The Role of the Think-Pair-Share Strategy to Improve the Eighth Grade Students’ Speaking Skills at SMP Negeri 7 Kupang

LOGHA, Yohana (2026) The Role of the Think-Pair-Share Strategy to Improve the Eighth Grade Students’ Speaking Skills at SMP Negeri 7 Kupang. Undergraduate thesis, Universitas Katolik Widya Mandira.

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Abstract

This research is entitled “The Role of the Think-Pair-Share Strategy to Improve the Eighth Grade Students’ Speaking Skills at SMP Negeri 7 Kupang.” The main objectives of this study are: (1) to analyse improvements in students’ speaking fluency, accuracy, and confidence through the use of the TPS strategy; (2) to identify how the Think-Pair-Share strategy enhances students’ speaking skills. This study employed a mixed-methods approach using an explanatory sequential design. The participants were eighth-grade students of SMP Negeri 7 Kupang in the 2025/2026 academic year. The instruments used in this research were speaking tests, classroom observation sheets, and semi-structured interview guidelines. Quantitative data were collected through pre- and post-test speaking assessments, while qualitative data were obtained through classroom observations and interviews. The results of this study show that the implementation of the Think-Pair-Share strategy was effective in improving students’ speaking skills. The average fluency score increased from 2.0 (50%) in the pre-test to 2.63 (65.83%) in the post-test, while the accuracy score improved from 2.1 (54.17%) to 2.56 (64.17%). In addition, students demonstrated increased confidence, feeling less anxious and more comfortable speaking in English. The qualitative findings further revealed that students were actively engaged during the Think, Pair, and Share stages, indicating a more interactive and supportive learning environment. Based on these findings, it can be concluded that the Think-Pair-Share strategy plays an important role in enhancing students’ speaking skills and promoting active participation in English language learning. Therefore, it is recommended that English teachers apply the TPS strategy to foster an interactive, collaborative, and confidence-building speaking classroom.

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