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 CHAPTER 1

THE PROBLEM

Introduction

Investments in education serve as an important pathway out of

poverty. According to Kimani, Kara & Njagi (2013), the purpose of
[14]education is to equip the citizenry with values, skills and knowledge to
reshape their society and eliminate inequality. This is because education
[14]helps an individual develop his/her capabilities, attitudes and
behavior that is acceptable to the society. The benefits of having quality
education [14]is that it enables individual to adapt to the changing needs
of the country as the world changes; and to spearhead the development of
human [12]resource and the country's economy.

Former UNESCO Secretary-General Ban Ki-Moon stressed the

fundamental right to education, which he said should not be based on
wealth, gender, race, ethnicity or language; yet, about 72 million children
worldwide are still out of school, as a result of a countries’ slower
economic growth and rising poverty, which increases marginalization in
education. Often, the children of the poorest households are most likely to
suffer adverse consequences with regards to education, health and
nutrition and poverty tends to persist across generations (Rubian, 2010).

The core business of schools is teaching and learning in order to

give quality education to the students. As an affirmation on the above, it is
stated that: “one of the indicators of quality education being provided is
cognitive achievement of learners” (Kimani et al., 2013, p.2). The measure
of academic performance as a symbol of school success can be traced way
back from the Victorian period (Bell, 2013). Since then, academic
performance has been used to determine ones career paths. The ‘good
schools’ are acclaimed to be those that are able to groom the students well
enough to achieve the set standards. This is measured by use of students’
academic performance both at school level and nationally. The importance
of students’ high performance has attracted the attention of the public,
policy-makers, educators, learners and department of education alike.

In the Philippines, the vision of the basic education curriculum is

geared towards the theme “going global by being local”. An idea that
conforms to those pursued by the basic education sector through the
Basic Education Reform Agenda (BESRA, 2006-2010). BESRA contains a
set of policy actions that focus on addressing the country’s Education for
All (EFA) objectives by the year 2015. As inclusions, the objectives focus
on universal adult functional literacy; universal school participation and
elimination of drop-outs; universal completion of the full cycle of basic
education schooling with satisfactory achievement levels; and total
community commitment to attain basic education competencies for all. To
this end, the Mother-Tongue-Based Multilingual Education was
implemented as one of the national learning strategies to complement
both the formal and non-formal education of the Filipino people. Hence,
learners became so complacent in vernacular that they had a hard time
coping with the changes in using English as the medium of instruction in
various subjects in High School. Educators agree that proficiency in the
English language is the basis for success in academic pursuits. Reading,
writing, and working with numbers are tasks that are based on language
skills (Global English Corporation, 2014). Cummins (1992) describes this
as the interplay between everyday language skills and more advanced
communication skills.

Indeed, English language proficiency is a key to academic

performance. A person who does not know English, for instance, may not
have access to the world’s known scientific and technological discoveries
that are predominantly written in English (Fakeye and Ogunsiji, 2009).
This means that students need to be proficient in English for a better
grasp of knowledge.

As Aina, Ogundele, and Olanipekun (2013) claim, language

proficiency in English is significantly related to academic performance.
Academic subjects like Science, Mathematics and English often require
the use of language functions. The language functions play a significant
role in critical and analytical thinking which is required in Science and
Mathematics subjects. The more language functions with which students
are adept, the more effective their thinking can be. Thus, the more the
students are proficient with the English language, the more they are likely
to perform well in their academic subjects.

However, this is not the case in the locale of the study. Students are
struggling to keep up their school performance and learning process of
English in the class. The facts are: firstly, students do not speak English
fluently. Secondly, the students cannot do their tasks well (home
assignments, presentation, and final tasks). Thirdly, the students have no
self-confidence to express their ideas orally even with their classmates in
short conversations. Fourthly, students sneer by words or facial
expressions which discouraged their classmates from using the language
for fear of being ostracized; and lastly, the students get low scores in
English through some steps of assessment (quizzes, home reading tasks,
and product performance).

One predetermine factor of these problems is that education in the

hinterland is not given priority by the parents considering their living
condition and distance of the school from their home. Many students do
consider going to school; whereas, others may be acting purely under
duress from parents or peer group. Students’ life involved many important
factors that may hinder or improve their performance in school.

Several studies indicate that students who continue to remain

passive members of the classroom environment do not capitalize on the
benefits of participation (Hyde & Ruth, 2002; Myers et al., 2009; Weaver &
Qi, 2005). Students are not responding to the methods being implemented
showing that an overall solution has yet to be found. Critical factors
associated with classroom participation are not being addressed
appropriately in order to increase student performance. Wade (1994) felt
that the best classroom discussion involved classrooms where all
students actively participated, learned, and listened to others comments
(p.237).

