USING THINK – PAIR – SHARE STRATEGY TO IMPROVE STUDENTS’ MOTIVATION AND THEIR SPEAKING ABILITY OF EIGHTH GRADE AT MTsN 6 TULUNGAGUNG

UMI MAGHFIROH, 12510174043 (2020) USING THINK – PAIR – SHARE STRATEGY TO IMPROVE STUDENTS’ MOTIVATION AND THEIR SPEAKING ABILITY OF EIGHTH GRADE AT MTsN 6 TULUNGAGUNG. [ Thesis ]

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Abstract

ABSTRACT Maghfiroh, Umi, 2019. Using Think-Pair-Share Strategy to Improve Students’ Motivation and Their Speaking Ability for Eight Grade of MTsN 6 Tulungagung. Thesis, English Education Deartment, Graduate Program, Islamic State Institute of Tulungagung. Advisor: Dr. Nurul Chojimah, M.Pd and Dr. Dwi Astuti Wahyu N, M.Pd. Key Words: TPS Strategy, Student’ Speaking Ability, Students’ Motivation The purpose of this study was to find out the best procedure of using TPS to improve students’ motivation and speaking ability for eight grades students of MTsN 6 Tulungagung. The research design used was classroom action research (CAR). It was conducted in three cycles, which was held two meetings first cycle, two meetings in second cycle and two meetings in third cycle. The subjects of this research were 34 students of eight class of MTsN 6 Tulungagung. The data were qualitative and quantitative. The qualitative data were obtained through observation and interview with the students. The data were in the forms of field notes and interview transcript. While the quantitative data were obtained from test (pre-test and post test). The actions implemented in this research were using TPS strategy in the teaching and learning process, using card to explore the students’ idea, accustoming students to speak English, implementing punishment to students who did not speak English, giving reward to students’ who had good performances to boost the motivation in speaking English. The result of the research showed that the implementation of TPS strategy in teaching learning process used to improve the students’ speaking ability and their motivation. The procedure of TPS strategy consist of three stages, they are think (individually), pair (with partner), and share (collaboratively). The activities using the TPS strategy encourage the students to have ability in speaking English. In think step, the students explore their knowledge individually. The teacher controlled and facilitated the class by giving explanation the material and helped them to identify the text. Then in pair step, the students discussed with their partner or group. The teacher remained them to use English during discussion. And the last step was share, in this stage the students asked to confirm their idea in front of the class individually. The students’ score rose in every cycle. The students’ motivation increased. They were more enthusiastic in learning speaking. Moreover, the students were interested in various materials presented by the teacher. They could get involved actively in teaching learning process. Furthermore, the result of the research also showed that the improvement on the teaching learning process affected the improvement on the students’speaking ability and their motivation. The students’ speaking skill was measured quantitatively by comparing the score of per-test and post-test. The result revealed that the percentage of the students who met the criteria of success increased from pre-test were 23.3% who got point ≥75, or 8 students, in the post-test of cycle I, the students who got point ≥75 up were 16 students (47.05%), the post-test of cycle II, students who got point ≥75 were 22 students (64.70%) and the post-test of cycle III was much better, students who got score ≥ 75 were 26 students (76.40%).

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