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43 extrinsic motivation, may be converted to the more students-centered rather than
teacher-centered. The classes should provide the students with more chance to solve some problems and make progress in learning by themselves through
teamwork or cooperative learning. Based on the explanation, the writer would like to put the theories into indicators of motivation that students have. The indicators
are given as follow: 1 Genuine interest; 2 Curiosity; 3 Enthusiastic manner in learning; 4 Need for achievement; 5 Teacher’s methodology; and 6 The
influence of groups.
F. Review on Related Researches
Before conducting an experimental research with the topic ‘Think Pair Share’, I have found some studies using this method such as, A research
conducted by Wendy Diane Carss, the University of Waikato 2007. His research entitled The Effect of Using TPS during Guided Reading Lessons. The aim of this
research was to describe the effects of Think-Pair-Share strategies, used during Guided Reading lessons, on reading achievement. Think-Pair-Share is a co-
operative teaching strategy that includes three components; time for thinking, time for sharing with a partner and time for each pair to share back to a larger group.
The use of Think-Pair-Share unites the cognitive and social aspects of learning, promoting the development of thinking and the construction of knowledge. The
strategy lends itself to inclusion within Guided Reading lessons, where the focus is on meaningful discussion around text and promotion of the use of
comprehension skills and strategies to foster comprehension. The study took place
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44 in a Year 6 classroom with two intervention groups, each containing six children.
One group was reading above their chronological age and the other below. Control groups reading at these levels were also used. A quasi-experimental
design was employed using a pre-test, post-test format and a mix of quantitative and qualitative measures to ascertain the effects. The results confirmed the
positive effects of the strategy on reading achievement, especially for those students reading above their chronological age, although an extended period of
intervention may have had more significant effects on those reading below.
The other previous research conducted by Janet Ellen Goodman, the
University of Wisconsin-Stout 2010. The purpose of this study was to discover how using the active learning strategies of think-pair-share and student summaries
during reading, effected student performance among 3rd graders at Osseo- Fairchild Elementary. More specifically, it looked at whether using think-pair-
share, student summaries, individually, had any effect on reading comprehension scores. It also investigated whether or not there was a combined effect of
implementing both of the strategies simultaneously. The population for this study was 20, third grade students 11 boys and 9 girls enrolled in Osseo-Fairchild
Elementary School during the 2009-2010 school year. Four similar style Houghton Mifflin generated, multiple choice, comprehension tests were used to
gather data regarding the students comprehension after a baseline week, a week of teaching either think-pair-share or student summaries, and a week of teaching
both strategies was concluded. The data is presented in the form of a graph. After the study was concluded it was 3 found that using think-pair-share and student
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45 summaries in a classroom are beneficial because they do improve reading
comprehension scores, and implementing any active learning strategy is beneficial because they improve reading comprehension as well.
Another research was conducted by Purnomo 2009. His research entitled “The Effectiveness of Think Pair Share TPS to Teach Writing Viewed from
Students’ Motivation. This research aimed at finding out: 1 whether in general TPS is more effective than parallel writing for teaching writing; 2 which ones
have higher writing achievement, students with high learning motivation or those with low learning motivation; and 3 whether or not there is an interaction
between method and motivation. This experimental research is carried out in UPTD SMA Negeri Plosoklaten Kediri in 20082009 academic year from April to
June 2009. The population is the second graders of SMA Negeri 1 Plosoklaten Kediri in 20082009 academic year. The samples, which are selected by using
cluster sampling, are class XI IA 1 as the experimental group and class X1 IA 2 as the control group. The experimental group is taught writing using TPS, while the
control group is taught using parallel writing. The data are analyzed using ANOVA and Tuckey test. Based on the research findings, the conclusion of this
study is that TPS is an effective method of teaching writing especially for students with high learning motivation. Therefore, it is recommended that: 1 teachers
apply TPS in teaching writing; 2 to promote students’ learning motivation, it is important to give students chance to develop their own ideas and share the ideas
with peer students; and 3 future researchers may conduct the same kind of research with different sample and condition.
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46 In line with the researchers above,
Sumardi 2011 conducted a study on The Use of Think-Pair-Share Strategy to Improve the Speaking Ability of the
Ninth Grade Students of SMP N 1 Malang, East Java .
