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THE EFFECT OF THINK PAIR SHARE (TPS) MODEL ON SPEAKING
ACHIEVEMENT OF THE ELEVENTH YEAR STUDENTS OF SMA NEGERI
I RAMBIPUJI JEMBER IN THE 2010/2011 ACADEMIC YEAR
THESIS
By:
LAELI SUKMA RAHMAWATI
050210491144
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This thesis is honorably dedicated to:
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First and foremost, I would like to thank Allah SWT who always leads and grants me
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SUMMARY
The Effect of Think Pair Share Model on Speaking Achievement of the Eleventh
Year Students of SMA Negeri 1 Rambipuji Jember in the 2010/2011 Academic
Year; Laeli Sukma Rahmawati, 050210491144; 43 pages; English Education
Program, Language and Arts Department, Faculty of Teacher Training and
Education, Jember University.
This experimental research was intended to find the effect of Think Pair Share
model on the eleventh year students’ speaking achievement at SMAN I Rambipuji.
This research design was quasi experimental, that is, posttest-only control group
design. The population of this research was the eleventh year students of SMAN I
Rambipuji Jember consisting of six classes. The respondents were two of the six
classes of the eleventh year students, one was treated as the experimental group and
the other one as the control group; the classes were determined by using cluster
random sampling by considering the result of the analysis of variance (ANOVA). The
result of the analysis of variance showed that the value of f-test (8.63) was higher
than that of f-table (2.31). It means that the population of this research was not
homogenous. Therefore, the respondents were determined by considering the closest
mean difference score, namely; 73.9 (XI IPA 1 as the experimental group) and 73.8
(XI IPA 2 as the control group).
In this research, the supporting data were gained through interview and
documentation, while the primary data were gained through speaking test. The test
was given to both classes namely the experimental group and control group. The test
was conducted on May 2nd 2011 for control group and on May 5th 2011 for
experimental group. The test for the control group (XI IPA 2) was held on Monday,
May 2nd 2011 at 08.30-10.00, while the test for the experimental group (XI IPA 1)
was held on Thursday, May 5th 2011 at 12.00-13.30. The test was given to both
groups after they received two times treatment. The experimental group was given
xi
two times treatment that is teaching speaking using the TPS model, while the control
group was taught speaking using conventional technique, that is, question and
answer. A comparison was made between the two groups by analyzing the students’
speaking scores obtained through test. To make the test process easier and more
accurate, the students’ utterances were recorded. Then, the students’ speaking
b.u
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The result of the average score (The students scores from the English teacher
and the researcher was divided by 2) became the score of the student’s speaking test.
After that, the result of the test was analyzed by using t-test formula to compare the
mean difference of both groups. The result of the t-test was then consulted to the ttable at 95% significant level using two-tails. Based on the calculation, the mean
score of the experimental group was higher than that of the mean score of the control
group (84,44 > 78,48). The result of the t-test analysis was higher than that of the ttable at 95% significant level using two-tails (3.1 > 2.00) with df (63). It means that
the null hypothesis was rejected, while the alternate hypothesis was accepted. To sum
up, there was a significant effect of Think Pair Share model on speaking achievement
of the eleventh year students of SMAN I Rambipuji in the 2010/2011 academic year.
Based on the result of this research, the English teacher should use and apply
the TPS model as an alternative teaching model, especially in teaching speaking to
improve and motivate the students’ speaking achievement. Further, the students have
to practice their ability in speaking by using the TPS model as frequently as possible
to improve their speaking achievement. Moreover, the other researchers are suggested
to conduct further research which focuses on the similar topic with different design,
such as an action research or a descriptive research of using the TPS model on
different level of students on their speaking achievement.
xii
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THE EFFECT OF THINK PAIR SHARE (TPS) MODEL ON SPEAKING
ACHIEVEMENT OF THE ELEVENTH YEAR STUDENTS OF SMA NEGERI
I RAMBIPUJI JEMBER IN THE 2010/2011 ACADEMIC YEAR
THESIS
By:
LAELI SUKMA RAHMAWATI
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APPROVAL OF THE EXAMINATION COMMITTEE
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This thesis is honorably dedicated to:
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First and foremost, I would like to thank Allah SWT who always leads and grants me
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In relation to the writing and finishing of this thesis, I would like to express my
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thesis
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Ariani,
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Ariyanto,
M.A.
