Abstract:
This paper sets out to explore the teaching strategy of Think-Pair-Share (TPS) which is a collaborative
learning strategy in which students work together to solve a problem or answer a question about an
assigned reading. This technique requires students to think individually about a topic or an answer to a
question; and share ideas with classmates. Discussing an answer with a partner serves to maximize
participation, focus attention and engage students in comprehending the reading material. In this research
the effectiveness of think-pair-share is tested to find out whether the said technique will help
undergraduate students improve their oral delivery and whether the students are willing to learn speaking
through this technique. As many as fifty students at Ribat University students were chosen as population
for this study. The sample of the present study was divided into two major groups 25 students as the
experimental group and 25 ones as control. Speaking test and questionnaire have been the tools applied to
collect data to inform the study. Speaking test was used to obtain data of the students’ speaking ability
and a questionnaire was used to know the students’ interest in learning speaking English through Think-
Pair-Share technique. The researcher found that there was a noteworthy difference between achievement
of the students who applied Think-Pair-Share technique and who did not opt for Think-Pair-Share
technique in speaking.