Classroom performance has become an increasingly important

aspect of engaging students in higher education. Current students in
higher education are of the millennial generation and are constantly
seeking interaction (Roehling et al., 2011). As educators struggle to find
the appropriate mix of strategies in order to raise participation levels in
the classroom, it is important to look at existing research in order to gain
an understanding of what defines participation as well as factors that
affect participation.

Moreover, motivated students are likely to earn higher grades, feel

more confident about learning, are willing to accept challenges, retain
information longer and are more likely to become life-long learners
(Brewster, 2000).

Cooperative learning has been shown to improve students’

self-esteem (Goodwin, 1999) which is tied to confidence. Hence, this study
provides an overview in improving students’ performance in the
hinterland school through Think-Pair-Share Strategy. Think-pair-share is
a cooperative learning technique which involves presenting students with
a task or question and giving them time to think individually. Then in
pairs, they report their individual ideas, discuss their own thoughts and
then refine their individual work if they see fit in order to come up with a
consensus on the question or task. Then after pairs have time to discuss,
the class reconvenes and members of the different pairs share their
thoughts to the class.

Think-pair-share encourages student’s participation in discussion

and promotes forming and critiquing arguments both in small and large
groups. In the study described in this paper, the researcher will be
incorporating think-pair-share into her teaching in order to discover
whether or not the cooperative learning strategy, think-pair-share, will
increase students’ confidence in their abilities to participate in class
discussions.

Theoretical Framework

This study is anchored on the theory of Social Interdependence by

Johnson and Johnson (2004) as cited by Virtudes (2016). They posited
that social interdependence happened when the actions of other
individuals who share common goals contributed to the outcome.[50] This
theory illustrates that interdependence which could either be
positive(cooperative) or negative (competition) plays an important role in
the learning outcomes of each individual within the group.

Further, (6) Jacon (2004) as cited by Virtudes (2016) believed that in

positive interdependence, members of the group benefited equally from
the interaction because they help each other to learn. In connection to
this, the theories help in conceptualizing this study because this relates to
cooperative learning. Both concur to the idea that learning is acquired
through social interaction. The interaction among the members in the
group promotes successful learning if they cooperate in the given task.
Students receive assistance and likewise extend assistance to the group
members who need it so that nobody in the group is left behind, thus,
making the utilization of the cooperative learning strategies more
meaningful to the learners and contribute meaningfully to the transfer of
learning.

The second theoretical perspective this study anchors on is

Vygotsky’s socio-cultural theory of human learning. It describes learning
as a social process and the origin of a person’s intellect in society or
culture. The argument of Vygotsky’s theoretical framework is that social
interaction plays a significant responsibility in the development of
apprehension. Vygotsky viewed that everything is learned in two levels.
First, through interaction with the other people, and then merged into the
individual’s mental formation. He further stated that every function in the
child’s cultural development appears twice: first, on the social level
wherein a child involves himself among others (inter-psychological) and
later, on the individual level or the voluntary attention of the child
(intra-psychological). He emphasized that all the higher functions came as
actual relationships between individuals (Vygotsky,1978,p.57) as cited
by Picar (2018).

This socio-cultural theory presents that learning is more

comprehensive and meaningful when done with and among others. It
further expands that when learner is exposed to interaction with others,
brain functioning becomes more productive.

Conceptual Framework

English serves as an international language which is the key to the global

communication. For this reason, English has become a subject that must
be mastered by high school students. They are expected to be able to [29]
use English to participate in the classroom activity and school activity
(Depdiknas, 2007: 6-7).

Meanwhile, the same researcher found the problems as follows:

students are not active because they are shy and are afraid to commit
grammatical error; they don’t speak English even in English subject;
learners quietly take in new information and knowledge and they typically
don’t engage with the information they get; and they did not interact with
other students, share their insights or contribute to the conversation.
These behaviors negatively impact the learning experience for even the
most enthusiastic participants in the classroom.

Hence, the researcher of this study decides to use Think Pair and
Share technique of Cooperative Learning to achieve proficiency in English
among Grade 9 students. Cooperative Learning has been proven to be
effective for all types of students because it produced bigger increases in
some aspect of self-esteem (general self-esteem, academic self-esteem,
social self-esteem) than the non-cooperative method with which it was
compared (Slavin,1995). While the Think Pair and Share (TPS) is one of
the techniques of cooperative learning which aimed to help students think
strategically and share it confidently in front of the class. It helps the
students to think and to organize systematically about what they want to
say. Thus, students are able to share their ideas in English which is
effective in improving the students’ confidence, motivation, participation
and interaction.