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THE LIST OF APPENDICES
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SUMMARY
The Effect of Think Pair Share Model on Speaking Achievement of the Eleventh
Year Students of SMA Negeri 1 Rambipuji Jember in the 2010/2011 Academic
Year; Laeli Sukma Rahmawati, 050210491144; 43 pages; English Education
Program, Language and Arts Department, Faculty of Teacher Training and
Education, Jember University.
This experimental research was intended to find the effect of Think Pair Share
model on the eleventh year students’ speaking achievement at SMAN I Rambipuji.
This research design was quasi experimental, that is, posttest-only control group
design. The population of this research was the eleventh year students of SMAN I
Rambipuji Jember consisting of six classes. The respondents were two of the six
classes of the eleventh year students, one was treated as the experimental group and
the other one as the control group; the classes were determined by using cluster
random sampling by considering the result of the analysis of variance (ANOVA). The
result of the analysis of variance showed that the value of f-test (8.63) was higher
than that of f-table (2.31). It means that the population of this research was not
homogenous. Therefore, the respondents were determined by considering the closest
mean difference score, namely; 73.9 (XI IPA 1 as the experimental group) and 73.8
(XI IPA 2 as the control group).
In this research, the supporting data were gained through interview and
documentation, while the primary data were gained through speaking test. The test
was given to both classes namely the experimental group and control group. The test
was conducted on May 2nd 2011 for control group and on May 5th 2011 for
experimental group. The test for the control group (XI IPA 2) was held on Monday,
May 2nd 2011 at 08.30-10.00, while the test for the experimental group (XI IPA 1)
was held on Thursday, May 5th 2011 at 12.00-13.30. The test was given to both
groups after they received two times treatment. The experimental group was given
xi
two times treatment that is teaching speaking using the TPS model, while the control
group was taught speaking using conventional technique, that is, question and
answer. A comparison was made between the two groups by analyzing the students’
speaking scores obtained through test. To make the test process easier and more
accurate, the students’ utterances were recorded. Then, the students’ speaking
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grammar,
.id performance was evaluated
.id the aspects of fluency,.apronunciation,
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vocabulary, and lcontent
scales
.une of speech. Hughes’ rating
.une (1996: 111-112) that were
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nej.
The result of the average score (The students scores from the English teacher
and the researcher was divided by 2) became the score of the student’s speaking test.
After that, the result of the test was analyzed by using t-test formula to compare the
mean difference of both groups. The result of the t-test was then consulted to the ttable at 95% significant level using two-tails. Based on the calculation, the mean
score of the experimental group was higher than that of the mean score of the control
group (84,44 > 78,48). The result of the t-test analysis was higher than that of the ttable at 95% significant level using two-tails (3.1 > 2.00) with df (63). It means that
the null hypothesis was rejected, while the alternate hypothesis was accepted. To sum
up, there was a significant effect of Think Pair Share model on speaking achievement
of the eleventh year students of SMAN I Rambipuji in the 2010/2011 academic year.
Based on the result of this research, the English teacher should use and apply
the TPS model as an alternative teaching model, especially in teaching speaking to
improve and motivate the students’ speaking achievement. Further, the students have
to practice their ability in speaking by using the TPS model as frequently as possible
to improve their speaking achievement. Moreover, the other researchers are suggested
to conduct further research which focuses on the similar topic with different design,
such as an action research or a descriptive research of using the TPS model on
different level of students on their speaking achievement.
xii