The Effectiveness of Think-Pair-Share Technique in Improving Students? Speaking Ability and Interest

English Literature and Language Review
ISSN(e): 2412-1703, ISSN(p): 2413-8827
Vol. 2, No. 3, pp: 24-35, 2016
URL: http://arpgweb.com/?ic=journal&journal=9&info=aims
24
Academic Research Publishing Group
The Effectiveness of Think-Pair-Share Technique in Improving
Students’ Speaking Ability and Interest
Andi Asrifan English Education Department, STKIP Muhammadiyah Rappang, Indonesia
1. Introduction
Nowadays, English has become more and more important. English has become a tool for international
communication in transportation, commerce, banking, tourism, process of technology and scientific research.
Moreover, English has achieved a genuinely global status since it developed a special role that recognized in every
country. Therefore English is considered as a global language which is spoken by many people all over the world
either as the first or the second language.
The government of Indonesia states that English as a foreign language and should become a compulsory subject
at school. It is taught from elementary school to college or university and it becomes one of the subject in National
Test. Because of that, students need to understand spoken and written English to commnicate their ideas effectively.
There are four language skills of English. They are listening, speaking, reading and writing.Speaking is one of
the fourth skills that are taught in teaching English. Through speaking, students can express their feeling and express
what they want to say to the listener in spoken form. It also gives the students a chance to express their ideas and
opinions with others. When the student wants to speak, they have to think about what is going to be spoken and have
to consider some of language components like vocabulary, grammar, pronunciation and fluently to be acceptably in
giving and responding the information.
Moreover, speaking as a language production is considers as difficult subject for students because the students
are not only require to speaking and sharing ideas into spoken form, but they should also be able to understand the
meaning of the words they speak. In fact, the students have many ideas, opinion or experience but they cannot
express, explain or describe into the spoken form. Most of students do speaking activity to full fill the requirement of
speaking assignment. If the teachers do not give them any tasks to do like doing exercise, practicing dialogue or
conversation, the students will do nothing to improve their speaking skill. This indicates that students are not
interested in their speaking. And also think speaking is difficult subject for them.
Abstract: The objectives of this research were to find out: 1) whether or not Think-Pair-Share Technique is
effective in improving students’ speaking ability of eighth grade students of SMPN 4 Panca Rijang and 2)
whether or not the Eighth grade students of SMPN 4 Panca Rijang are interested in learning speaking English
through Think-Pair-Share technique. This research applied quasi-experimental design. The population of this
research was three classes of Eighth grade students of SMPN 4 Panca Rijang academic year 2014/2015 with
the total population were 69 students. The sample of this research were VIII.1 (23 students) as the
experimental group and VIII.3 (23 students) as the control group. This sample was taken by cluster sampling
technique. The researcher applied Think-Pair-Share technique in the experimental group and conventional
way in control group. This research applied two kinds of instruments were speaking test and questionnaire.
Speaking test was used to obtain data of the students’ speaking ability and questionnaire was used to know the
students’ interest in learning speaking English through Think-Pair-Share technique. The researcher found that
there was a significant difference between achievement of the students who applied Think-Pair-Share
technique and who did not applied Think-Pair-Share technique in speaking. It was proved by t-test of post-test
(2.206) was higher than t-table (2.021), for α = 0.05 and df = (44) and by the mean score of post-test in
experimental group (68.57) was better than mean score of post-test in control group (56.35). And the
researcher also found that the Eighth grade students of SMPN 4 Panca Rijang were interested in learning
speaking English through Think-Pair-Share technique. It was proved by there were 22 students (95.7%) were
interested in speaking English through Think-Pair-Share technique and the mean score of questionnaire was
83.22 and it included in interested category. Based on the data analysis, the researcher concluded that: 1)
Think-Pair-Share Technique is effective in improving students’ speaking ability and 2) Eighth grade students
of SMPN 4 Panca Rijang are interested in learning speaking English through Think-Pair-Share technique.
