IMPROVING STUDENTS’ PARTICIPATION IN SPEAKING THROUGH ... · 97. IMPROVING STUDENTS’ PARTICIPATION IN SPEAKING THROUGH THINK-PAIR-SHARE TECHNIQUE (An Action Research at the Tenth

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IMPROVING STUDENTS’ PARTICIPATION IN

SPEAKING THROUGH THINK-PAIR-SHARE

TECHNIQUE

(An Action Research at the Tenth Grade Students of SMA Negeri Sragen

Bilingual Boarding School in 2014/2015 Academic Year)

Nurmuhammet Kerimov

K2210097

A THESIS

Written and Submitted to the Teacher Training and Education Faculty

Sebeleas Maret University as a Partial Fulfillment of the Requirements

for Achieving an Undergraduate Degree of Education in English

ENGLISH EDUCATION DEPARTMENT

TEACHER TRAINING AND EDUCATION FACULTY

SEBELAS MARET UNIVERSITY

SURAKARTA

2015


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ABSTRACT

Nurmuhammet Kerimov. K2210097. IMPROVING STUDENTS’

PARTICIPATION IN SPEAKING THROUGH THINK-PAIR-SHARE

TECHNIQUE (An Action Research at the Tenth Grade Students of SMA

Negeri Sragen Bilingual Boarding School in 2014/2015 Academic Year). A

Thesis, Surakarta: Teacher Training and Education Faculty of Sebelas Maret

University, 2015.

This research aims at: (1) improving the students’ participation in speaking

through Think-Pair-Share; (2) identifying the problems in the implementation of

Think-Pair-Share.

The method used in this research is classroom action research. The

research was carried out to the tenth grade students of SMA Negeri Sragen

Bilingual Boarding School. The research data were collected using qualitative

technique and quantitative technique. Technique of collecting data using

qualitative technique can be divided into two categories: (1) observational

(observation, diary, audio recording and transcription). (2) non-observational

(interview, photograph). While technique of collecting data using quantitative

technique was obtained from the questionnaire that consists of pre-questionnaire

and post-questionnaire. The qualitative data were analyzed by using constant

comparative techniques that consists of assembling the data, coding the data,

comparing the data, building interpretations and reporting the outcomes. While

the quantitative data were analyzed by comparing the students’ mean score of pre-

questionnaire and post-questionnaire by using Likert Scale technique.

The research findings show that; (1) the use of Think-Pair-Share improves

the students’ participation. It can be seen from the increasing of the mean of

students’ score. It lets students to act alive in a non-threatening atmosphere and

motivates them to participate and attend the lesson actively in class.; (2) There are

three advantages and disadvantages of this technique. As its advantage the

strategy was very effective; 1) improving the participation and the achievements

of students in class, 2) eliminated dominance in the classroom or pair work, 3)

allowed quite students to answer questions or performing in front of the class.

However there are two difficulties; it did not work for accuracy and did not

ideally increase students’ spontaneity in speaking English.

Keywords: Think-Pair-Share, participation


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MOTTO

Everything will be OK in the end. If it is not OK,it is not the end.

(Anonymous)


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DEDICATION

This thesis is dedicated to my dear family:

parents, siblings, seniors, teachers, friends and

students.


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ACKNOWLEDGEMENT

Alhamdulillahirabbil’alamin.

All praise be to Allah SWT, The Almighty and Lord of the universe for

the blessing poured to me and for giving me faith, guidance, patience, and

everything during working on the thesis. Peace and Blessing of Companions of

Allah SWT be upon our Prophet Nabi Muhammed SAW, on my family, and on

my companions. In addition, many people supported me to finish this thesis that I

would like to express my sincere gratitude to:

1. Prof. Dr. H. M. Furqon Hidayatullah, M.Pd, the Dean of Teacher

Training and Education Faculty.

2. Dr. Muh. Rohmadi, S.S., M.Hum, the Head of the Art and Language

Education.

3. Teguh Sarosa, S.S., M.Hum, the Head of English Department of

Teacher Training and Education Faculty for his advice, guidance and

being inspiration.

4. Drs. A Dahlan Rais, the first consultant who has patiently given his

guidance, advice, encouragement, kindness, and time.

5. Endang Setyaningsih, S.Pd.,M.Hum, the second consultant, who has

patiently given her patience, motivation, guidance, advice,

encouragement, kindness, and time. Her guidance helped me in all the

time of research and writing of this thesis.

6. All the lecturers, administrative staff and friends of mine in the English

Education Department of Sebelas Maret University for the assistance

so I could enjoy the time during my learning in the English Education

Department.

