique of Teaching Speaking
Think Pair Strategy
- The nature of Think Pair Share Strategy
- Steps of Think Pair Share Strategy
- The Benefit of Think Pair Share Strategy
Conceotual Framework
Previous Study
First, discussion strategy scores were higher than pair-thinking scores for student improvement. Fourth, in the low critical thinking group, there was no improvement in students' speaking skills using the Think Pair-Share strategy and strategies.
RESEARCH METHOD
Research Setting
The subject of Classroom Action research was the students of Class IX A in SMPN 11 South Bengkulu. The researcher chooses the class because most of the students have low speaking ability.
Research Method
From the above explanation, it can be concluded that action research in the classroom is research in the teaching and learning process. The actions taken must be in accordance with what has been planned since the beginning of the research. In this phase, the teacher asks the groups of groups to share the results of the discussion, in the teaching team with all the students of the class.
This was followed by a large discussion where each pair discussed the results of their discussion in front of the class to find similarities or differences in the answers or opinions of various other pairs. In the process of observation, the data was obtained in several ways, namely (1) by carrying out written knowledge tests on students to determine the speaking skills and progress of students after two cycles, (2) by observing students to determine the behavior or activity of students during learning activities, (3) ) photos for very important documentation as a report describing student activities during learning. 4) Reflection. Reflection is the stage where the researcher sees the results of his actions and observations.
The improvement of the teaching and learning process in cycle II was found in the preparation during the learning process, the learning environment to be more comfortable and concentrated. Comment student observations have been conducted at some stage of the study process, in cycle II there is an increase in student behavior test effects.
Data and Data Sources
The research place for the teaching and learning process of English is held in the classroom when a learning process using the thinking pair strategy takes place. In this reflection phase, the researcher saw the results of the action and observation phase in the classroom. The results can be derived from the results of the assessment tests given to students to be performed at any time in the stages of learning activities carried out by researchers, namely Cycle I and Cycle II.
Student voices could also be heard by all students in the class and students convey their opinion smoothly. In conclusion, there is a significant and significant difference in the speaking ability of students who are taught using the think-pair-share strategy and those who are not. Fourth, in the first cycle, the teacher was less able to motivate students so that when the teacher asked students to speak in front of the class, only a few students were willing.
The increase occurred in cycle II, in cycle II the speaking skills of the students in the category were good, students could master the material well and students also wanted to speak in front of the class. The weakness of the research is the lack or, as one may call it, the limited time in carrying out the research action.
The Technique of Data Collection
DATA ANALYSIS AND DISCUSSION
Report of Cycle I
Any materials or tools that researchers use to teach students in class so that the learning process runs smoothly. The researcher asks the pairs to share the results of the discussion or the students' answers in the study group, with the whole class, or with the whole class during a follow-up discussion. In the big discussion stage, each pair facilitates class discussions so that they can find similarities or differences in the answers and opinions of the different pairs of each.
Based on the above analysis, English researchers and teachers really need action in the form of improvement so that the learning process from. In this observation, events related to learning as a whole will be seen, both the students' activities during the learning activities and the students' responses to the learning method that is taking place. During this observation, data were obtained in several ways, namely (1) a written test aimed at determining the improvement and speaking skills of students after two cycles, (2) student observations, namely to discover and see all student behaviors and activities during learning activities, (3) photo documentation which is very important as a report in continuous learning.
The evaluation results that can be used as reflection are (1) the discovery of advantages and disadvantages of each model used by teachers in the learning process, (2) the discovery of observations made by researchers, (3) the discovery of actions taken by students, and (4) discovering actions taken by researchers during the learning process. The problems that arise in the first cycle will find conclusions or solutions in the second cycle, while if there are advantages, they will be preserved and improved continuously.
Report of Cycle II
In the planning phase of the second cycle, learning has been improved and refined to such an extent that at this stage the shortcomings from the first cycle can be corrected. The teacher also prepares test and non-test questions for cycle II and agrees again with the subject teacher. At this stage, the shortcomings that occur in the cycle are corrected by the researcher.
The above table can be concluded and explained that the mean score of speaking ability of the students is v. With this, it is certain that the score rises compared to the first stage, which is 71.17. According to the average observed and obtained value from the research in the first stage, it is 71.17, and the perfection rate is only 53.33% of students who achieve perfection.
After the second cycle was carried out, there was an increase with an average of 77.5 and a 100% completeness level of students because it used the think pair share strategy. In cycle II, reflection aims to draw or draw conclusions and find out the effectiveness of students when they use think-pair-share strategies in their speaking and see an increase in speaking skills, and find out changes in student behavior after they followed the lesson.
Improved Students Speaking Skill of Cycle I and
Discussion
The speaking skills of class IX students were achieved by 16 students who were declared complete and 14 students who were declared incomplete based on the results of the first cycle. The results of the study showed that the students' speaking skills were still insufficient, as they did not fully meet the standard of success. The results of the research results in cycle I and cycle II show that this increases according to the Minimum Completeness Standard of 75 and that the percentage of classical completeness of students is 75%.
Based on the explanation in the previous data analysis, the results show that there is a significant and significant difference in students' speaking skills after being taught using the think-pairshare strategy. Think-Pair-Share is an effective way to boost students' confidence and reduce their nervousness about speaking in front of the class. Moreover, through Think-Pair-Share, students' speaking skills increased after receiving treatment twice in the application of Think-PairShare, the average value of students from cycle I and cycle II increased, as shown by the final count, namely in cycle I the average value of students was 71.17 with a maximum benchmark of 75, there were 16 students who were declared complete and 14 students not complete.
When you speak in front of the class, not all students can hear the students' voices. When expressing opinions, students do not stutter and their voice is heard by all students in the class. Researchers have not fully implemented the well-used pair collaboration model to improve speaking skills.
Fourth, the teacher must be able to motivate students so that students are willing to speak in front of the class without fear, doubt and tension. In the first cycle, the acquisition of students' speaking skills was in the weak category, because the students were still not able to look tense and had not been able to absorb the material well when speaking in front of the class, the students' speaking skills were in sufficient category. Based on these results, it can be concluded that the application of the Think Pair and Share collaborative learning model can improve students' speaking skills in learning.