Keywords: Think-pair-share technique; Students’ speaking ability; Interest.

English Literature and Language Review, 2016, 2(3): 24-35
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Teaching speaking at Junior High School aims at enabling the students’ speaking ability on the text related with
the situation around them. It is supported by Kurikulum 2013, curriculum which contains the daily life materials such
as functional text and other genres of text.
In addition, speaking is also taught through the genre based approach. There are two texts that should be
learned by the Eighth grade students of SMPN 4 Panca Rijang. The texts are descriptive and narrative. Among this
text, descriptive text is difficult enough to learn by the students because the students are difficult to describe
something in English form.
A descriptive is a type of text that function is to describe particular person, place, or thing. They should
understand about the generic structures like identify phenomenon to be described and description and also language
features of descriptive text. It consists of: First, focus on specific participant has; second, using of attribute and
identifying process; third, frequent use of epithets and classifier in nominal groups, the last using of simple present
tense. In this case, teacher who teaches speaking in junior high school should has an effective, interesting and
appropriate strategy in teaching speaking to achieve the successful learning.
In learning English, the students sometimes lack of motivation. They think that speaking is a hard work and
difficult subject because they should consider many things; such as using grammar, using appropriate word, phrase,
and also to pronounce the words. Besides, they are fear to make mistake in speaking English and their friends laugh
at them. It made them is not self-confident. So, most of the students tend to be silent in the classroom and they are
lazy to speak their ideas or opinion. The next, they are lack of vocabulary. Many of them cannot remember the new
words that have learned. So that, it makes them cannot speak naturally and effectively.
Wendi in Permadi (2013) also stated that the students’ speaking difficulties could be caused by inside and
outside factors. The inside factors such as lack of self-confidence and lack of motivation could make students
felt ashamed to speak, scared to make mistake, and felt not confidence. Meanwhile, the outside factor is related
to the teacher. The teacher should be able to recognize the students’ problem and create a good atmosphere in
teaching learning process in the classroom that can raise students’ enthusiasm to speak English. The teacher should
provide time for the students to practice their speaking skill because through practice students can learn to
express their feeling, emotion, thought, and their intention.
Another problem comes from teachers’ side. Usually, the teacher uses certain technique in teaching any skill
without pay attention whether that technique is appropriate or not for the students. Many teachers keep teaching and
learning as a monotonous process where they have much time to speak rather than the students. The students’
activity is much listening. For speaking activity, usually only read aloud a text given by the teacher or from the
students’ worksheet in front of the class. Automatically, it makes the students boring in the learning activity.
However, a teacher should use the innovative, creative and interesting technique to teach speaking descriptive
text. The technique is used by the teacher has often been said to be cause of success or failure in language learning.
To accomplish the problems that appear in the classroom, the teachers should get students’ interest in speaking
descriptive text. The teacher should have to use different technique of teaching speaking.
Based on the Kurikulum 2013, the teachers demand to create the active, innovative, creative, and enjoyable
learning, because it will influence the achievement of the students in learning speaking. The English teachers should
try to use an interesting technique in order to motivate the students to become more active in teaching and learning
process of speaking skill. Besides that, the techniques also can improve the students’ speaking ability and make them
easier in learning speaking on descriptive text.
Several studies which have been investigated stated that some of techniques or strategies that can be used by the
teachers in teaching speaking as follow:
Lamba (2014), in her research “Using Photograph in Improving Students’ Speaking Ability of Eighth Grade
Students of Pondok Pesantren Al-Urwatul Wutsqaa Benteng” concluded that the use of Photograph improved
students’ speaking ability in the Eighth grade and the students were interested to speak English by using Photograph.
Risnawati (2013), investigated about “The Effect of Using Think-Pair-Share Technique in Increasing Students’
Speaking Ability on Descriptive Text (An Experimental Research at Eighth Grade Students of SMP N 5 Kubung at
2013/2014 Academic Year). Risnawati concluded that t-calculated was higher than t-table, where t-calculated =
2.25dan t-table (0,975:42) = 2.00, thus H0 hypothesis was rejected and H1 hypothesis was accepted. As conclusion
there was significant improvement of Think-Pair-Share technique applied toward students’ speaking ability of
descriptive text at the Eighth grade of SMP N 5 Kubung at 2013/2014 academic year.