Nevertheless, measuring achievement is a major part of the

learning process and informs educators of student talent and progress
toward educational goals. Today’s modern society expects each one to be a
high achiever. It has become an indicator of a child’s future. Parents,
teachers, and higher authorities are concerned with effective academic
performance of the students.[41] The study of Sharma and Jha (2012)
revealed that parental education played a significant role in academic
performance of

the students , whereas gender wise variation in academic performance

was found to be different in government and private institutions.
Furthermore, this study postulates that for students to excel
academically, they need to be proficient in English.33 Traditionally,
gender[33] is a determinant factor that determines and distinguishes
differences in the performance of students in the core subjects of English,
Science and Mathematics. To some degree, attitudes, interests,
motivations are traceable to differences in gender (Popera, 2010). There
are gender roles expected to be performed by each student, which to some
degree affect their proficiency level.

Loberanes (2008) as cited by Popera (2010) found that male and

female students did not vary significantly in performance in English, thus,
this prompted the researcher to examine this variable among the Grade 9
respondents.

Parents are considered to be the first teacher. They mold the character
trait as well as the interest of the students academically. Parents who
attended higher education are expected to respond actively to the
academic needs of the students especially in monitoring academic
requirements and assignments.
A two-year study conducted in 2005 showed that parents don’t have to
be college graduates to produce achiever children. It takes the inculcation
of discipline, goal setting, self-reliance, strong family bonds and a
conducive home environment (Popera, 2010).
The parent’s educational attainment is considered as a predictor.
Parents having higher educational level are likely to be supportive of their
children’s performance in school.
 It has been well established fact that family plays a significant role in a
child’s academic performance. Parent educational status is considered
one of the crucial factors in predicting children’s achievement (Sharma,
and Jha, 2012; Haveman and Wolfe, 1995; Klebanov, Brooks-Gunn and
Dunkan, 1994; Smith, Brooks – Gunn and Klebanov, 1997; Sirin, 2005).
Parents’ education pertains to the direct position, which influences
academic performance (Sharma and Jha, 2012;Jimerson, Egeland and
Teo, 1999; Kohn, 1963; Luster Rhoades and Haas, 1989). The literature
suggests that it influences the beliefs and behaviors of the parent, leading
to the positive outcomes for children and youth (Sharma and Jha,2012;
Eccles, 1993). Smith et al., (1997) as cited by Sharma and Jha,(2012)
found that the association of family income and parent’s education with
children’s academic achievement was mediated by the home environment.
Corwyn and Bradley, (2002) and Rhea and Otto, (2001) as cited by
Sharma and Jha,(2012) found that maternal education has the most
consistent direct influence on children’s cognitive and behavioral
outcomes.[30]

Figure 1 shows the independent variables in the study, which are the
respondents' profile such as gender, age, parents' educational attainment,
and the result of the Pretest.(5) The intervention that will be used in the
study is the Think pair share activities, which give the respondents
several opportunities use the target language. After the intervention,
posttest will then be given to evaluate if there is an improvement in
respondents' English Proficiency.

Statement of the Problem:

(4) This study will try to determine the efficacy of Think-Pair-Share in the
performance in English among the Grade 9 students in one of the National

High Schools in Misamis Oriental. (21)

Specifically, this study aims to answer the following questions:

1. What (30) is the profile of the respondents according to:

a. gender ,

b. age , and

c. parents' educational attainment?

2. (10) What is the English proficiency of the experimental and control

groups

during the pretest and post-test?

3. (0) Is there a significant difference of the post-test score of the

experimental

and control groups?

4. (1 ) Is there a significant difference in the experimental and control

group's

English proficiency in the pretest when grouped according to profile?

5. What is the attitude of the learners when exposed to the Think-Pair

Share Strategy?
Statement of Hypotheses

The following hypotheses will be tested at 0.05 (1) level of significance:

Ho1 (0). There is no significant difference of the post-test score of the

experimental and control groups.

Ho2 (1). There is no significant difference in the experimental group's

English proficiency in the pretest when grouped according to profile?

Ho3 (2).There is no significant difference between pretest and posttest

proficiency in English of the experimental group.

Scope and Limitation

Scope and Limitation

Since performance has a lot of things to be observed with various

methods, the researcher needs to narrow down the area of this study. It is
really important in order to get focused in specific area of the two variables
which is useful to give a general boundary.

The study focuses on the successful indicators in academic

performance in English which are the Pre-test and Post test results of the
Grade 9 students based on the Grade 9 Learner Materials in English
designed for public school students. The exam is limited only to Oral
Language and Fluency , Vocabulary Development , Grammar Awareness ),
Reading Comprehension , Literature ,Writing Composition and Listening
Comprehension competencies in English. Furthermore, the time frame
used in the study is from the first week of November until last week of
January 2020 only. The questionnaire that will be used during the
conduct of Pre-test is the same questionnaire used in conducting the post
test. The questionnaire has 40 items only.

