Receptive skill consists of two language skills, namely listening (Kuswoyo and Wahyudin, 2017) and reading skills. The four language skills can be grouped into two, namely the ability to understand (receptive) and use (production). According to Nunan (2003), language skills include four components, namely listening skill, speaking skill, reading skill, and writing skill.
To fulfill the communication function, language learning at school aims to improve language skills. Language education at school is an effort to achieve language skills according to its function, which is a function as a means of communication, thinking, and reasoning. Besides, people can express thoughts and feelings towards others, develop expressions, and at the same time develop intellectual abilities through language. People can interact with each other by sharing and receiving messages or information (Sari, 2018). INTRODUCTION One form of education that is implemented in schools and family environments from an early age is language education because language is a very important tool in life. Students stated that they can overcome the constraints in the learning process of speaking activity through Think-Pair-Share. Appreciation for the implementation of the Think-Pair-Share technique both from students is quite good. The results indicated the implementation of the Think-Pair-Share technique during the learning process took place following the stages that have been stated in the learning process plan made by the teacher. The data analysis technique used was presented in a descriptive form. The data was collected through interviews, observation, and document analysis.
The sample was twenty students of eighth grade. A qualitative method with a descriptive analysis was undertaken in this study. The purpose of this study was to describe the implementation of the Think-Pair-Share strategy in teaching speaking skill for secondary students. This strategy makes students engaged in in-class activities such as discussions and provides opportunities to share their ideas with others. It is especially useful for actively involving all students during lectures or larger class structures.Think-Pair-Share technique is one of the cooperative learning strategies that promote student involvement in the classroom. As a relatively simple structure that can be quickly implemented, think-pair-share can be incorporated into all forms of educational instruction.
Think-pair-share refers to a learning strategy that maximizes participation, focuses attention and engages students in comprehending the reading material. If time permits the paired students can share their thoughts with other pairs of learners and share their ideas with the whole group. The students are given a certain time period to think about the solution, after which the educator asks them to pair themselves and share their thoughts with each other. The educator acts as a facilitator and poses a question or a problem to the students. The strategy can be used before reading or learning a specific concept and generally works better with smaller groups. Think-pair-share is a collaborative teaching strategy that can be used to aid students in forming original ideas by having those ideas discussed and analyzed in a group setting.
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