Ulviana (2011) in her research “Improving Students’ Speaking Ability through Communcation Games” (A
Classroom Action Research at First Grade of MTs. Manaratul Islam, Cilandak Academic Year 2010/2011)
concluded that teaching English by using Communication Games is effective and can improve students speaking
ability.
Irianti (2011) in her research “Using Role Play in Improving Students’ Speaking Ability (A Classroom Action
Research in the Second Year Students at VIII.1 Class of SMP PGRI II Ciputat) concluded that Role-Play activity can
improve students’ speaking ability showed by the score they get.
One of the techniques that can be used by the teachers is Think-Pair-Share technique. It is one of technique that
can promote and support higher level thinking. This technique will divide the students in pair discussion which
consists of two members. In this case, each pair will think and sharing their knowledge and information that they
have from their pair to another.
The objectives of the research were to find out whether or not Think-Pair-Share technique is effective in
improving students’ speaking ability of Eighth grade students of SMPN 4 Panca Rijang. To find out wheter or not

26
Eighth grade students of SMPN 4 Panca Rijang are interested in learning speaking English through Think-Pair-Share
technique.
2. Method
2.1. Research Design
Research design was really needed by the researcher in order to know the way to analyze the data of the
research. The research design in this study was a quasi-experimental design. It used one group experimental and one
group control. The experimental group was treated by using Think-Pair-Share technique and the control group was
treated by conventional way. In this case, the researcher analyzed students’ speaking ability before and after giving
treatment by using Think-Pair-Share technique. The research design in this study as shown in figure below:
3. Population and Sample
3.1. Participant
The populations of this research were three classes of Eighth grade students of SMPN 4 Panca Rijang in the
academic year 2014/2015 and students were still actively learning English as one of compulsory subject. The sample
were taken by cluster sampling technique. The sampling technique was conducted twice. First, all of the classes of
Eighth grade students of SMP Negeri 4 Panca Rijang were random to get the sample for experimental group, second
for control group. As the result, class VIII.1 consisted 23 students as the experimental group and class VIII.3
consisted of 23 students as the control group, so the total sample of the research were 46 students.
3.2. Instrument of the Research
Instrument is a way to get the data. Research instrument used two kinds of instruments to collect the data and it
has important role in research. Those instruments were follows:
3.2.1. Speaking Test
This test was adminstered for both group, experimental group and control group, namely pre-test and post-test.
The pre-test was given before treatment to evaluate the prior ability of students in speaking. Post-test was given to
the students after the treatment was given (applying Think-Pair-Share Technique and without applying Think-Pair-
Share Technique) to measured their achievement in speaking and the effectiveness of the program. The students
were asked to describe thing, person, or place orally. The researcher allocated 2 x 40 minutes for the speaking test.
The test covered three aspects in speaking namely accuracy, fluency and comprehensibility.
3.2.2. Questionnaire
Questionnaire was used to obtain information about students’ interest toward the application of Think-Pair-
Share technique speaking. The questionnaire consisted of 20 items (10 items for positive statements and 10 items for
negative statements). The researcher gave optionals were: a. Strongly agree, b. Agree, c. Undecided, d. Disagree and
e. Strongly disagree. The questionnaire was distributed to the students of experimental group after the post-test was
given.
3.3. Procedure of Collecting Data
The procedure of collecting data in this research involved the following:
Pre-test was given in conducting treatment at the first meeting by the following procedure: 1) The researcher
introduced herself first and explains what the students were going to do and distributed the speaking test for the two
classes which take randomly, to know the students’ ability in speaking before treatment, 2) The resercher gave score
to the students’ result test. After giving the treatment (for experimental and control group), the students were given
speaking test for both group, experimental and control group. The test was same with the pre-test but the topics were
different. Then the researcher gave score to the students’ result test.
