Students’ Perception On The Implementation Of Think Pair Share Strategy For Efl Learners’ Impromptu Speaking Activities At MAN 5 Kediri

Adawiyah, Robi'Atul (2025) Students’ Perception On The Implementation Of Think Pair Share Strategy For Efl Learners’ Impromptu Speaking Activities At MAN 5 Kediri. Undergraduate (S1) thesis, IAIN Kediri.

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Abstract

Teaching English as a Foreign Language (EFL) poses significant challenges, particularly in developing students' impromptu speaking skills. Traditional teaching methods often fail to engage students actively and effectively, limiting their opportunities for meaningful interaction. Think Pair Share (TPS), a cooperative learning strategy, has emerged as a promising method for fostering student confidence, reducing anxiety, and promoting collaboration in speaking activities. This study aims to explore the effectiveness of TPS in improving impromptu speaking skills among EFL learners at MAN 5 Kediri, addressing the gaps in traditional pedagogical approaches. This qualitative descriptive study was conducted with 70 eleventh-grade students from MAN 5 Kediri. Data were collected through implementation method, student questionnaires, and in depth interviews. The TPS method was implemented in three stages: (1) Think : students reflected individually on assigned tasks; (2) Pair : students discussed their ideas with partners, refining their responses collaboratively; and (3) Share : students presented their discussions to the class, practicing spontaneous speaking. This approach enabled an in-depth analysis of student engagement, participation, and perceptions. The findings demonstrated that the TPS method effectively enhanced students' impromptu speaking skills. Students reported increased confidence and fluency, attributing their improvement to the structured preparation and collaborative discussions inherent in the TPS stages. The Share stage provided valuable opportunities for students to engage in public speaking with minimal anxiety. Despite challenges such as time constraints and initial unfamiliarity with the method, the TPS strategy significantly improved classroom dynamics and learner outcomes, offering an effective framework for implementing spontaneous speaking activities in EFL contexts.

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