7 can learn maximally. By working in pairs, the students can share and discuss
the lesson. It means that silent work at the students’ desk can be minimized. The feeling of insecurity to share their opinions can be minimized by working
in a pair. TPS allows the students an opportunity to speak up and to be brave of making mistakes.
Because they are in pairs, they will support one another. They can discuss to solve the problem together, correct their mistakes, and give their friends
motivation. From discussing the task in pairs, they can be brave and confident to speak up in a group. There are opportunities for the students to receive
individual assistance from their mates. It can motivate the students. They can work together to improve their vocabulary and pronunciation. Through TPS,
they can accomplish the tasks given. In addition, they have an opportunity to practice speaking with their partners and they can get feedback from their
friends. The students receive chances to speak because TPS requires and enhance the students’ communication skill. In addition, TPS supports the use
of communicative activities that can persuade the students to speak up.
D. The Formulation of the Problem
Based on the limitation of the problem, the problem is formulated as follows “How can speaking ability of the eighth grade students of MTS N
Karangmojo in the academic year of 20142015 be improved through Think- Pair-Share of cooperative learning?”
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E. The Objective of the Study
The study is carried out to improve the students’ speaking ability by using Think-Pair-Share of cooperative learning for the eighth grade students of MTS
N Karangmojo in the academic year of 2014 2015.
F. Significance of the Study
This research is expected to give benefits for the students of MTS N Karangmojo, the English teachers, the school and the other researchers.
1. For the students, it is expected that using TPS technique in learning can help them to improve their speaking ability.
2. For the teachers, it can help the teachers to use and apply various and interesting techniques during teaching and learning process.
3. For the schools, it is expected that TPS technique can become an interesting technique and stimulate the students. It can support and
motivate other teachers to make new ways in teaching learning process so that learning activity will not be monotonous.
4. For other researcher, it is expected the result of this study can be reference for other researchers who want to conduct research with the same problem.
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CHAPTER II LITERATURE REVIEW AND CONCEPTUAL FRAMEWORK
This chapter covers some theories as the basic of the discussion. It is aimed at gaining more understanding about the topic of the research study. The discussions
in this chapter include some relevant theories of the study, conceptual framework focusing on the problems and solutions to improve students’ speaking ability
using Think-Pair-Share of cooperative learning.
A. Literature Review
1. The Nature of Speaking Ability
a. The Definition of Speaking
Many definitions about speaking have been proposed by language experts. Speaking is a productive skill Spratt et al., 2005: 34. It
involves using speech to express meaning to other people. The essential components mentioned to exist in speaking are the speakers,
the hearers, the message and the response. In the process of speaking, the students have to pronounce words, use intonation and use stress
properly because they are all connected to each other which the listener can get the message of the conversation.
In the same respect, Nunan 2003: 48 agrees with Spratt et al. that speaking is the productive oral skill and it consists of producing
systematic verbal utterances to convey meaning. In addition, Harmer 2001: 269 defines speaking as the ability to speak fluently
presupposes not only knowledge of language features, but also the