The researcher distributed the questionnaire to the students in experimental group after post-test was given to
know the students’ interest toward the application of Think-Pair-Share Technique in speaking.
3.4. Techniques of Data Analysis
In this research, the data were collected after giving instrument of collecting data to the respondents (students).
The data analysis was quantitative analysis. To get the score, the researcher used scoring scale which included of
accuracy, fluency and comprehensibility. The data was analyzed by employing the following procedures:
The speaking scoring by using the scoring criteria level is introduced by Heaton (1991) as follows:

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Table-3.3. The Scoring Classification for Accuracy
Classification Score Criteria
Excellent 6 Pronunciation is only influence by the mother tongue. Two
or three minor grammatical and lexical errors.
Very good 5 Pronunciation is slightly influenced by mother tongue. A
view minor grammatical and lexical error.
Good 4 Pronunciation is still moderately influence by mother tongue
but not serious phonological errors. A few minor
grammatical and lexical error.
Average 3 Pronunciation is influence by the mother tongue, only a few
phonological errors. Several grammatical and lexical errors,
some of which cause confusion.
Poor 2 Pronunciation is seriously influence by the mother tongue
with the mother tongue with errors causing a breakdown in
communication. Many grammatical and lexical errors.
Very poor 1 Serious pronunciation errors as many basic grammatical and
lexical errors. No evidence of having mastered any of
language skills and areas practice in course.
Table-3.4. The Scoring Classification for Fluency
Excellent 6 Speaks without too great an effort with fairly wide
range of expression. Search for words occasionally by
only one or two unnatural pauses.
Very good 5 Has to make an effort at time to search for words.
Nevertheless, smooth delivery on the whole and only a
few unnatural pauses.
Good 4 Although he has to make an effort and search for
words, there are not too many unnatural pauses. Fairly
smooth delivery.
Average 3 Occasionally fragmentary but succeed in conveying the
general meaning. Frequently fragmentary and halting
delivery. Limited range of expression.
Poor 2 Long pauses while he searches for the desired meaning.
Frequently fragmentary and halting delivery. Almost
give up making the effort at times limited range of
expression.
Very poor 1 Full of long unnatural pauses. Very halting and
fragmentary delivery. At times gives up making the
effort, very limited range of expression.
Table-3.5. The Scoring Classification for Comprehensibility
Excellent 6 Easy for the listener to understand the speaker’s
intention and general meaning. Very few
interruptions on clarifications.
Very good 5 The speaker’s intention and general meaning are
fairly clear. A few interruptions by the listener for
the sake of clarification are necessary.
Good 4 Most of what the speaker says is easy to follow. His
intention is always clear but several interruptions are
necessary to help him to convey the message or to
seek clarification.
Average 3 The listener can understand a lot of what is said, but
he must of the speaker’s more complex or longer
sentences.
Poor 2 Only small bits (usually short sentences and phrases)
can be understood and then with considerable effort
by someone who is listening to the speaker.
Very poor 1 Even when the listener makes great effort or
interrupts, the speaker is unable to clarify anything
to say.

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a) Scoring the Result of the Students’ Speaking Test
Converting the students’ score into the following formula:
Students’ Final Score = x 100
Where: X : Score of the students
N : Score Maximum
100 : Standard Score
b) Classifying the Score of the Students
The classifying of students’ score is shown on the table below.
Table-3.6. The Scoring Classification of the Students’ Speaking Abilities
Score Classification
87 – 100 Excellent
73 – 86 Very good
59 – 72 Good
45 – 58 Average
30 – 44 Poor
 30 Very poor
(Depdiknas, 2006)
c) Calculating the mean score, standard deviation, frequency table, and the value of t-test in identifying the
difference between pre-test and post-test by using inferential analysis in SPSS 21.0 program for windows evaluation
version.
d) Criteria of Testing Hypothesis
To test the hypothesis, the researcher obtained t-test at level of significance α = 0.05 or non-independent sample.