This study is aimed to improve the students speaking ability. The students improvements are indicated
with the scores obtained. The scores that are achieved by the student should be above the passing grade, that is, 75 of the whole class. The improvements
toward the skills in speaking, such as diction, grammar, intonation, and facial expression are assessed through two types of speaking assessments, that is, oral
presentation and indirect testing. This study employs the classroom action research related with the problems faced in the classroom. The subjects of the
research are the students of IX G, SMP N 1 Malang, East Java. This class consists of 28 students. In the preliminary study, the students of IX G achieve only 50 of
the minimum passing grade. They have problems in the aspects of facial expression, intonation, grammar, and diction. Besides, the students have
problems, that is, their involvement is low, their motivation is low, and their interest is low as well. The study conducted is successful in overcoming the
problems faced by the students, that is, students speaking skill and students involvement through the think-pair-share strategy. These findings have achieved
the criteria of success. The findings cover some aspects measured by the researcher. The first finding is about the students scores in speaking ability. The
finding of the students scores in oral presentation shows that the students groups obtain the category of very good is 25, good is 50, and poor is 25, and very
poor is 0. The scores in the first meeting show that only one group that achieve
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47 below the passing grade. However, this group achieves 10 in gain in the second
meeting. In this case, the study conducted achieves 100 from 75 of the Kriteria Ketuntasan Minimum or KKM.
The positive effects of applying cooperative learning in teaching reading is also supported by
Susanto, N. I. 2011. Improving the Reading Comprehension of the Second Year Students of MTs Nurul Islam Kota kediri through Think-Pair-
Share Strategy. Thesis, English Language Education, Graduate Program of State University of Malang. The objective of the research is to describe how Think-
Pair-Share strategy improves the students reading comprehension. The research employed a collaborative classroom action research design in which the
researcher and the collaborative teacher worked together in preparing a suitable procedure of Think-Pair-Share strategy, designing the lesson plan, determining of
the criteria of success, implementing the action, observing and doing reflections. The subjects of this research were 26 second-year students of MTs Nurul Islam
Kota Kediri of the 20102011 academic year. This research was conducted in 2 cycles, in which Cycle 1 comprised three meetings and Cycle 2 comprised two
meetings. The research showed that the implementation of Think-Pair-Share strategy in the teaching-learning of reading comprehension is effective in
improving the students comprehension skill. It could improve the students ability and achievement in reading comprehension. Moreover, students were actively
involved in the class using Think-Pair-Share strategy in terms of sharing ideas, asking and answering questions. In addition, the students participation,
perception, and motivation toward the implementation of Think-Pair-Share
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48 strategy were positive. It is suggested that teachers use Think-Pair-Share strategy
as one alternative in the teaching of reading comprehension in the classroom and other English instructions. The findings showed that the implementation of Think-
Pair-Share strategy that had been proven to improve the students reading comprehension as well as enhancing students participation in terms of sharing
ideas, discussing and reporting the answer was closely related to the role of the teacher. It is also recommended for future researchers who are interested in the
same field conduct further research at the same or other level of students. Abdul Wafi, 2011. Using the Think Pair Share Strategy to Increase
Students Active Involvement and to Improve Students Speaking Ability at Islamic the University of Malang. This study was designed to increase students
active involvement and to improve their speaking ability using the Think Pair Share
Strategy at Islamic University of Malang. The study was collaborative classroom action research
in which the researcher and the collaborator worked
together: the researcher acted as the teacher while the collaborator observed the students during the implementation of the strategy. This study was
conducted in
one cycle consisting of five meetings using the following procedures: planning, implementing, observing, and reflecting. The data of the
study were collected through the observation checklists, field notes, and questionnaire. The subjects were 26 second semester students of Class E of
Islamic University of Malang. The findings of the study indicated that the Think Pair Share strategy was successful increasing students active involvement and
improving students speaking ability. The increase could be seen from the number
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49 of students who were categorized as actively involved from only 7 students 29
the preliminary study to 20 students 78 of 26. The improvement of students speaking ability could be seen from the number of students whose score achieved
average 3 were 7 students 29 of 24 students the preliminary test; while their final score were 17 students 65 of 26 students who achieved average score 3.
G. Rationale 1. The Differences between Think Pair Share and Direct Instruction
