The Implementation of Think-Pair-Share Technique to Increase Students’active Involvement in Their Speaking Ability

This research was conducted to increase students’active involvement in their speaking ability by using the Think-Pair-Share Technique. The researcher wanted to find out whether or not Think-Pair-Share Technique can increase the students speaking skill and to analyze the classroom situation when the Think-Pair-Share Technique is implemented in speaking class. This research used Classroom Action Research (CAR) and composed for two or more cycles then it observed and evaluated to identify all facts including the success and the failure of the action. It means that the action should be stopped or continued and revised to the next cycle based on the selected criteria of success. After the implementation of Think-Pair-Share Technique in every cycle, the students’ speaking score were getting better. It can be seen from the result of students averagescore Cycle 1 was 65.17 and Cycle 2 was 74.81. It can be concluded that Think-Pair-Share Technique canincrease students’active involvement in their speaking ability.


Introduction
 Learning English is very important because English able for linking and make easily people in the most of countries are communicated each other based on the development in the field of economic, business, education and also politic. Communication is one of the implementation of language function in society as a means of carrying out the affairs. In learning English, 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. Speaking is also one of the ways in communication. Through speaking, students can express their feeling and express what they want to say to the listener in spoken form.Speaking is the highest target in English language because speaking is basis of communication which becomes function learning. Beside of that, by speaking, it also gives the students a chance to express their ideas andopinions 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 ingiving and responding the information.
According to (H. D. Brown, 2004)"speaking is a productive skill that can be directlyand empirically observed, those observations are invariably colored by the accuracy andeffectiveness of the test-takers listening skill, which necessarily compromises the reliabilityand validity of an oral production test". (D. H. Brown, 2007) defines speaking as an interactiveprocess of constructing meaning that involves producing, receiving and processing speech ofsounds as the main instrument. While Bygate in (Torky, 2006) adopting a definition of speaking based on interactional skills whichinvolve making decision about communication. This is considered a top-down view ofspeaking". From the definitions of speaking skill above, it can be concluded that speaking skill is aproductive skill which is part of our daily life and it is difficult to assess reliably.
According to Harmer in (Nurhaida, 2017)  From a communicative purpose, speaking is closely related to listening. The interaction between this ability is shown in the conversation. Brown in (Nurhaida, 2017) says that there are seven principles for designing speaking techniques.
a. Use techniques that cover the spectrum of learner needs, from language based focus on accuracy to message-based on interaction, meaning, and fluency. b. Provide intrinsically motivating techniques c. Encourage the use of authentic language in meaningful contexts. d. Provide appropriate feedback and correction. e. Capitalize on the natural link between speaking and listening. f. Give students opportunities to initiate oral communication. g. Encourage the development of speaking strategies.
Speaking is defined as an interactive process constructing meaning that involves producing, receiving, and processing information orally using organ of speech. Ideas are someone's messages would like to be transferred to another. It means that another person should person should understand the messages well.In learning English, the students sometimes lack of motivation. They think that speaking is a hard work anddifficult 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 laughat 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. They were shy if they want to express something. They afraid make mistake when they speak. Beside of that, the next problem, 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. Because of that we also improve our vocabulary. Then we can speak well. (Utama et al., 2013)also stated that the students' speaking difficulties could be caused by inside and outside factors. The inside factors such as lack of selfconfidence 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.
To solve the problems the researcher tries to find the effective teaching technique in order to help the students improve their speaking skill. The effective technique in teaching speaking will help the students in their speaking activity and solve their problem in speaking. The researcher chose Think pair-share to help students in their speaking especially in expressing suggestion and opinion. 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. By using this technique, the students use their ability to think a problem, discuss it with their partner who may have different opinion toward the problem. In discussing the problem, the students are helped by other student to confirm their opinion which is unclear and improve their pronunciation. In sharing procedure, thestudents improve their ability to convey a result of their discussion to the whole class whether it is understandable or not.
The think-pair-share is a technique designed to provide students to think a given topic by enabling them to formulate individual ideas and share these ideas with another student. This technique is a learning technique developed by Lyman to encourage student classroom participation. The think-pair-share is a cooperative discussion technique to help students work in group. In applying this technique, the lecturer poses a question, preferable one demanding analysis, evaluation, or synthesis, and gives students about a minute to think through an appropriate response (Lyman, 1987). Think-Pair-Share is introduced by Dr. Frank Lyman, University of Maryland Instructor and educational consultant. Think-Pair-Share technique has been a foundational tool in cooperative learning it can be applied such as in many classroom, workshop, and training rooms. When the facilitator asks the audience a question, the some few people answer enthusiastically, while the rest just sit passively. Think-Pair-Share (TPS) is a technique designed to provide studentswith 'food for thought' on a given topics enabling them to formulate individual ideas and share these ideas with another student. Teachers announce a discussion topic or problem to solve. Give students at least 10 seconds of think time to THINK of their own answer (Desi et al., 2013). Think Pair Share is collaborative learning where students think about their responses to a problem that has been given by the teacher, then discuss the solution with their partner and share the solution in front of the class (Fauzi et al., 2021).
Think-Pair-Share is a short activity which is intended to get the students thoughtfully involved in dealing with a topic, and may serve effectively as a warm-up to instruction and class discussion on new course material (Hamad, 2017).Think-pair-share have some clues: (1) teacher poses a question (usually a low consensus question), (2) Students think of a responses, (3) Students discuss their responses with a partner, (4) Students share their partner's responses with the class. This technique can be applied in teaching speaking to give the time for the students to think about the problem/topic, enhance students' oral communication through critical thinking and meaningful interaction where the students are free to suggest and give their opinion (Huda, 2011). As stated by (Kusrini, 2012) that Think-Pair-Share builds the democratic situation where the students are free to suggest and give their argumentation. By giving discussion section to thestudents, this technique could get the students actively involved in speaking activities. Here the researcher chooses Think-Pair-Share technique because the researcher interest in. The aims of this research were to find out whether or not the implementation of Think Pair Share technique is effective in increasing students' speaking ability and whether or not the first Semester Students of STIKOM Tunas Bangsa Pematangsiantar are interested in learning speaking English through Think Pair Share technique.