The degrees of freedom (df) in (N1 + N2 – 2). So, (23 + 23– 2 = 44). For α = 0.05 and df = (44) the t-table was
(2,021).
The criteria of testing hypothesis were: If t-table < t-test, H0 was rejected, H1 was accepted. It means that there
was a significant difference between achievement of the students who applied Think-Pair-Share technique and
whom did not apply Think-Pair-Share technique (conventional way) in speaking.nIf t-table > t-test, HO was accepted,
H1 was rejected. It means that there was no significant differences between achievement of the students who applied
Think-Pair-Share technique and whom did not apply Think-Pair-Share technique (conventional way) in speaking.
The obtained data of the students’ interest from the questionnaire was analyzed by using following procedures:
a) Scoring the Students’ Responses by Using Likert Scale
Table-3.7. Likert Scale of Questionnaire
Positive Statement Negative Statement
Category Score Category Score
Strongly Agree 5 Strongly Agree 1
Agree 4 Agree 2
Undecided 3 Undecided 3
Disagree 2 Disagree 4
Strongly Disagree 1 Strongly Disagree 5
(Sugiyono, 2008)
b) Categorizing the Students’ Interest
Table-3.8. The Interval Score of Interest Classification
Interval Score Category
85 – 100 Strongly Interested
69 – 84 Interested
52 – 68 Moderate
36 – 51 Uninterested
20 – 35 Strongly Uninterested
(Sugiyono, 2008)

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c) Calculating the mean score, standard deviation, and frequency table to know the students’ interest by using
descriptive statistic analysis in SPSS 21.0 program for window evaluation version.
4. Findings and Discussion
4.1. Findings
4.1.1. Students’ Speaking Score
a) Students' Score of Pre-Test
Table 4.1. The Rate Percentage and Frequency of Students’ Scores of Pre-test in Experimental and Control Group
Classification Score
Experimental Group Control Group
F % F %
Excellent 87 – 100 0 0 0 0
Very Good 73 – 86 0 0 0 0
Good 59 – 72 2 8.7 1 4.3
Average 45 – 58 6 26.1 2 8.7
Poor 30 – 44 11 47.8 12 52.2
Very Poor <30 4 17.4 8 34.8
Total 23 100.0 23 100.0
b) Students’ Score of Post Test
Table 4.2. The Rate Percentage and Frequency of Students’ Scores of Post-test in Experimental and Control Group
Classification Score
F % F %
Excellent 87 – 100 1 4.3 1 4.3
Very Good 73 – 86 6 26.1 5 21.7
Good 59 – 72 15 65.2 5 21.7
Average 45 – 58 1 4.3 6 26.1
Poor 30 – 44 0 0 1 4.3
Very Poor < 30 0 0 5 21.7
Total 23 100.0 23 100.0
c) Mean Score and Standard Deviation in Pre-Test
Table 4.3. The Mean Score and Standard Deviation of Students’ Pre-Test Score
Group Sample Mean Score Standard Deviation
Experimental 23 41.52 11.80
Control 23 35.09 12.53
d) Mean Score and Standard Deviation in Post-Test
Table 4.4. The Mean Score and Standard Deviation of Students’ Post-Test Score
Control 23 56.35 24.41
e) Test of Significant (t-test value)
Table 4.5. The t-test value of students’ speaking ability of experimental and control group
Variable t-test Value t-table Value
Pre-test 1.792 2.021
Post-test 2.206 2.021

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4.1.2. Students’ Interest
a) Students' Score of Questionnaire
Table 4.6. The Rate Percentage and Frequency of Students’ Scores of Questionnaire in Experimental Group
Category Interval Score
Experimental Group
F %
Strongly Interested 85 – 100 8 34.8
Interested 69 – 84 14 60.9
Moderate 52 – 68 1 4.3
Uninterested 36 – 51 0 0
Strongly Uninterested 20 – 35 0 0
Total 23 100
b) Mean Score and Standard Deviation in Questionnaire
Table 4.7. The Mean Score and Standard Deviation of Students’ Questionnaire Score
4.2. Discussion
The researcher found that the existence of Think-Pair-Share technique in teaching speaking made easy the
students in speaking English. They shared ideas or information to other easily. Pair in Think-Pair-Share technique in
teaching speaking helped the students to describe the topic because in this technique, the students was given
opportunity to collect their knowledge and give opportunity to discuss answer in pair and share their answer with the
whole class. This finding was supported the theory that proposed by Spancer and Miquel (2005) stated that the
simplest cooperative learning structure/strategy is “Think-Pair-Share.” He called this cooperative learning strategy
“Think-Pair-Share,” you may now it as “Turn to your neighbor”. “Think-Pair-Share” requires each student to think
about respond to a question, discuss answer in pairs, then share their own or a partner’s answer with the whole class
or another group.
