The Effect of the Think–Pair–Share (TPS) Strategy on Eleventh-Grade Students’ English Speaking Skills
Keywords:
think–pair–share, speaking skills, english learning, cooperative learning, senior high school studentsAbstract
Education plays a crucial role in developing individuals’ knowledge, skills, and character while also contributing to national progress and identity formation. In the context of English education, speaking is considered one of the most challenging skills for students to master due to limited opportunities for interaction and low confidence. This study aimed to examine the effect of the Think–Pair–Share (TPS) strategy on students’ English speaking skills. The research employed a quantitative approach using a pre-experimental one-group pretest–posttest design. The participants consisted of 35 eleventh-grade students. Data were collected through speaking tests administered before and after the implementation of the TPS strategy. The results indicated a significant improvement in students’ speaking performance. The mean pretest score was 59.89, while the mean posttest score increased to 82.63, showing an improvement of 22.74%. Hypothesis testing using a t-test revealed that the obtained t-value (3.96) was higher than the t-table value at the 0.05 significance level with 34 degrees of freedom (1.697). These findings demonstrate that the TPS strategy had a statistically significant positive effect on students’ English speaking skills. Therefore, the TPS strategy can be considered an effective instructional approach for enhancing students’ speaking ability in English language learning.
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