Research Design
This research is designed as a collaborative classroom action research (CAR). The think-pair-share technique is expected to solve this problem to be implemented in the process of CAR. This design is implemented in a cyclical process that consists of four steps. They are planning, implementation / action, observation, and reflection (McTaggart & Kemmis, 1988). The planning phase includes the activities of designing learning tools, preparing evaluation of learning, and making observation sheets of student activities. In the first step (planning) the researcher prepared the teaching technique, designed lesson plans, prepared teaching materials and media in order to implement the think-pair-share strategy well.
The action/ implementation phase includes thepresentation of subject matter regarding sound waves, group discussions, and question exercises. The second step is action/ implementing. In implementing process, the lecturer divided the students intogroups of 2 (two). Each group was posed with some questions to be shared with their pairs about the topics provided by the lecturer. The students shared the topics in their own pairs and then presented to the whole class. In the process of implementing, the collaborator observed the process of teaching and learning by noting particular events to be analyzed. Theobservation phase includes data collection activities by filling in the observation sheets of students'. During the implementation process, the collaborator observed the teaching and learrning process based on the observation checklist. The observation focused on the classroom atmospheres dealing with the students' involvement in the classroom. The reflection phase includes the activity ofanalyzing the weaknesses of the learning activities throughout the study, so that they can be correctedin the next cycle. This is the last step. The focus of this step is synthesizing and analyzing the data collected in theobservation step about the classroom atmospheres. In this session, the data obtained from the subjects (students)were synthesized and analyzed whether qualitatively or quantitatively depending on the kind of data.
The dataanalyzed were then matched to the criteria of success in order to judge whether the implementation of the strategyis stopped or continued to the next cycle based on the judgment on the students' improvement in speaking skills. To implement the think-pair-share technique well, this research were conducted by the lecturer as a researcher and a collaborator as an observer. If the students' performance in speaking does not improve in the first cycle, the research will be continued to the second cycle. If the students do not improve their achievement in the second cycle as expected in the criteria of success, the research will be continued to the third cycle, and so on. But on the contrary, if the first cycle has met the criteria of success, the action will be stopped. The participant of this research is first Semester Students of STIKOM Tunas Bangsa Pematangsiantar in academic year of 2021-2022. The sample of this research is focusedtwo classes that consist of 42 students.

Instruments
Instrument is a way to get the data. The instruments were used in the present research to collect data, namely speaking test and questionnaire.

Speaking Test
This test consists of Pre Test and Post Test. The pre-test was given before starting using think-pair share technique to improve the standards of the students in the oral language in order to allow for sound assessment. 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 measure their achievement in speaking and the effectiveness of the program. The students were asked to describe thing, person, or place orally.

Questionnaire
Questionnaire was used to obtain information about students' interest toward the application of Think-PairShare technique speaking. The researcher gave optional were: a. Strongly agree, b. Agree, c. Undecided, d. Disagree ande. Strongly disagree. The questionnaire was distributed to the students after the post-test wasgiven.

Procedure of Collecting Data
The procedure of collecting data in this research involved the following:

Speaking Test
To collect the data from the process of implementing the action, it is important to provide someinstruments. They are the test. The researcher gave scoreto the students' result test

Questionnaire
The researcher distributed the questionnaire to the students / after post-test was given to know the students' interest toward the application of Think-Pair-Share Technique in speaking.

Techniques of Data Analysis
The data analysis was quantitative. To get the score, the researcher used scoring scale which included of accuracy, fluency and clarity. The data was analyzed by employing the following procedures.

Speaking Test
The speaking scoring by using the scoring criteria level is introduced by (Heaton, 1991) as follows: 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. Aview minor grammatical and lexical error.