And after giving the treatment, the researcher stated that the students in experimental group which were given
treatment by using Think-Pair-Share technique were effective in speaking than the students in control group by
conventional way. It was proved by t-test of post-test in experimental and control group (2.206) was higher than t-table
(2.021), for α = 0.05 and df = (44). So, the researcher stated that H1 was accepted and H 0 was rejected. It means that
there was a significant difference between achievement of the students who applied Think-Pair-Share technique and
who do not applied Think-Pair-Share technique in speaking. And supposed by the mean score of post-test in
experimental group (68.57) was better than mean score of post-test in control group (56.35). So, the researcher
concluded that Think-Pair-Share technique was effective in improving students’ speaking ability of Eighth grade
students of SMPN 4 Panca Rijang Academic Year 2014/2015.
This finding is similar to Risnawati (2013), she found that t-calculated was higher than t-table, where t-
calculated = 2,25dan t-table (0,975:42) = 2,00, thus H0 hypothesis was rejected and H1 hypothesis was accepted.
Risnawati concluded that there was significant improvement of Think-Pair-Share technique applied toward students’
speaking ability of descriptive text at the Eighth grade of SMP N 5 Kubung at 2013/2014 academic year.
The students at the experimental class really looked exited with the effectiveness of Think-Pair-Share technique
as technique in learning speaking. They followed the teaching and learning process enthusiastically and actively.
And based on the questionnaire, researcher found that the students were interested to use Think-Pair-Share technique
in learning speaking. It was proved by the mean score of questionnaire in experimental group was 83.47 and it were
classified in interested category. So, H0 was rejected and H1 was accepted, where the students of Eighth grade of
SMPN 4 Panca Rijang were interested in learning speaking English through Think-Pair-Share technique.
As conclusion, Think-Pair-Share technique was suggested to use at school especially English teacher to improve
students’ speaking ability. Besides, this technique could be used to invite students’ participation and interaction in
teaching and learning process.
5. Conclusions and Suggestions
5.1. Conclusions
Appropriate to the findings and discussion previous, the researcher concluded that:
1) Think-Pair-Share technique was effective in improving students’ speaking ability of Eighth grade students
of SMPN 4 Panca Rijang Academic Year 2014/2015. It was proved by Test of Significant (t-test) of post-test
in experimental and control group (2.206) was higher than t-table (2.021), for α = 0.05 and df = (44). It
meant that, t-table < t-test , so H0 was rejected and H1 was accepted, where there was a significant difference
between achievement of the students who applied Think-Pair-Share technique and whom did not applied
Think-Pair-Share technique in speaking. And supposed by the mean score of post-test in experimental
group (68.57) was better than mean score of post-test in control group (56.35).

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2) The Eighth grade students of SMPN 4 Panca Rijang were interested in learning speaking English through
Think-Pair-Share technique. It was proved by there were 22 students (95.7%) were interested in speaking
English through Think-Pair-Share technique and the mean score of questionnaire in experimental group was
83.22 and it was classified in interested category, so H0 was rejected and H1 was accepted.