The respondents of the study are the two sections of Grade 9

students consisting of 67 students.

Significance of the study

This classroom study is concerned with proficiency in English

among students by using Think Pair Share technique. The findings of the
present research are expected to indicate and practical significance as
follows: Theoretically, the result of this research is expected to be used as
proof that Think pair share is an effective technique for proficiency in
English among Grade 9 students. Furthermore, for the practically, the
results of this research are expected to benefit the following:

For the Teachers

The findings of this study are expected to give feedback to English

teachers, who teach in the Hinterland. In addition, the teachers will find
that Think Pair Share technique is one suitable resource for improving
students’ performance and engagement.

The findings would serve as a guide or insight for teachers and

learners regarding the factors discouraging students from participating in
English language classroom.

For The Students

Students with low English language proficiency are bound to feel

that their self-esteem is being undermined when they are required to
speak in front of their peers. They tend to have low self-efficacy where they
do not have enough confidence of their own capability by comparing
themselves with other students.

Hence, this technique can help students improve their performance

and engagement. The students will not feel afraid when they try to express
their ideas in class since this technique will encourage them to be active in
the classroom without giving them pressure.

For The Institution

For the institution, it is also expected that study can be shared or

socialized among the teachers in order to achieve the goal of the
institution based on the curriculum .

Future Researcher

The findings of the study will enable future researchers to conduct a

follow up study to determine the efficacy of Think-Pair-Share in the
students’ performance in English. This study may also serve as a
reference for other researchers in conducting further studies related to
this.

Definition of Terms

To help readers get a clear understanding of this study, the following

terms are operationally defined:

Cooperative Learning Method. (37)It is group learning activity organized so

that learning is dependent on the socially structured exchanged of
information between learners in groups and in which learner is held
accountable for his or her own learning and is motivated to increase the
learning of others.
Proficiency. As used in this study, this refers to the student's level of
English language competency, which can be highly proficient, proficient,
less proficient and needs improvement.

Think pair share(16) . This refers to the interventions that will be given by
the researcher to the respondents to help enhance their English
proficiency. Think-Pair-Share (17)(TPS) is a collaborative learning strategy
in which students work together to solve a problem or answer a question
(17) about an assigned reading. This technique requires students to (1)
think individually about a topic or answer to a question; and (2) share
ideas with classmates (17). Discussing an answer with a partner serves to
maximize participation (17), focus attention and engage students in
comprehending the reading material.

CHAPTER 2

REVIEW OF RELATED LITERATURE AND STUDIES

This section discusses related literature used in this study. It covers

definition of performance, the importance of engagement and Think Pair

Share method.

English Proficiency

English is being treated as a world language because of its vast

presence throughout the world. This time, learning English gains
currency, yet, majority of the hinterland students considers this
seven-letter word as a magical and a mystical word. As majority of the
students are hailed from rural areas, native tongue is adopted in language
classes in their elementary years. The moment they hear something in
English they start to feel discomfort. This attitude contributes to slow
learners to some extent. Moreover, this act reduces the real learning
process as a whole. To learn English requires constant practice and
patience. The kind of feeling that prevails among students is that it is not
possible to achieve fluency or mastery over English language. This kind of
tendency prevents students from learning English, Lasaten,R.C.S. &
Racca, R.M.A. (2016).

Most of the students study English from the examination point of

view; so they are not able to produce even a single sentence without
grammatical error. Furthermore, adequate practice is not given to
students to learn a language. Exposure too is far less to them. In the
classroom, learners’ participation is necessary for the progress of
instruction. Students’ participation is not confined only to physical
presence, but it means their mental presence. In class, their engagement
should take interest in the class work attentively and listen to the teacher
and give a give a good response, Deneke T. & Demis G., (2015).

Students can participate properly if they are free from all confusions
and problems. However, there are times when students are present in the
class but they do not pay attention to their study. They do not listen to the
teacher attentively and feel bored.

According to Rusky,N. (2013) ,learners’ attitudes are very

significant. A neglected learner feels helpless and lonely. Personal and
domestic problems, defective training of the teachers, their attitude,
unsuitable course, way of examination, improper environment of school,
mental level, deficiency of educational facilities, and conduct of class
fellows, partial treatment, and act affect the participation of students. As a
result, both teachers and students have become frustrated and often
complain about the quality of the learning outcome. This makes it urgent
to examine this phenomenon to better understand the causes of the
students’ poor performance in the English language classroom and
ultimately enhance the learning and teaching of English there.

