Think-Pair –Share Technique for Enhancing Students’ Classroom Interaction

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.