37 mostly heard and answer. Consequently, they find the activities boring and
uninteresting at all. Think-Pair-Share is a cooperative learning technique which is said as a
multi-mode discussion cycle in which students listen to a question or presentation. Then, they have time to think individually talk with each other in
pairs, and finally share responses with the larger group McTighe and Lyman, 1988:19. According to Lyman 1981 cited on Knight 2009: 9, TPS
involves three components. First, each student is prompted to complete a task or answer a question that them to think. Second, each student is prompted to
pair up with another student to compare, contrast or confirm the product created during the thinking phase. Third, students are prompted to share with
the rest of the class what they learned during the entire activity. Based on these problems, the TPS will be applied as a technique in the
effort to improve the speaking ability of students. Think-Pair-Share is used since the teacher seldom puts the students in pairs during the teaching learning
process. Beside, the students enjoy learning together as their learning can be facilitated through working in pairs. By working in pairs, it will
simultaneously give a positive impact to the students’ vocabulary self-esteem, pronunciation and learning materials. They have chance to practice speaking
with hisher partner.
38
CHAPTER III RESEARCH METHOD
This chapter contains six subchapters. It covers type of the research, the research setting, research subject, data collection types, technique, instrument,
and analysis, the validity and the reliability of the data and research procedures.
A. Type of the Research
In accordance with the objective of the research, the aim of this study was to improve the students’ speaking ability through the use of Think-Pair-Share
for the eighth grade students of MTSN 1 Karangmojo. This research was categorized as action research. This study focused on improving the real
condition of the English teaching and learning process to reach the improvement of the students’ speaking ability.
According to Nunan 1992 in McKay 2008, action research typically has three major characteristics; it is carried out by practitioners i.e. classroom
teacher, it is collaborative and it is aimed at changing things. This idea is supported by Burns 1999 in McKay 2008 that there are four characteristics
of action research. Firstly, action research is contextual, small scale, and localized. Secondly, it is evaluative and reflective. Thirdly, action research is
participatory. Lastly, it has changes in practice which are based on the collection of information or data which provides the impetus of change.
The researcher decided to conduct an action research by implementing the model proposed by Kemmis and McTaggart model as cited in Burn 2010: 7-
9. There are four broad phases in a cycle of research using Kemmis and
39 McTaggart model; planning, action, observation, reflection. The research
design could be illustrated as follows:
Figure 1 : Action research cycles by Kemmis and McTaggart Burn, 2010: 9
According to Figure 1, the researcher identified some problems, formulated some actions to overcome the problems, implemented the actions, and
reflected the result of the actions. In the action phase, the researcher implemented the TPS technique during the teaching and learning process.
These whole steps were conducted in two cycles. B.
Research Setting
This research was conducted in MTS N Karangmojo. It was located in Jl. Raya Tasikmadu- Kebakramat Km 2 Karanganyar. The school has some
facilities such as a principal’s room, a vice principals’ room, a teacher’s room, 24 classrooms, a meeting room, an administration room, a room for guidance
and counseling, a school health unit, a mosque, a library, three laboratories, a music room, sport fields, an OSIS room, a guest room, and other supporting
facilities. For teaching and learning process, this school has 24 classrooms