Teachers have been institutionally bestowed the right to create,

manage and decide the different types of students’ interactions carried out
in the classroom. More precisely, teachers, as those who, one way or
another, could shape the curriculum in its direct application with respect
to content and topics for discussion and the specific methodological
procedures which determine who talks, how they talk, who they talk to
and how long they talk, hold a responsibility for creating participation
opportunities and increasing them in classrooms as “intention must
combine with opportunity to produce behavior”. This implies that “without
such an opportunity, reticence will be encouraged as the learners’ wish to
communicate is not stimulated”.(p. 21),(Han & Chen 2010).

Cooperative Learning

Think-pair-share is a cooperative learning technique that was first

proposed by Lyman (1981) as cited by Villegas,V.(2016) (7). In fact, it is a
three-step technique where students think about a given question or
problem, given a limited time to think, organize their thoughts and
formulate their ideas and answers to the given questions. Then, they move
to the next step where they work in pairs and discuss their answers. This
step according to Pressley (1992) gives students opportunity to think and
provides them with a good chance to find out what they know and what
they need to know (7). In the last step according to Millis (2012), students
share their ideas with the whole group. (7) Of course, it differs from the
traditional strategies such as lecturing because it allows a great deal of
interaction where students can reflect on their own ideas in a very active
manner.

Research indicates that learners are more engage in class discussions

through pairs and groups activity rather than individual task. One reason
could the fact that they feel more comfortable speaking with their peers
rather than their teacher, since their peers' English proficiency level is
similar to theirs, so they can feel more comfortable speaking to somebody
who knows almost as much as they know. Moreover, during such
activities, they have the chance to exchange ideas and hence learn from
each other, Rohman, F. (2018).

In their study, Riazi and Riasati (2011) found out that pair and
group activities are preferred to speaking individually. Around 65 percent
of the participants who were Iranian EFL learners learning English in
language institutes preferred to practice their language in pairs and
groups rather than on their own. In a similar manner, Donald (2010),
referring to the role of teachers in learners’ involvement, argues that
students’ fear of being corrected, the amount of wait-time and group work
are among the factors influencing willingness to participate in the
classroom discourse. Regarding this study, it looks at English as learners’
limited participation in classroom activities. The nature of silence in
classroom is complex with different students possessing distinct beliefs,
social norms, and cultural backgrounds. There are several factors that
contribute to students’ reluctance to speak up and participate in
classroom activities, such as linguistic, psychological, and socio cultural
(Harumi, 2010) issues. Awareness of sources of silence on the part of
English teachers may decrease misinterpretations regarding students’
level of engagement in language classrooms.
 The first, and the most crucial, reason for uplands students’ bad
English is their negative attitude today toward the language. Students
often say, “Mag-Filipino tayo, Pilipino tayo eh.” Or: “Pa-English-English
pa!” These statements give the impression that they consider it
unpatriotic to be talking in English. Saying “Makabayan ako,
magpi-Filipino ako” is, in many cases, just an excuse not to learn English,
a way to cover up insecurities about speaking the language. But even
when they do not say anything, you can sense there is something wrong
about how students regard English. Whenever someone speaks English in
front of the class, some of the students give one another meaningful looks,
or make faces at their classmate who is speaking. Others simply do not
listen, Alcuizar, A.,(2017).

Generally speaking, according to Abebe (2015), with teachers’

encouragement and efforts, students are always expected to be able to
fully contribute in the classroom discourse. Nonetheless, the English
classroom may be a frustrating place when most students remain silent in
class, and only a small proportion of them actually participate. Despite
the students being aware of the importance of spoken English, and
knowing the fact that participation is encouraged, many teachers still
experience a great deal of quietness in the classroom. The students are
said to remain non-participatory, quiet or behave passively. In the field of
second language acquisition, this is a situation typically termed as
‘reticence’. For English teachers, this is a kind of uncomfortable feeling as
it reflects negatively on their instructional practice. Many of them, in spite
of having many years of teaching, still fail to decode the reticent
behaviour, and work out suitable strategies to encourage their students to
contribute more to classroom discourse.

According to Selvi (2011), environment is the leading cause for the

problems in learning English as perceived by students while comparing it
with the other two dimensions namely attitude and teacher's competence.
In addition, boys perceived more the environment and attitude as the
cause of problems in learning ESL than girls. The students, whose school
is in rural area, perceived more that the attitude and teacher's
competence is the cause of problems in learning ESL than urban pupils,
Raja, (2017).

Simanjalam N.D., (2018) discussed in his study that one of the

reasons why the participants were unable or reluctant to participate was
that they did not know what to say’ during the class discussions. When
asked how they feel when they don't understand what they say, 62.3% of
learners said that they get anxious. The findings of the study revealed that
knowing what to say was as important as knowing how to say. In fact, this
finding is similar to that of Han (2010) who indicated that one of his
students in the interview said, “I will only participate if I know what to
speak”. Students also agreed with statements "I get upset when I don't
understand what the teacher is correcting"); and "It frightens me when I
don't understand what the teacher is saying, ”,(62.3%). They believed that
in order to understand the target language message they must
understand every word that was spoken.

