The Application of Think-Pair-Share Technique And Students' Attitude on Students' Speaking Skill at The Faculty of Economy and Business in the University of Muhammadiyah Prof.Dr.Hamka

drs.nur busyra.mm; dr. atiq susilo, ma; prof.dr. gunawan suryosaputro, m.hum;

The objectives of this research are as follows: (1) To explore the application of think-pair-share and students’ attittude on students’ speaking skill. (2) To explore the benefits of think-pair-share and students’ attittude in contributing to speaking skill. (3) To explore the students’ perception related to the application of think-pair-share and students’ attittude on students’ speaking skill. This method of this research is qualitative which has been conducted at the faculty of economy and business in the university of Muhammadiyah Prof. DR. HAMKA in the academic year of 2016/2017. The data collection technique in this research was observation, questionnaire, interview and speaking material. The interview was done for the twenty four students of first semester. The sampling technique used in this research was purposive sampling. The data collected in this research was analyzed qualitatively by using descriptive analysis. The first finding of this research related to the application of think-pairshare in teaching speaking. Think-pair-share technique use in teaching speaking was as in the following procedures: students are asked to pairs before implementing the technique, give a cue to listen and present a question, give the cue to think, then, give the signal for pair, finally, give the cue for share. The second findings indicated the application of think-pair-share had some benefits such as it contributed to practice and improve students’ speaking skill, exposed the students with the good pronunciation of English language, and strengthen selfconfidence in having communication with their friends in the classroom. The last finding of this research showed that the use of think-pair-share in teaching speaking provided the students to have positive and negative attittude; for example, think-pair-share allowed students to have motivation in learning. For the students who have positive attittude stated that the technique was fun and
interesting while for the students who have negative attittude related to lack of
vocabularies and limited time.