7. The students of XB SMA Negeri SBBS who have sincerely helped me

to do the research.

8. My beloved family, for prayers, motivations, advices, and supports.


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9. All my seniors from Pasiad Foundation, especially Mr. Ahmet Tahsin,

Mr. Hamza Karadag, Mr. Samil Balci, Mr. Yusuf Tanriverdi, Mr.

Emre Cihangir, Mr Feri Adrison, who helped me to overcome every

problem through my life in Indonesia.

10. My best friends: Ahun, Allamyrat, Dayanch, Dowran, Khon, Mahir,

Ahmet, Ismail, Selman, Tuncay, Fadli, Umam, Ilham, Tikem (Etika).

Thanks to all of you for being there for me all the time.

11. B Class of English Department 2010 for all the good times we have

shared.

I am open for all the suggestions, criticism, and comment on this thesis to

make it better. I also hope that this thesis contributes some knowledge to every

reader.

Nurmuhammet Kerimov


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TABLE OF CONTENTS

TITLE .............................................................................................................. i

PRONOUNCEMENT ...................................................................................... ii

APPROVAL OF CONSULTANTS ................................................................. iii

APPROVAL OF THE BOARD EXAMINERS .............................................. iv

ABSTRACT ..................................................................................................... v

MOTTO .......................................................................................................... vi

DEDICATION ................................................................................................ vii

ACKNOWLEDGEMENT ............................................................................... viii

TABLE OF CONTENTS ................................................................................. x

LIST OF TABLES ........................................................................................... xiii

LIST OF FIGURE ........................................................................................... xiv

LIST OF APPENDICES .................................................................................. xv

CHAPTER I : INTRODUCTION

A. Background of the Research ................................................ 1

B. Problem Statements ............................................................. 4

C. Objectives of the Research ................................................. 4

D. The Significance of the Study ............................................. 5

CHAPTER II : THEORETICAL REVIEW

A. Review of Related Literature ............................................... 6

1. Student Participation ...................................................... 6

a. The Definition of Participation ................................ 6

b. The Levels of Participation ...................................... 6

c. The Benefits of Participation .................................. 8

d. The Scoring Rubric of Participation ....................... 9


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2. Think-Pair-Share ............................................................ 10

a. Definition of Think-Pair-Share ................................ 10

b. Benefits of Think-Pair-Share ................................... 11

B. Rationale .............................................................................. 12

C. Action Hypothesis .............................................................. 13

CHAPTER III : RESEARCH METHODOLOGY

A. The Method of the Research .............................................. 14

B. The Procedure of Action Research .................................... 15

C. The Place and Time of The Research ................................ 16

D. The Subject of The Research ............................................. 16

E. The Technique of Collecting Data .................................... 16

F. The Techniques of Analyzing Data ................................... 19

1. Qualitative Technique .................................................. 19

2. Quantitative Technique ............................................... 20

CHAPTER IV : RESEARCH FINDINGS AND DISCUSSION

A. Research Findings .............................................................. 21

1. Situation prior to the Research .................................... 21

2. The Implementation of the Research ........................... 23

B. Research Findings and Discussion ..................................... 31

CHAPTER V : CONCLUSION, IMPLICATION, AND SUGGESTION

A. Conclusion ........................................................................ 34

B. Implication ......................................................................... 34

C. Suggestion .......................................................................... 35

BIBLIOGRAPHY ............................................................................................ 36

APPENDICES ................................................................................................. 38


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LIST OF TABLES

Table 2.1 The Scoring Rubric of Participation ................................................ 9

Table 4.1 The Summary of the Pre-Research ................................................. 22

Table 4.2 Students’ Mean Score of Participation ............................................ 31

Table 4.3 Students’ Improvement of Each Indicator ...................................... 31


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LIST OF FIGURE

Figure 2.1 The Ladder of Participation ............................................................ 7


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LIST OF APPENDICES

Appendix 1 Interviews .................................................................................... 39

Appendix 2 Diaries .......................................................................................... 47

Appendix 3 Scores ........................................................................................... 54

Appendix 4 Observations ................................................................................. 55

Appendix 5 Lesson Plans ................................................................................. 59

Appendix 6 Questionnaires .............................................................................. 63

Appendix 7 Photographs .................................................................................. 72

Appendix 8 Legalization .................................................................................. 75

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IMPROVING STUDENTS’ PARTICIPATION IN SPEAKING THROUGH ... · 97. IMPROVING STUDENTS’ PARTICIPATION IN SPEAKING THROUGH THINK-PAIR-SHARE TECHNIQUE (An Action Research at the Tenth