Improving Students’ Class Participation by Optimizing The Use of Think-Pair-Share Technique

Burhanuddin Yusuf Alfino, Dewi Rochsantiningsih, Hefy Sulistyawati


An effective and successful language learning process can only be achieved when students actively participate in the class. This research aimed to improve students’ class participation by the optimization of  Think Pair Share (TPS) technique. This re­search was conducted as classroom action research whose subject was the tenth grade students of DPIB B class in a vocational highschool in Surakarta in the academic year of 2018/2019. The data were gathered from the research instruments, such as: observa­tion, interview, questionnaire, research diary, and photographs. The data were analyzed using both quantitative and qualitative. The findings of the research showed that imple­mentation of TPS was successful in improving students’ participation with the increase in the number of: (1) students asking and answering questions; (2) students’ interaction during the class; (3) students paying their attention during the class; (4) students inter­acting during group discussion; and (5) students speaking in front of the class. There were also some challenges that the researcher faced during the implementation of TPS technique, such as: (1) the familiarity of the technique to the students; (2) teacher’s control of the class; (3) students’ readiness in receiving the lesson; (4) difficulty in ex­pressing opinion and ideas; (5) lack of confidence in speaking; (6) low grammar mas­tery; and (7) lack of vocabulary.


students’ participation; think pair share; classroom action research

Full Text:



Allen, J. (2007). Inside words: Tools for teaching academic vocabulary, grades 4-12 (p. 119). Portland: Stenhouse Publishers. Researchgate

Barkley, E. F., Cross, K. P., & Major, C. H. (2005). Collaborative learning techniques: A handbook for college faculty. San Francisco: John Wiley & Sons. ISBN: 978-1-118-76155-7

Brown, C. T. & Pruis, J. J. (1958). Encouraging participation in classroom discussion, The Speech Teacher, 7:4, 344-346. crossref

Burns, A. (2009). Doing action research in English language teaching: A guide for prac-titioners(1sted). New York: Routledge. ISBN 9780415991452

Butler, A., Phillmann, K. B., & Smart, L. (2001). Active learning within a lecture: As-sessing the impact of short, in-class writing exercises. Teaching of Psychology, 28(4), 257-259. crossref

Caplow, J. A. H., & Kardash, C. M. (1995). Collaborative learning activities in graduate courses. Innovative Higher Education, 19(3), 207-221. Google Schoolar

Cohen, M. (1991). Making class participation a reality. PS: Political Science & Poli-tics, 24(4), 699-703. Google Schoolar

Fassinger, P. A. (1996). Professors' and students' perceptions of why students participate in class. Teaching sociology, 24:1, 25-33. crossref

Fritschner, L. M. (2000). Inside the undergraduate college classroom: Faculty and stu-dents differ on the meaning of student participation. The journal of higher educa¬tion, 71(3), 342-362.Google Schoolar

Liu, J. (2001). Asian students' classroom communication patterns in US universities: An emic perspective. California: Greenwood Publishing Group. Google Schoolar

McTighe, J., & Lyman Jr, F. T. (1988). Cueing thinking in the classroom: The promise of theory-embedded tools. Educational Leadership, 45(7), 18-24. Google Schoolar

Rowe, M. B. (1986). Wait Time: Slowing Down May Be A Way of Speeding Up! Journal of Teacher Education, 37(1), 43–50. crossref

Vandrick, S. (2000).Language, Culture, Class, Gender, and Class Participation. Paper presented at the Annual Meeting of Teachers of English to Speakers of Other Lan-guages.Vancouver, British Columbia, Canada, March 14-18, 2000. Google Schoolar

Vygotsky, L. S. (1980). Mind in society: The development of higher psychological pro-cesses. Massachusetts: Harvard University Press. Google Schoolar

Weaver, R. R., & Qi, J. (2005). Classroom organization and participation: College stu-dents' perceptions. The Journal of Higher Education, 76(5), 570-601. Google Schoolar


  • There are currently no refbacks.