This finding is similar to that of another study by McCroskey

(2012) who also revealed that many Asian students face some difficulties
to participate in the discussion. The findings of the study also showed that
there is a negative correlation between willingness to speak and language
learning anxiety. Moreover, anxiety was proved to be the best predictor of
willingness to speak. As a result, if the aim of language education is to
create willingness to speak among language learners, language learning
anxiety needs to be removed or at least minimized.
 Teachers need to help learners cope with their anxiety. One useful
technique is to conduct activities that are less stressful to learners (e.g.
pair and group work) and gradually move towards activities that may
cause more apprehension (e.g. giving a lecture in front of class).
Moreover, it is really necessary for language teachers to remove the
students’ anxiety so that they can have a better performance in class.
Teachers can tell learners that the way to achieve success on the journey
of learning the language is paved through having active participation and
engagement in class discussions. Being aware of this, learners will take
conscious measures to be more active in classroom activities (Riasati,
2011).

Think Pair-Share

The Think-Pair-Share (T-P-S) technique is designed to encourage

students to share and discuss ideas around a particular topic, issue or
problem. You can plan to use Think-Pair-Share within a planned lecture,
but it is also easy to implement it spontaneously. This strategy can be
used to gauge conceptual understanding, filter information, draw
conclusions and encourage peer learning among students. Results can
also signal that there is a need to re-explain content or provide further
support for students. A related pedagogy is Mazur’s (1997) ‘turn-to-your
neighbour’ that forms the basis of Mazur’s peer instruction technique.

Moreover, Think-pair-strategy reinforces students’ communication

skills. Each student takes his chance to speak, discuss and participate
which has many positive effects on the whole group where students feel
more self-confident and more active in the class. Moreover, they learn to
listen to each other’s point of view and to respect each other’s ideas and
thoughts. Working in pairs also reduces stress and embarrassment. If
they give a wrong answer, for example, they won’t feel shy because the
embarrassment is shared. According to Andrews and Hull (2015, learning
is more effective when it takes place in social environments that provide
authentic social cues about how knowledge is to be applied. In this regard,
they demonstrated that stories provide a tool to transfer knowledge in a
social context.

One of the positive aspects of TPS is that it gives students time to think
about the question or the problem which is important and of a great effect.
Students feel more comfortable if they are given enough time to think and
organize their thoughts before they start expressing themselves. It is
better than responding directly. The more time they think about it, the
fewer mistakes they make. In addition, it also gives the teacher the
opportunity to check students’ understanding and comprehension.

There are many different techniques that can be used to help learners
develop their communicative skills. For example, speaking which is one of
the interactive skills can be improved through the use of interactive
strategies such as TPS. The main element of this strategy is peer
interaction. Learners are encouraged to interact and listen to each other.
The use of think-pair-share strategy leads to active engagement. In fact, it
provides learners with opportunities to think, to listen, to share and to
reflect on their ideas and their peers’ ideas, Sharma, G. & Mishra, S.
(2019).

T-P-S breaks the lecture to allow students the time to reflect on a

challenging content. It allows students to negotiate meaning with each
other or discuss their proposed solutions. The strategy provides a
diagnostic point to ensure that students are on track.

Furthermore, Sampsel (2013) showed that the participants in his

study preferred to speak in dyads or groups rather than speaking
individually in front of a large group of people. Cao and Philp (2006), too,
contend that running a pair or group work in class gives students greater
opportunity to speak than in the case of speaking individually. The
participants in their study reported that they were more willing to speak in
groups with a small number of participants, ideally three or four
members, since they have the opportunity to help each other and learn
from each other. As such, language teachers are advised to incorporate
more pair- and group-work activities into their teaching.

When the teacher asked the students to share the result of their
discussion, they shared it confidently. All pairs were able to give
appropriate expressions for each picture. By considering the time they
had, the researcher allowed them to have five minutes more to memorize.
When the time was up, she asked each group to perform. The
performances run smoothly. Most of the group performed it very well but
there were also some who felt nervous, they asked to perform once
more.To make them motivated, she allowed them to re-perform their
dialogues. (29)The students' responses to the implementation of Think Pair
and Share technique were also good. They felt that it was so much helpful
in improving their speaking skills, not only the speaking skill but also the
interactions among them. With Think Pair and Share technique, they were
able to work cooperatively. They were highly motivated by the other
members of the group (35). The students were confident to speak in
English.