5.2. Suggestion
On the basic of result, some suggestions were presented in an effort to improve the students’ speaking ability:
1) The English teachers are suggested to use this technique in order teaching material subject, especially in
teaching speaking descriptive text.
2) The students are suggested to use think pair share technique as guidance to increase their ability in speaking
and motive them in learning English better.
3) The next researchers are suggested to continue this research in the future, and it is suggested to other
researcher to carry out to further studies about the use of Think-Pair-Share technique to another teaching
and another technique in increasing students speaking ability.
4) The teachers should give more chance to the students to be more active and let them to do some practices in
speaking. Because with the some practices, students can be brave to speak and share the ideas.
References
Depdiknas (2006). Model penilaian kelas. Badan penelitian dan pengembangan pendidikan nasional. Pusat
Kurikulum: Jakarta.
Heaton, J. B. (1991). Speaking english language testing. Longman: London.
Irianti, S. (2011). Using role play in improving students’ speaking ability. Unpublished S-1 Thesis. Faculty of
Tarbiyah and Teachers’ Training Syarif Hidayatullah State Islamic University: Jakarta.
Lamba, K. (2014). Using Photograph in Improving Students’ Speaking Ability of Eighth Grade Students of Pondok
Pesantren Al-Urwatul Wutsqaa Benteng. Unpublished S-1 Thesis. STKIP Muhammadiyah. Sidrap.
Permadi, M. (2013). The effect of think pair share teaching strategy to students’ self-confidence and speaking
competency of the second grade students of smpn 6 Singaraja. Unpublished S-1 Thesis. University of
Education Indonesia.
Risnawati (2013). The effect of using think pair share technique in increasing students speaking ability on
descriptive text. Unpublished S-1 Thesis. FKIP UMMY: Solok.
Spancer, K. and Miquel, K. (2005). Cooperative learning. Kagan Publishing: San Clemente, CA.
Sugiyono (2008). Metode penelitian pendidikan: Pendekatan kualitatif, kuantitatif dan R&B. Alfabeta: Bandung.
Ulviana (2011). Improving students’ speaking ability through communication games. Unpublished S-1 Thesis.
Faculty of Tarbiyah and Teachers’ Training Syarif Hidayatullah State Islamic University: Jakarta.
Appendixes
Analyzing Frequency of Individual Speaking Pre-test Score through SPSS
Statistics
N
Valid 23 23
Missing 0 0
Mean 41.5217 35.0870
Std. Error of Mean 2.46146 2.61337
Median 39.0000 39.0000
Mode 33.00 39.00
Std. Deviation 11.80474 12.53328
Variance 139.352 157.083
Range 45.00 44.00
Minimum 22.00 17.00
Maximum 67.00 61.00
Sum 955.00 807.00
Frequency Table of Individual Speaking Pre-test Score
Experimental Group
Frequency Percent Valid Percent Cumulative Percent
Valid
22.00 1 4.3 4.3 4.3
28.00 3 13.0 13.0 17.4
33.00 5 21.7 21.7 39.1
39.00 4 17.4 17.4 56.5
44.00 2 8.7 8.7 65.2

32
50.00 4 17.4 17.4 82.6
56.00 2 8.7 8.7 91.3
61.00 1 4.3 4.3 95.7
67.00 1 4.3 4.3 100.0
Total 23 100.0 100.0
Control Group
Valid
