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23 Santa 1996: 5 also explains TPS is a discussion strategy that can be used
as a pre-reading activity, problem-solving strategy, as a follow-up activity. Each student becomes an active participant. Furthermore, Johnson and Johnson 1987:
192 state that Think-Pair-Share is also robust in terms of reflecting the essential elements for cooperative learning and discussed earlier in this review. Peer
interaction promotes positive interdependence; the students learn from each other and have to share ideas to be able to report to the group. Each student is
accountable in this partnership. Interpersonal skills are highlighted in both the pair and group sharing components and face to face interaction is essential for the
successful operation of TPS. Based on the explanation above, it can be summarized that TPS is one of
method in cooperative learning. With Think Pair Share, students are given time to think through their own answers to the questions before the questions are
answered by others peers and the discussion moves on. Students also have opportunity to think aloud with another student about their responses before being
asked to share their ideas publicly. This method provides an opportunity for all students to share their thinking with at least one other student; this increases their
sense of involvement in classroom learning.
4. The Teacher’s Role in the Think-Pair-Share Method
The role of teachers in the Think-Pair-Share Method is very important because the success of this Method depends on the role of the teacher. There are
five roles, the first is the teacher as the inquirer, the second is the teacher as the
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24 creator, the third is the teacher as the observer, and the fourth is the teacher as the
facilitator and the teacher as the change agent.” In addition, Kessler, 1992: 164- 171 defines the key elements of the teacher’s role in Think-Pair-Share method.
They are as follows: a. The teacher as inquirer.
Teachers are continually examining and questioning student’s belief, values, and assumption.
b. The teacher as creator Keys for structuring in the classroom are found in creating the social climate,
setting goals, planning and structuring the task, establishing the physical arrangement of the classroom, assigning materials and time.
c. The Teacher as Observer The teacher of cooperative classroom must constantly observe how groups
work. Observation replaces the traditional role of presenting information. Observation will indicate to the teacher when the groups’ activities are more
or less educative, when the groups are learning or have become bogged down in unproductive labor.
d. The teacher as facilitator The role as a facilitator means that the teacher is prepared to step aside to give
the learner a more meaningful role. e. The teacher as a change agent
The degree of change at the teacher’s level is strongly related to the extent to which the teachers interact with one other.
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25
5. The Procedures of Think-Pair-Share Method
The procedures of how to teach reading using Think Pair Share extracted from Barkley, et al., 2005: 104 are as follows:
2.1 Figure of Think-Pair-Share
Step 1: Think
Teacher poses the question to the class, giving students a few minutes to think about the question, devise individual responses, and students
make brief notes about their thoughts.
Step 2: Pair
Teacher asks students to pair with another student nearby. The pairs will then talk with one another using their
notes to remind them of the points they wish to make.
Step 3: Share
Teacher ask student A to share his or her responses with Student B, and then student B to share ideas with student A. Suggest that if the two
students disagree, they clarify their positions so that they are ready to explain how and why they disagree. If useful, request that pairs create a joint response by building on each
other’s ideas.
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26 From the procedures of TPS above, it is hoped that TPS covers the
indicators of reading. In the pair stage the students will conduct the discussion between their partner, exchange their ideas and together to find out the
solutionthe answer of difficultiesquestions example: identifying the purpose in reading; determining the main ideas, determining the author’s purpose,
determining the explicit and implicit information from the text, finding word reference in the text, and finding the meaning of words or phrases in the text.
Besides, the power of share stage can forcemotivate the students to be more accurate to read the text because it is important for the students to share correct
answer to whole class.
6. The Advantages and Disadvantages of Using Think Pair Share Method
There are some advantages of using Think-Pair-Share Method: a. Opportunities for students to act as resources for each other, thus assuming a
more active role in their learning. b. Students can practice in peer teaching, which requires that they understand
the material at deeper level than student typically do when simply asked to produce an exam.
c. Each student has practice it in self-teaching, which is the most valuable of the entire skill teacher can help them learn.
d. Freedom for teachers to master new professional skills, particularly those emphasizing communication. Students can practice in peer teaching, which
requires that they understand the material at deeper level than students typically do when simply asked to produce an exam.
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27 e. Increased frequency and variety of second language practice through different
types of interaction. Implementation of Think-Pair-Share method in class not only has the
advantages but also disadvantages, such as follow: a. It takes much time to organize the group
b. If one or two obstinate students don’t participate a whole group or two will lose out on a piece of the text. Richards and Rodgers, 2001: 195.
C . Direct Instruction Method
1. The Nature of Direct Instruction Method