As a result, they were able to share the result of the groups'

discussions and to perform well. The mean of the students' speaking
performances scores improved from 65.17 to 74.9 (35), the researcher and
the (36) collaborator used the same speaking rubric to avoid bias in
scoring (35). Seeing the improvement of the students' speaking scores, it
can be concluded that the Think Pair and Share technique was successful
in improving the students' speaking skills.
In addition, reading comprehension can significantly affect their class
performance and engagement in class. [11]Based on a researcher's findings
and discussion, Bugis (2012) comes to the following conclusion:

1) (11)The use of think pair share in teaching reading improved the

students reading comprehension that is the mean score of the students'
posttest (11)(69.13) is higher than the pretest (53. 73). It means that it was
significant.

2) The result of questionnaire is 73.91%. It means that has answered the

problem statement that the students interesting the use of think pair
share to improve students reading comprehension. Students agreed that
enjoyment leads to better learning.

Furthermore, in the implementation of Think Pair Share to improve

reading skill at eight-grade students of MTsN Kunir Blitar, the researcher
gave the students specific time to read the text, to answer the question
and to discuss. It is done so that students can manage their time to read
the text, answer the question and to discuss it. Results showed that in
cycle 1, the implementation of Think Pair Share to improve reading skill
eight-grade students of MTsN Kunir Blitar is not successful yet. (42) It can
be known from the result of the score test, the average of the students'
score

in cycle 1 was 69.02.

In cycle 2, the implementation of Think Pair Share to improve

reading skill second-grade students got significant improvement. It can be
known from the result of the score test that the average of the students’
score in cycle II was 81.25 with an achievement percentage of 86.1%.

In terms of writing, Astheri (2013) conducted a study to 32 eight

graders of junior high school to find out whether or not Think Pair Share
improves the students’ writing skill and to describe what happens when
Think Pair Share is implemented in writing class. After conducting the
research by using Think Pair Share, the researcher got the research
finding that there was a positive improvement of students’ writing skill.
The result of the research showed that the use of Think Pair Share is able
to improve the students’ writing skill that covers writing to explore their
ideas, to use word choice, to write paragraph by using the correct
grammar, and to use word order in writing sentences. It proves that the
use of Think Pair Share in teaching writing can improve the students’
writing skill. The class situation also changed after the researcher
conducted action research using Think Pair Share. Using Think Pair
Share, the students were more active because in Think Pair Share
students had some discussion with their pairs and they could share their
ideas freely. They were motivated by their discussion. The students
enjoyed the activities during the lesson. They spent their time as well as
possible to discuss about the best answer of the question with their pairs.
The students freely shared their ideas in front of the class.

Hence, using Think-pair-share strategy in English classrooms has

helped both teachers and learners in many different ways. In fact, it has a
positive impact on both of them. For students, TPS application in the
classroom has helped them think and organize their thoughts. As a result,
they had started to manage their own learning and gain a sense of
responsibility. Moreover, they have shown readiness to speak in the target
language with more confidence and fluency. These activities have also
motivated learners so they have gained a positive attitude toward
speaking in a foreign language. Students have begun to have
opportunities so they can show how good they are in speaking and
sharing ideas. Whenever students have opportunities they will show their
creativity. As a result, teachers will produce balanced individuals who
have the ability to function in their cultures and able to solve problems.
Consequently the teachers were more aware of the importance of TPS
strategy in improving students’ oral skills. This strategy promotes
interaction among students. In fact, it creates an enjoyable learning
environment and increases motivation among learners. Students became
more cooperative and able to communicate successfully.

As Lasnami,S. (2015),stated in his study that students’ interaction

and being able to interact in a language is essential. Therefore, English
teacher should provide learners with opportunities for meaningful
communicative behavior about relevant topic by using students
student-student interaction and using TPS Technique in order to
communicate. Teachers should design the activity with the modified
interaction, so that the learners can naturally acquire language through
the conversational interaction.

[0]

Chapter 3

RESEARCH METHODOLOGY

This chapter views the methodology of the study and contains the
detailed discussion of the following parts (5): the research design, research
locale, sampling procedure, respondents of the study, research
instrument and data gathering procedure.
Research Design

In this study, the researcher will employ the quasi-experimental

non-equivalent control group design. The design will include a pretest and
posttest for both the experimental and control groups after which their
gains scores will be compared. The experimental group will be exposed to
Think-Pair-Share in the English class while the control group will be
exposed to the usual class activities. In conducting the study, the
researcher will identify the problems as it occurs in the target classroom,
and then the intervention will be conducted.

Research Locale

This study will be conducted in one of the hinterland schools in

Misamis Oriental. It is 21 kilometers away from the town proper. It was
established on June 2005. As to date, it is the only hinterland National
High School in one of the municipalities in Misamis Oriental which aims to
cater elementary graduates from the neighboring sitios and barangays
and to provide quality secondary education.

Farming is the main source of living of the people. More than 200 students
are enrolled in this school from different sitios of two barangays. These
places are approximately 3 to 10 kilometers away from the school. Most
students' means in going to school is to ride Habal-Habal Motorcycle or to
walk. Some students cross two to three rivers to reach the school.