17.00 4 17.4 17.4 17.4
22.00 1 4.3 4.3 21.7
28.00 3 13.0 13.0 34.8
33.00 3 13.0 13.0 47.8
39.00 7 30.4 30.4 78.3
44.00 2 8.7 8.7 87.0
56.00 2 8.7 8.7 95.7
61.00 1 4.3 4.3 100.0
Total 23 100.0 100.0
Histogram
The T-test of Students’ Pre-test of Experimental and Control Group

33
Group Statistics
Experimental &
Control Group
N Mean Std. Deviation Std. Error
Mean
PRE-TEST
1.00 23 41.5217 11.80474 2.46146
2.00 23 35.0870 12.53328 2.61337
Independent Samples Test
Levene's Test
for Equality of
Variances
t-test for Equality of Means
F Sig. T Df Sig. (2-
tailed)
Mean
Difference
Std. Error
Difference
95% Confidence Interval
of the Difference
Lower Upper
PRE-
TEST
Equal
variances
assumed
.000 .994 1.792 44 .080 6.43478 3.59005 -.80049 13.67006
Equal
variances
not
assumed
1.792 43.843 .080 6.43478 3.59005 -.80122 13.67079
Analyzing Frequency of Individual Speaking Post-test Score through SPSS
Statistics
N
Valid 23 23
Missing 23 23
Mean 68.5652 56.3478
Std. Error of Mean 2.18314 5.09033
Median 72.0000 56.0000
Mode 61.00 17.00
Std. Deviation 10.46998 24.41238
Variance 109.621 595.964
Range 50.00 77.00
Minimum 39.00 17.00
Maximum 89.00 94.00
Sum 1577.00 1296.00
Frequency Table of Individual Speaking Post-test Score
Experimental Group
Valid
39.00 1 4.3 4.3 4.3
61.00 9 39.1 39.1 43.5
72.00 6 26.1 26.1 69.6
78.00 6 26.1 26.1 95.7
89.00 1 4.3 4.3 100.0
Total 23 100.0 100.0
Control Group
Valid
17.00 4 17.4 17.4 17.4
28.00 1 4.3 4.3 21.7
33.00 1 4.3 4.3 26.1
50.00 3 13.0 13.0 39.1
56.00 3 13.0 13.0 52.2
67.00 2 8.7 8.7 60.9
78.00 3 13.0 13.0 73.9
78.00 2 8.7 8.7 82.6
83.00 3 13.0 13.0 95.7
94.00 1 4.3 4.3 100.0
Total 23 100.0 100.0

34
Histogram
The T-test of Students’ Pre-test of Experimental and Control Group
Group Statistics
Experimental And Control
Group
N Mean Std. Deviation Std. Error
Mean
POST-TEST
1.00 23 68.5652 10.46998 2.18314
2.00 23 56.3478 24.41238 5.09033
Independent Samples Test
Levene's Test for
Equality of
Variances
t-test for Equality of Means
F Sig. t df Sig. (2-
tailed)
Mean
Difference
Std.
Error
Differen
ce
95% Confidence
Interval of the
Difference
Lower Upper
POST-
TEST
Equal
variances
assumed
13.991 .001 2.206 44 .033 12.21739 5.53874 1.05480 23.37998
Equal
variances
not
assumed
2.206 29.828 .035 12.21739 5.53874 .90305 23.53173

35
Frequency Table of Students’ Speaking Questionnaire Score in Experimental Group
Statistics
Questionnaire
N
Valid 23
Missing 0
Mean 83.2174
Std. Error of Mean 1.84365
Median 82.0000
Mode 80.00
Std. Deviation 8.84182
Variance 78.178
Range 48.00
Minimum 52.00
Maximum 100.00
Sum 1914.00
Questionnaire
Valid
52.00 1 4.3 4.3 4.3
77.00 1 4.3 4.3 8.7
79.00 1 4.3 4.3 13.0
80.00 5 21.7 21.7 34.8
82.00 4 17.4 17.4 52.2
83.00 1 4.3 4.3 56.5
84.00 2 8.7 8.7 65.2
86.00 1 4.3 4.3 69.6
87.00 1 4.3 4.3 73.9
88.00 2 8.7 8.7 82.6
90.00 1 4.3 4.3 87.0
93.00 1 4.3 4.3 91.3
95.00 1 4.3 4.3 95.7
100.00 1 4.3 4.3 100.0
Total 23 100.0 100.0

The Effectiveness of Think-Pair-Share Technique in Improving Students? Speaking Ability and Interest

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