The Implementation of Teaching Speaking Skills Through Think-Pair-Share Strategy at Eighth Grade Students of Junior High School Queen Ibnu Sina 2022-2023 Academic Year.

Adellia, Ajeng Rosi (2022) The Implementation of Teaching Speaking Skills Through Think-Pair-Share Strategy at Eighth Grade Students of Junior High School Queen Ibnu Sina 2022-2023 Academic Year. Undergraduate thesis, UIN KH Achmad Siddiq Jember.

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Abstract

ABSTRACT

Ajeng Rosi Adellia, 2022: “The Implementation of Teaching Speaking Skills through Think-Pair-Share Strategy at Eighth Grade Students of Junior High School Queen Ibnu Sina 2022-2023 Academic Year.”

Keywords: Teaching Speaking Skills, Think-Pair-Share Strategy.

Today, English is the most vital language to learn, moreover for the students. As language, Speaking English plays the most important role to show as it is the hardest skill to learn and teach. After English is taught in school, some students assume that this is a big challenge for them. Thus, it needs to find out the proper strategy to teach speaking skills in English for Junior High school Students. The Junior High School of Queen Ibnu Sina, especially the eighth grade, has implemented Think-Pair-Share strategy and found that it helped the teacher to teach speaking skills for such grade. For the reasons, this study aims to describe the implementation of TPS Strategy in SMP Queen Ibnu Sina. The research questions are: 1) How is the purpose of teaching speaking skills through think-pair-share strategy at eighth grade students of SMP Queen Ibnu Sina 2022-2023 academic year?, 2) How is the material of teaching speaking skills through think-pair-share strategy at eighth grade students of SMP Queen Ibnu Sina 2022-2023 academic year?, 3) How are the steps of teaching speaking skills through think-pair-share strategy at eighth grade students of SMP Queen Ibnu Sina 2022-2023 academic year?, 4) How is the evaluation of teaching speaking skills through think-pair-share strategy at eighth grade students of SMP Queen Ibnu Sina 2022-2023 academic year?
This research used the qualitative research as the research method and the descriptive study as the design of the research. The subject of this research were 19 students of schoolgirl (8B) and an English teacher, the researcher used the purposive sampling to identified and recruited this research subject. The data collection technique of this study were observation, interview, and documents review. After the data collected, the researcher analyzed them with Miles, Huberman and Saldaña model by data condensation, data display, and drawing and verifying conclusions. The data validity of this research used triangulation source and technique.
The findings of this research were: 1) The purpose of teaching speaking skills through TPS Strategy was 1. The students are able to identify critically structure and language features, 2. give a response actively, 3. discuss wisely in pair-work, and 4. present the report result to the class confidently, 2) The material of teaching speaking skills through TPS strategy was: About simple present tense in form positive, negative and question of verbal and verbal with linking verb sentences with theme daily activity (the social function, the text structure and language features). 3) The steps of teaching speaking skills through TPS strategy in its implementation were: a) The teacher gave a command the students to compiled the verbal and verbal with linking verb sentences in statement, negative and question form. b) The students are asked to did pair-work with their table-mate to discussed it. c) Each pair came forward to presented their report result to the class. 4) The evaluation of teaching speaking skills through TPS strategy was: used formative assessment in written test refer to fill in the blank the exercise related to the verbal and verbal with linking verb sentences, then the practice test refer to create 10 verbal and verbal with linking verb sentences (5 each), paired with the table mate and asked the students to read them aloud to the class which the scoring rubric with aspect of pronunciation, grammar, vocabulary, fluency).

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