Good 4
Pronunciation is still moderately influence by mother tonguebut not serious phonological errors. A few minorgrammatical 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 tonguewith the mother tongue with errors causing a breakdown incommunication. Many grammatical and lexical errors.

Very poor 1
Serious pronunciation errors as many basic grammatical andlexical errors. No evidence of having mastered any oflanguage skills and areas practice in course.  Most of what the speaker says is easy to follow. Hisintention is always clear but several interruptions arenecessary to help him to convey the message or toseek clarification.

Average 3
The listener can understand a lot of what is said, buthe must of the speaker's more complex or longersentences.
Poor 2 Only small bits (usually short sentences and phrases)can be understood and then with considerable effortby someone who is listening to the speaker.
Very poor 1 Even when the listener makes great effort orinterrupts, the speaker is unable to clarify anythingto say

a. Scoring the Result of the Students' Speaking Test
Statistical technique is used to find the mean score. The formula to find the mean as stated by Ngadiso in (Mundriyah & Parmawati, 2016) as follows: The formula is as follow: Where : X = The Mean Of Score Σx = The Total Of Score N = The Sum Of Students Number

b. Classifying the Score of the Students
The classifying of students' score is shown on the table below.  (Nasional & KURIKULUM, 2006)

Questionnaire
The obtained data of the students' interest from the questionnaire was analyzed by using following procedures:  (Sugiyono, 2013) (Sugiyono, 2013) 3.

Findings
This research was conducted by using Classroom Action Research (CAR) as a design which consisted of three cycles. It was concerning on how Think-pairshare technique increase students' speaking ability in first Semester Students of STIKOM Tunas Bangsa Pematangsiantar in academic year of 2021-2022. Based on the students' score result, it was found that there was improvement in every aspect of every cycle, especially after the implementation of Think Pair Share (TPS) technique in the teaching learning process. The improvement of students' accuracy result can be seen in the tables below : The mean of students' score in the Pre -Test was 51.69. The mean of students' score in the Cycle 1 was 65.17 and the mean of students' score in the Cycle 2 was 74.81. We can see, There is an improvement in every cycle.

Figure 2. The photograph of Pre-Test situation
In pre test, the reseacher invite some students to tell about their daily activity. But, Some student were shy and they didn't believe with theirselves. Like in this case, in first figure, the students only hugs himself and the second students only look at up. Here, the researcher explain the material about the daily activity by using Think Pair Share Technique. Then, the researcher divided some students into some group. In post Test, all the student expressed their speaking test clearly. They felt happy, they didn't felt shy again. Now they believed to themselves. They enjoyed the conversation with their friend. They also can increase their ability in speaking. To know The Rate Percentage and Frequency of Students' we can see from the students' speaking test score below.

Students' Speaking Score
a.Students' Score of Pre-Test

Discussion
The researcher found that the existence of Think-Pair-Share technique in teaching speaking made easy thestudents in speaking English. They shared ideas or information to other easily. By this technique, the students can improve their score. The students also can discussion with their partner. Pair in Think-Pair-Share technique in teaching speaking helped the students. 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. In Pre Test, the mean score was 51.69. From 42 students speaking, there were only 16.7% (7 students) the students who got good score. While 71.4% (30 students) gotaverage score, and 11.9% (5 students) got poor score. The score of the students indicated thatthe students faced many problems in speaking. They have many problems in making a pieceof English speaking, because their speaking skill was low. The result in the Pre Test was low, most of students had problem inpronunciation, lack of vocabulary and were not confident to speak.
In cycle 1, the mean score was 65.17. It was qualifiedas average to good.From 42 studentsspeaking, there were 16.7% (7 students) the students who got very good score. While 66.7% (28 students) gotgood score, and 16.7% (7 students) got average score. In this cycle, the students showed their effort to speak English well, although a few of them still made mistake in term of pronunciation. In cycle 2, the mean score was 74.81. It was qualifiedas good to very good and excellent.From 42 studentsspeaking, there were 4.8% (2 students) the students who got excellent score. While 59,5% (25 students) got verygood score, and 35.7% (15 students) got good score.
From the result of analysis, the research findings of thisClassroom Action Research was satisfactory. And when the researcher made the questioner to the student, they enjoyed the class and felt interested. In questioner, From 42 studentsspeaking, there were only 7.1% (3 students) felt moderate. While 88.1% (37 students) felt interested, and 4.8% (2 students) felt strongly interested. 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.

Conclusion
Based on the results of the data analysis in the study, it can be concluded that Think Pair Share Technique is successful to increase students'active involvement in speaking ability on the first Semester Students of STIKOM Tunas Bangsa Pematangsiantar after being implemented in two cycles that considers two criteria, namely the students' spoken test results and the students' active involvement during the implementation of the technique.This technique couldmake the students actively involved in speaking activity by sharing it to the wholeclass.