CHAPTER II REVIEW OF RELATED LITERATURE A. Theoretical .

CHAPTER IIREVIEW OF RELATED LITERATUREA. Theoretical Review1. Think Pair Share Techniquea. Definition of Think Pair Share TechniqueIn the 21th century many kinds of learning that can beapplied to the students. Students can get from theprofessional teachers who can choose some kinds oflearning. It also can help student to improve their skilleasily. There are many kinds of learning available nowwhich can make students more interactive and active inthe class. Students can more interactive and active withuse some techniques, methods or strategies in thelearning process, which can be easy to understanding thematerial which teacher explained.One of kinds of learning that can be used teacher inthe class is with using technique of learning that suitablewith the material and skill of the students. The teachercan use the technique of learning to the students that caneasier to receive and practice what the teacher wants. Thetechnique of learning can apply based on their level orability, so they are not confused when the teacher appliesa technique to them.7

Technique is a specific activity manifested inclassroom that is consistent with a method andtherefore in harmony with an approach as well.1From the technique which is applied the teacher in thelearning process, teacher hopes that students will beunderstand about the material that teacher explains canbe active and interactive. In the delivery of materials,teacher can use several types of learning techniques. Oneof them is cooperative learning.Cooperative learning is learning that the students arenot only developed their individual capabilities, but alsoneed the help of other students too. As Richard andRodger stated “in cooperative learning, each student isresponsible not only for improving his or her ownunderstanding of the given material but also for helpingother students or group members achieve it.”2 In acooperative learning, students can add their insightsbecause they can directly exchange ideas or informationwith their group. It can increase familiarity in their class.In addition, they can solve the problem with his friendsrather than working alone. It is one of the positive values1H. Douglas Brown, Teaching by Principles (An InteractiveApproach to Language Pedagogy ), (San Francisco State University: 2001 ),2nd Ed., p. 14.2J. C. Richard and T. S. Rodgers, Approaches and Methods inLanguage Teaching, (Cambridge: Cambridge University Press, 2001), p. 244.8

of cooperative learning. As Steven and Slavin said “theeffects learning are positive for increased academicachievement. Result indicates that cooperative learningexperience promote higher achievement and greaterretention than do individualistic learning experience forall students.3 Cooperative learning also can make studenteasier to do assignment from their teacher becausestudents can share own idea or discuss together.There are four basic in cooperative learning.4 First,positive independence places students on the same side,so a gain for one is associated with a gain for another andstudents can’t be succeed alone. Further, no help wasnecessary. Second, individual accountability – occurswhen all students in a group are held accountable fordoing a share of the work and for mastery of the materialto be learned. Third, equal participation - occurs wheneach member of the group is equal shares ofresponsibility and input. The last is interaction – occurswhen the class time is designed to allow studentinteractions during the period.3R. J. Stevens and R. E. Slavin, The Cooperative Elementary SchoolEffects on Students’ Achievement, Attitudes, and Social Relations, (AmericanEducational Research Journal, 32, 321-351, 1995)4http://www.kaganonline.com/ accessed on November 15th 2015 at19.00 pm9

There are many types of cooperative learning, thoseare:5a. JigsawThe students divided into groups. Every groupsconsist of five students. Every member of groups areassigned a different materials to learn and then teachto their group.b. Think pair shareThere are three steps in TPS. The first step isindividuals think silently about a question that givenby the instructor. The next step is pair up andexchange thoughts. In the last step, the pairs sharetheir responses with other pairs, other teams or theentire groups.c. Three-step interviewThe first step, the teacher conveys a topic that canmake some opini. Then, the students to pair up and toplay as a informant and interviewer. The last step is topresent.d. Three-minute reviewTeacher divided the students into groups. Everygroups have three minutes to review about the teacher5S. Kagan, Cooperative Learning, (San Clemete, CA: KaganPublishing, 1994), p. 3010

has been said and asks the students to clarify thequestion and answer.As a teacher can choose some techniques to teachstudents that can support and match in the learningprocess. There are many techniques that can makestudents more interactive and active in the class. One ofthe techniques is think pair share (TPS) techniques, it canmake students to be brave share their idea/thought andinformation to their friends. This technique is one oftypes of cooperative learning which can help students tobe brave in the deliver their idea to others. TPS is acooperative learning technique that encourages individualparticipation and applicable across all grade levels andclass sizes. TPS is a cooperative learning strategy whichallows students to think about a question, idea, issue ornotion, and share their thoughts with partners beforediscussion in a small group.6TPS is a type of cooperative is designed to influencethe interaction patterns of learner. TPS evolved fromresearch cooperative learning and waiting time. In thefirst time TPS developed by Frank Lyman and hiscolleagues in University of Maryland accordance quotedArends (1997), states that think pair share an afolio/5794 accessed onNovember 07th 2015 at 20.53 pm11

