Discussion and Think-Pair-Share Strategies on the Enhancement of EFL Students’ Speaking Skill: Does Critical Thinking Matter?

Warliati, Annisaa Eka; Rafli, Zainal; Darmahusni, Darmahusni

doi:10.30870/jels.v4i2.6100

Cited by 4 publications

(3 citation statements)

References 3 publications

(6 reference statements)

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“…Students learn not only by memorizing the material, but students learn by exchanging information with their friends. This statement is supported by the results of research [6] with the title "The influence of the think pair share type of cooperative learning model on the mathematics learning outcomes of class VIII students of SMPN 17 Bengkulu City" which results in that the think pair share type of cooperative learning is more effective than other types of cooperative learning.…”

Section: Introductionmentioning

confidence: 59%

Improving Learning Motivation and the Ability to Organism Categorize with Think Pair Share Learning Model

Barokah¹,

Raharja²

2021

Advances in Social Science, Education and Humanities Research

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The purpose of This study to create an effective learning model about organisms categorized to foster motivation and improved students' abilities in the learning process on organism things classification material through the application of the Think Pair and Share type learning model. This research was motivated by the lack of learning models used by teachers, resulting in students not understanding the learning material described and resulting in student learning outcomes are less than the specified minimum completeness criteria. This type of research is classroom action research and is carried out in two learning cycles. The subjects of this research were 32 students. Instruments which is used in this research were observation sheets and questionnaires and also tests. Observation sheets and questionnaires were used to learn the implementation of Think Pair Share learning models and tests to measure the ability of students in categorizing the organism things. Data collection techniques using test and nontest. The data analysis technique used is quantitative descriptive data analysis. The results showed an increase in the observation cycle of learning motivation of the first cycle students as a whole by 67.34% and the observation sheet of the second cycle increased to 88.69%. While the results of students' ability to categorize organism things in the first cycle were 75.26% and the second cycle increased with an average value of student learning outcomes 82.28%.

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Section: Introductionmentioning

confidence: 59%

Improving Learning Motivation and the Ability to Organism Categorize with Think Pair Share Learning Model

Barokah¹,

Raharja²

2021

Advances in Social Science, Education and Humanities Research

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“…Also, the real-life experiences (TS-3) has built students' critical thinking (CT) and encouraged them (Almalki, 2019;King et al, 2010) to see and evaluate different phenomena from various point of views (De Bono, 1982;Nikijuluw & Puspitasari, 2018;Sharma & Priyamvada, 2017;Sharma et al, 2020). In addition, with regard to Teachers' Strategies-12 (TS-12), students were provided with guidance in implementing higher order thinking (HOT) skills by providing logical arguments and reasons (Brookhart & Bronowicz;2010;Tuzlukova et al, 2017;Warliati et al, 2019) to support their opinions and presenting relevant evidence to support the answers (Obs-ET1, ET2 & ET3).…”

Section: Teachers' Strategies To Promote Students' Critical Speaking ...mentioning

confidence: 99%

Promoting Students’ Critical Speaking Skill through Plus-Minus-Interesting (PMI) Strategies: A Case Study of Indonesian Junior High Schools

Setyarini

Gustine

Harto

et al. 2021

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Initiated from in-depth observations on the performance of English teachers at junior high school level, this study analysed teachers' ways of integrating teaching materials and implementing learning strategies that empowered critical thinking frameworks. A case study design was employed to investigate how Plus-Minus-Interesting (PMI) learning strategies in telling daily life stories improved students' critical speaking skill (CSS) and to identify the constraints faced by the teachers in implementing PMI learning strategies to overcome their teaching problems. Six English teachers from different junior high schools in North Bandung, Indonesia and their students were recruited as subjects of this study. Classroom observation, in-depth interviews and some relevant documents were administered to collect the data. The data were then described, coded, categorised, and analysed to answer the research questions. The results of observations indicate that PMI learning strategies in daily life stories were executed in three stages, including the opening, core, and closing. These stages were performed through several main activities, from brainstorming to playing games, from storytelling to doing a focused-group discussion, and from story mapping to evaluating. In addition, the results of interviews and documents analysis show that this learning model could promote students' enthusiasm in the learning activities and the students were able to convey ideas by referring to their daily problems exposed in the contents of daily life stories.

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“…They emphasized the importance of teaching methods in influencing this process. Similarly,Warliati, et al (2019) studied the relationship between learning strategies, critical thinking, and speaking skills. Warliati's research showed that the Discussion Strategy was more effective than the Think-Pair-Share Strategy in promoting these skills.…”

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confidence: 99%

Initiating the EFL University Students' Critical Thinking in Oral Mode through Pragma-Stylistic Strategies

Andania,

Romadhoni,

Nita

et al. 2024

JOPR

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Critical Thinking (Hereafter, CT) significantly correlates to the EFL students' speaking ability; students with high critical thinking perform better than students with low critical thinking. Several strategies can be implemented for initiating CT in the classroom. One of them is using language style conveyed by the teachers. However, few studies concern about this pragma-stylistic usage in the teaching-learning process. Therefore, this current study aims to analyze (1) types of pragma-stylistics strategies used by teachers in initiating the EFL university students' CT in oral mode; (2) the ways teachers use pragma-stylistics strategies in initiating the EFL university students' CT in oral mode; and (3) the teachers' perception of the students' response towards initiating the CT in oral mode. Qualitative descriptive using Interview was conducted to collect the data. The result showed that teachers prefer using Assertive-Stating, Assertive-Suggesting, Directive-Advising and Prolepsis strategies to initiate students' CT in their speaking classroom. They implement those strategies through some activities during the class, such as giving stimulus (text, audio, and video) in a particular theme, conducting group discussions or speaking club, providing instructions or questions, and giving feedback. Besides, the teachers pointed out that most students positively respond to the strategies that they have utilized. The strategies effectively motivate and encourage the students to enhance their CT. Furthermore, this study suggests language teachers initiate their students' CT through the pragma-stylistic strategies mentioned. Finally, further researchers are expected to discuss the same field in more comprehensive scopes with different language skills.

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Discussion and Think-Pair-Share Strategies on the Enhancement of EFL Students’ Speaking Skill: Does Critical Thinking Matter?

Cited by 4 publications

References 3 publications

Improving Learning Motivation and the Ability to Organism Categorize with Think Pair Share Learning Model

Improving Learning Motivation and the Ability to Organism Categorize with Think Pair Share Learning Model

Promoting Students’ Critical Speaking Skill through Plus-Minus-Interesting (PMI) Strategies: A Case Study of Indonesian Junior High Schools

Initiating the EFL University Students' Critical Thinking in Oral Mode through Pragma-Stylistic Strategies

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