Improving Year 4 Pupils Participation
in Listening and Speaking Activities
Using
Think-Pair-Share Technique
By: Nur Fadziela Binti Maidin
7 Pismp Tesl 2
Supervisor: Madam Nor Ashikin Hng Binti Abdullah
1.0 INTRODUCTION
REFLECTION ON PAST TEACHING
EXPERIENCE
During my practicum in semester 7, I noticed that my pupils were
unable to take part actively in the listening and speaking activities:
1.1 Shy to participate
and give response in
listening and
speaking task
1.2 Refused to
answer voluntarily
1.3 Give limited
response when they
were asked to
answer.
2.0 FOCUS OF INVESTIGATION
Pupil
s
Teach
er
MOE
Increase involvement in classroom learning by taking the
opportunities provided to share their thinking
Positive interdependence
Equal participation
Learn how to organize pupils and classroom topics to encourage a
high degree of classroom participation.
Assist pupils in developing a conceptual understanding of a topic.
Engages the entire class and allows quiet students to answer
questions without having to stand out from their classmates.
Using this technique, pupils with higher order thinking skill
can be developed which is aligned to the Philosophy of
Education
3.0 RESEARCH OBJECTIVES AND
RESEARCH QUESTIONS
Research Objectives
The aim of this study is to investigate
1) Whether Think-Pair-Share technique improves pupils oral
participation in listening and speaking activities.
2) How Think-Pair-Share technique can improves pupils oral
participation in listening and speaking activities.
Research Questions
1. Does Think-Pair-Share technique improve pupils oral
participation in listening and speaking activities?
2. How does Think-Pair-Share technique improve pupils oral
participation in listening and speaking activities?
4.0 TARGET GROUP
School: Sekolah Kebangsaan Juara
Cherok Tokun
Number of Pupils: 8 pupils (4 pairs)
out of 27 pupils
Age: 10 years old (Year 4)
Gender : Male and Female
Location of school: Rural
Level : Intermediate
Middle socioeconomic family status
5.0 RECOMMENDED ACTION
Think
Pair
Share
Teacher provokes
pupilsthinking
with a question,
prompt, or
observation.
Pupils should take
a few moments
just to THINK
about the
question.
Pupils PAIR up to
talk about the
answer each came
up with.
Compare mental or
written notes and
identify the
answers they think
are best, most
convincing, or most
After pupils talk
in pairs for a few
minutes, the
teacher calls for
pairs to SHARE
their thinking
with the rest of
the class.
5.1 ACTION PLAN
Stage
Intervention 1
Unit 3: Yesterday
and Today
Intervention 2
Unit 4: Be Safe
Intervention 1
Unit 5: Care for
the Sea
Presentation
Picture Stimulus
Picture Stimulus
Picture Stimulus
Practice
Analyse Picture
using
Wh-Questions
Analyse Picture
using
Wh-Questions
Analyse Picture
using
Wh-Questions
Production
Think-pair-share
Think-pair-share
Think-pair-share
6.0 DATA GATHERING METHODS
Methods
Qualitative
-Pre and Post Test
-Video Taping
-Interview
Quantitative
- Observation Checklist
7.0 DATA ANALYSIS
Observati
on
Checklist
Videotapi
ng
Interview
Using Bar Chart to
differentiate the pupils
performance
Line graph to asses
pupils participation
using table form
8.0 IMPLEMENTATION OF ACTION
Week / Date
Action plan
Week 1 & 2
4th February 2015 13th February 2015
Pre Test
Week 3 & 4
16th February 27th February 2015
Intervention 1
Observation checklist +
videotaping
Week 8 & 9
16th March 2015 27th March 2015
Intervention 2
Observation checklist +
video taping
Week 10 & 11
6th April 2015 - 17th April 2015
Intervention 3
Observation checklist +
video taping
Week 12 & 13
16th April 20th April 2015
Post Test
Interview
Month
Activity
January
W
1
Identify topic and
focus
Draft Introduction
Draft Data gathering
and analysis method
Issue Observation
Analysis on issue
observation
Draft proposal
Proposal discussion
Refine action research
proposal
Oral presentation
Revise proposal
Collect data
W2
W3
February
W
4
W
1
W
2
W
3
W
4
March
W1
W
2
W3
April
W4
W1
W
2
W3
W
4
8.1 BUDGET
Items
Photostat
Quantity
For intervention, pre
and post test, pre and
post survey (27
copies for each)
Cost (RM)
20
A4 papers
2 rims
20
Teaching aids
-Pictures
For intervention
20
Total
60
9.0 SUPPORTING LITERATURE
Jensen (2003)
Think-Pair-Share particular importance
is the aspect of feedback which gives
learners the opportunity to act on what
they learn by trying it out for
themselves.
Lujan & DiCarlo (2006)
Cooperative learning allows
students to process new
information and, through
discussion and peer to peer
interaction, assign meaning to
Cooper & Robinson ( 2000)
Using think-pair-share allows the
teacher to gain insight into the
quality of student understanding
Boston (2002)
When teachers are able to gauge
their 9students understanding,
they can use this information to
alter their instruction in a way
that would be more beneficial to
learners
(Brennan, 2006; Gillies, 2007)
It also inculcates open-mindedness
and leads to inquiry, discussion and
decision-making
10.0 REFERENCES
Ariana S. (2013) Finding the Effects of Think-Pair-Share on Student Confidence and
Participation
retrieved on 10/02/2015 from [Link]
Brown, D. H. 2004. Language Assessment: Principles and Classroom [Link]
States of America: Pearson Education.
Cooper, J. L. & Robinson, P. (2002). Getting started: Informal small-group strategies in large
classes. New Directions for Teaching & Learning, (81), 17.
Johnson, D. W., & Johnson, R. T. (1999). Making cooperative learning work. Theory into
Practice, 38(2), 67-73.
Muntaha S, Habar H. (2001)The Effect of Using Think-Pair-Share Technique on EFL
Students Achievement in the Course of General English retrieved on 20/02/2015 from
[Link]
Teacher Vision (2001). Think Pair Share. Pearson Education, Inc. Retrieved on 13/02/2015
from [Link]
Woolfolk, A. (2011). Educational psychology: Active Learning Edition, 11th ed. Boston: Allyn
& Bacon.
Thank You