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 http://scholarworks.bgsu.edu
Brown, D. H. 2004. Language Assessment: Principles and Classroom Practices.United
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
http://www.iasj.net/
Teacher Vision (2001). Think Pair Share. Pearson Education, Inc. Retrieved on 13/02/2015
from www.teachervision.fen.com
Woolfolk, A. (2011). Educational psychology: Active Learning Edition, 11th ed. Boston: Allyn
& Bacon.

Thank You