THE IMPLEMENTATION OF THINK-PAIR-SHARE IN EFL PUBLIC SPEAKING: A CASE STUDY
DOI:
https://doi.org/10.31851/bjz37d26Keywords:
Think-Pair-Share, Public speaking, EFL students, cooperative learning, case studyAbstract
Public speaking remains one of the most demanding components of English language learning for Indonesian EFL students, often hindered by low self-confidence, limited fluency, and difficulties in organizing ideas coherently. Although prior research has highlighted the effectiveness of cooperative learning strategies such as Think–Pair–Share (TPS), empirical investigations into its practical implementation within authentic public speaking classroom contexts remain limited. This study seeks to explore the implementation of TPS in an Indonesian senior high school setting and examine its influence on students’ speaking performance. Adopting a descriptive qualitative case study design, the research involved 37 eleventh-grade students. Data were gathered through classroom observations, documentation, and a speaking performance rubric assessing four dimensions: structure, collaboration, fluency and confidence, as well as coherence and clarity. The findings indicate that TPS effectively facilitated individual reflection, peer collaboration, and increased confidence during presentations. The mean performance score reached 14.42 out of 16, reflecting a high level of speaking proficiency. Students demonstrated particular strength in idea organization and collaborative engagement. Overall, the study provides practical strategies for preparing and delivering public speaking tasks and offers pedagogical implications for integrating TPS to alleviate speaking anxiety and foster communicative competence.
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