The
think-pair-share strategy is developed by Lyman to provide students to think
given topic by enabling them to formulate individual ideas and share these
ideas with another student. This strategy was designed to encourage students’
participation in classroom. It is also a cooperative discussion strategy to
help students work in group. According to Lyman (1987) to apply this strategy
the lecturer asks a question, preferable one demanding analysis, evaluation, or
synthesis, and gives students about a minute to
think through an appropriate response. Then the students can share their idea
as the responses to lecturer’s questions in teaching and learning process.
Students then turn to a partner and share their responses with
others. During the third step, student’s responses can be shared within a
four-person
learning team, within a larger group, or with an entire class during a
follow-up discussion. The caliber discussion is enhanced by this
technique, and all students have an opportunity to learn by reflection and
by verbalization
(Jones,2006).
Therefore, by
considering the advantages of think-pair-share strategy, the researcher thinks
that it is very effective if it is implemented in the Islamic Education
Department of STAIN Ternate, in order to improve speaking ability of the second
semester students at the Islamic Education Department for Islamic studies of
STAIN Ternate academic year 2011/2012.
This research was designed in CAR. This research
was conducted by the lecturer as a researcher and a
collaborator as an observer. If the students’ performance in speaking does not
improve or meet the
criteria of success in the first cycle, the research will be continued to the
second cycle, and so on. But, if the first cycle has met the criteria of
success, the action
will be stopped.
The first step
is planning which is including preparing the strategy, lesson plans, teaching
material and media, observation checklist, field notes, scoring guide, and the
criteria of success in order to implement think-pair strategy.
The second step
is implementing. In this step the students were divided into two groups which
is each was asked some questions to be shared with their pairs in terms of
Islamic studies and then, presented in front of class. In this step, the whole
teaching and learning process was observed by the collaborator by noting the
particular events.
The last step is
reflecting. In this step the researcher will analyze the data of the research
qualitatively or quantitatively depending of the kind of data
There are 2 cycles in this research
since the cycle one was unsuccessful because the average score of students was
only 74.18. Only sixteen students of students got range score of 65-79
classified as “fair”. None of students
got the lowest classification of “weak” or “unacceptable”, but it doesn’t meant
the research was successful. However the cycle 2 was successful, since the
students’ average score was 81.68. There were thirteen students whose scores
classified as “good” (80-85), 4 students got “fair” classification and three
students got “very good classification. None of them got “excellent” (96-100),
“weak”(54-64) or “unacceptable”(0-53).
From the result above we can conclude
that the lecturer should apply think-pair strategy to the students.
Source : Usman, Abdurrahman
Hi (2015) : “Using the Think-Pair-Share
Strategy to Improve Students’ Speaking Ability at Stain Ternate”, Journal of Education
and Practice, p. 37- 45.
