Improving The Speaking Ability ofGrade Xi Students of SMA Muhammadiyah 2 Yogyakarta Through Think-Pair-Share (TPS) Technique In The Academic Year Of 2015/ 2016

Abstract

This research  is aimed  at  improving  the speaking  ability of grade XI MIA 2 students’ of SMA Muhammadiyah 2 Yogyakarta in the academic year of 2015/ 2016 with the use of Think-Pair-Share (TPS) technique. The research was carried out through action research that consisted of two cycles.   Each   cycle   consisted   of   two   meetings.   The   researcher   worked collaboratively with the English teacher, the students, and the collaborator. The data were obtained from the observation during the implementation of t he actions; interview to the English teacher and the XI MIA 2 graders; and the discussion with the English teacher. The writer used Test and Non-test instruments to collect the data. The writer made 3 performance tests which were intended for pre-cycle, cycle I and cycle II. The writer also used some Non-test instrument: Observation, questionnaire, and photo documentation. Then the writer used quantitative and qualitative technique to analyze the data obtained. The validity of the data was gained by applying democratic, outcome, process, catalytic, and dialogic validity. To get the trustworthiness, the researcher used a triangulation technique. It  was  done  by  gathering  data  from  different  points  of  view,  including  the students’, the teacher’s, and the collaborator’s.The results of the research show that there is improvement of the students’ speaking ability through the use of Think-Pair-Share. The students made a good improvement   in  some   aspects  of  speaking   skills,   such  as  pronunciation, vocabulary, and interactive  communication. They were more confident to speak English. They had more chances to speak  up. They actively participated during the  teaching  and  learning  process.  They  were  able  to   speak  with  proper expression, gesture, and intonation. Moreover, they were not reluctant anymore to ask the teacher when they found difficulties. The research findings were also supported by the result of means of the students’ speaking scores that improved from 63.32 in Cycle I to 74.80 in Cycle II.