Sampling Design

The study will use purposive sampling technique. Two junior high
school grade 9 sections are purposely chosen to be the respondents of the
study. One section will be considered as the experimental group while the
other section will be the control group.
Respondents of the Study

The participants of the research are the Grade 9 students in the

academic year 2019-2020. The two sections of Grade 9 will be assigned as
the control group and experimental group. The class of Grade 9 section
Rizal will be considered as the experimental group; while the class of
Grade 9 section Bonifacio will be the control group.

Research Instruments

The standard questionnaire to be used consists of the expected

communicative competencies and multiliteracies in English such as Oral
Language and Fluency , Vocabulary Development , Grammar Awareness ),
Reading Comprehension , Literature ,Writing Composition and Listening
Comprehension .

Communicative Competencies and Multi-literacies No.of Items

Oral Language and Fluency Fluency 5 items

Vocabulary Development 5 items

Grammar Awareness 5 items

Reading Comprehension 10 items

Literature 5 items

Writing Composition 5 items

Listening Comprehension 5 items

The questionnaire is adapted from the Learning Materials of the Grade

9 in English , uploaded at http://lrmds.deped.gov.ph/.
 The pre-test and posttest exam result will be utilized to identify if
there are changes in students performance before and after using TPS in
the class activity.

Standardized Behavioral Questionnaire

In order to gain the valid data on the students’ attitude in

implementing the TPS, the researcher will use standardized behavioral
questionnaire by Iin Baroroh Ma’arif & Ashlihah . It helped the researcher
to find out the weakness that needs to be improved from other
perspectives.

To collect data about how students' attitude toward the

implementation of Think Pair Share strategy in Students Performance and
Engagement.The researcher uses questionnaires that must be filled in all
the students. From the data, the researcher analyzed whether positive or
negative student response to the implementation of this Think Pair share
strategy.

Validity and Reliability of the Instrument

The questionnaire will be pre-tested among the 20 non-respondents

for comments and suggestions so that all possible aspects in the
implementation will be included. Cronbachs alpha will be used with
partial testing and for the questionnaires. A commonly accepted rule of
the thumb is that an alpha of 0.7 indicates reliability and 0.8 or higher
indicates good reliability.

To further test the validity of the instrument, three experts in Reading

and Linguistics will be asked to check the content of the instrument to
make sure that it fits the respondents of the study.
Data Gathering Procedure

The study will follow certain procedures in gathering the necessary

data to be used in the study. The researcher will secure permission from
the school principal to conduct the study using the two sections from
grade 9 enrolled in the academic year 2019-2020 as the respondents of
the study. As soon as the approval is given, the researcher will conduct
the pretest to both experimental and control groups.

The researcher will use the 67 Grade 9 students as the subject of

the study. The research will be conducting the following steps: (1) Problem
identification was done through pre-test; (2) planning the action included
the step of making instructional materials, media, and anything needed
for the research; (3) implementing the action in which the researcher
implemented Think-Pair-Share; (4) observing the action where the
researcher observed the students’ behavior and anything happened
during the implementation of the TPS; (5) evaluating the efficacy of the
TPS in improving the performance in English of the respondents .

(30) The data will be gathered using quantitative and qualitative

method. (7)The quantitative data will be collected using the test scores of
the pretest and posttest. The qualitative data will be collected from the
students' answers during the interview. The next step of the study will be
analyzing the data. Qualitative data will be analyzed using a method
proposed by Burns. The method includes the steps of assembling data,
coding the data, comparing the data, building interpretation, and
reporting outcome. Then, the quantitative data will be analyzed by using
descriptive statistics formula.

(3)Scoring Procedure

In obtaining the desired data, the researcher will adapt a Proficiency

Test in Grade 9 English Learner's Material used to measure the
respondent's proficiency in English. Each question is equivalent to one (1)
point.

In interpreting the scores obtained by the respondents, The following

scale will be used :

Scores Verbal Description

31-40 Highly proficient

21-30 Proficient

11-20 Less proficient

0-10 Needs Improvement

Statistical Treatment of the Study

To have an accurate interpretation of the obtained data, the following

statistical tools will be utilized:

Problem 1(1): Frequency and percentage will be used to describe the profile
of the respondents such as sex, age, and parent's occupation.

Problem 2 (30): Mean will be used to describe the respondents' pretest and
posttest.

Problem 3 (9): T-test will be used to test the significant difference between
respondents' oral reading fluency levels in the pretest and posttest of the
experimental and control groups.
Problem 4 (2): ANOVA will be used to test the significant difference in the
experimental and control group's oral reading fluency in the pretest when
grouped according to profile.