way to create an atmosphere variation pattern classdiscussion. Assuming that all discussions require settingsto control the class as a whole, and the procedures usedto think pair share can give learners more time to think,to respond and help each other.7In cooperative learning TPS, teacher can comparedebriefing with the entire group use the steps as follows:1) ThinkTeachers ask a question or problem associating withthe lesson and ask students to use a few minutes tothink his answers or problems. Students need ofexplanation that talking or doing not the thinking part.Students think independently about the question thathas been posed, forming idea of their own.2) PairThe teacher asks the students to pair up and discusswhat they have acquired. Interaction during the timesupplied can unite answer if a question filed or thatdefine the notion especially a problem specificallyidentified. Students can use the language freely andexpress their opinions and thoughts with their friendswithout any restriction. It is not difficult to get theimpression that fluency can be improved only during7Trianto, Mendesain Model Pembelajaran Inovatif-Progresif:Konsep , Landasan dan Implementasinya pada Kurikulum Tingkat SatuanPendidikan (KTSP).,, 6112

constant speaking practice in the atmosphere ofindependence and in the state of relaxation. Therefore,it is the best way to make students collaborating andhaving conversation indirectly in completing the task.Normally the teacher to give no more and the 4 and 5minutes for pairs3) ShareIn the final step, the teacher asks the couple to sharewith the whole class that has them talk. This effectivedone by walking around the room and couple tocouple and continued until about most couples havethe opportunity to report.8 Then perform group topresent the result.According to Cooper, there are five application of thinkpair share technique:1) Explain technique to studentsBefore beginning the lesson, the teacher explains theThink Pair Share technique: Students will havepartners with whom they will exchange ideas duringthe lesson, whenever the teacher signals them to do.2) From partnershipThe teacher forms partnerships, using a simple pairingscheme. For example, having students count off in8Trianto, Mendesain Model Pembelajaran Inovatif-Progresif:Konsep , Landasan dan Implementasinya pada Kurikulum Tingkat SatuanPendidikan (KTSP).,, p. 8213

duplicate – 1,1; 2,2; 3,3; 4,4; and so on. If necessarythe last group may be a three or the teacher may takepartner.3) Pose question; direct to “think”At appropriate points during the lesson, the teacherposes a question and calls for a short “think-time,”perhaps ten seconds or more, depending on the natureof the question. During this think-time, students mustremain silent, forming their own answers.4) Signal “share”At a signal, usually just a word “share” or thesounding of a timer’s bell, students turn to theirpartners and exchange answers, spending a minute toexplain their thinking a resolve differences.5) Pairs reportAt the end of share-time, the teacher asks a pair toreport.9From this explanation, it is make easy to students toget the point from the material that teacher explainsbecause they can discuss with other friends about thematerial and after that students can share it.9James. M. Copper, Classroom Teaching Skills, (Boston :Houghton,1998), p. 26414

b. Advantages and disadvantages of think pair sharetechniqueAccording to Lie, think pair share has severaladvantages and disadvantages, there are:1) Advantages of think pair share techniquea. TPS can increase active participation of learners.b. It is suitable for simple task.c. More opportunities for the contribution of eachmember of the group.d. Interaction easier.a. Giving many times the students to think, answerand also help another one.b. A student can study from the other students andshare own idea to discuss before perform in frontof classc. Students can develop the thinking skills102) Disadvantages of think pair share techniquea. Many groups are reported and need to bemonitored.b. If there is a dispute, there is no mediator.c. Many groups.1110Risman Sikumbang, Model dan Metode Pembelajaran Kreatofdan Berkarakter. (Bogor: Penerbit Ghalia Indonesia, 2014), p. 20111Risman Sikumbang, Model dan Metode Pembelajaran Kreatofdan Berkarakter.,, p. 20215

There are many advantages in TPS technique. It canmake students more active and interactive in theclassrom. They can increase their skill by using TPStechnique especially in the speaking skill because thestudents has many opportunitis to convey their idea toothers.2. Speaking Skilla. Definition of speakingIn the English learning there are four skills, those arelistening, speaking, reading and writing skill. The fourthskill is divided into two categories those are receptiveand productive skill. Speaking skill included productiveskill besides writing skill. Speaking and writing are bothforms of communication that use the medium oflanguage, but they do so differently. From this point ofview, speech can be describes as temporal, immediateand sequential.12Speaking istheverbal13communicate with others.useoflanguagetoIt is make people easier tounderstand what they meant. People talk to each other inthe main for a purpose, such as requesting and givinginformation, reporting what they have done, discussing12Peter Knapp and Megan Watkins, Genre, Text, Grammar;Technologies for Teaching and Assessing Writing, p.1513Glenn Fulcher, Testing Second Language Speaking, (Britain:Pearson Education Limited, 2003), p.2316