The Use of "Think Pair Share" Learning Model - Stain Salatiga

THE USE OF THINK PAIR SHARE LEARNING MODEL TO
IMPROVE VOCABULARY MASTERY OF THE SECOND YEAR

STUDENTS OF SMK MUHAMMADIYAH SALATIGA IN ACADEMIC
YEAR 2011/2012
A GRADUATING PAPER
Submit to the board of Examiners as a partial fulfillment of the

Requirements for the Degree of Sarjana Pendidikan Islam (S.Pd.I) in the
English Departement of Education Faculty State Institute For Islamic
Studies (STAIN) Salatiga
IDA UBAIDAH HIDAYATI

NIM.11308083
ENGLISH DEPARTMENT OF EDUCATIONAL FACULTY

STATE INSTITUTE FOR ISLAMIC STUDIES ( STAIN )
SALATIGA
2012
MINISTRY OF RELIGIOUS AFFAIRS

STATE INSTITUTE FOR ISLAMIC STUDIES (STAIN)
SALATIGA
Jl. Tentara Pelajar 02 Phone (0298) 323706 Salatiga 50721
Website: www.stainsalatiga.ac.id E-mail: administrasi@stainsalatiga.ac.id
STATEMENT OF CERTIFICATION
THE USE OF THINK PAIR SHARE LEARNING MODEL TO
IMPROVE VOCABULARY MASTERY OF THE SECOND YEAR
STUDENTS OF SMK MUHAMMADIYAH SALATIGA IN ACADEMIC
YEAR 2011/2012
Ida Ubaidah Hidayati
11308083
Has been brought to the board of examiners in English Education Department,
State Institute for Islamic Studies (STAIN) Salatiga on 2012 to completely fulfill
the requirement of the Degree of
Sarjana Pendidikan Islam (S.Pd.I).
Head Examiner
Dr. Saadi, M.Ag
Secretary
RifqiAuliaErlangga,M.Hum
1st Examiner
Norwanto, M.Hum
2nd Examiner
Setia Rini, M.Pd
3rd Examiner
Faizal Risdiyanto, M.Hum
Salatiga, 31 August 2012

The Head of State Institute for Islamic
Studies (STAIN) Salatiga
Dr. Imam Sutomo, M.Ag

NIP. 19580827 198303 1 002

SALATIGA
DECLARATION
In the name of truth and responsibility, the writer makes a statement that is
graduating paper has not substance which is ever written by other person or
published. Wherever, this paper also does not containt of one other mind, except
the information which is included into references as material reconciliation.
The writer is capable of accounting for this graduating paper if in the
future this graduating paper is proved of containing others idea, or in fact, the
writer imites the others graduating paper. The declaration is made by the writer
and the writer hopes that this declaration can be understood.

The writer

11308083

SALATIGA
Hammam, M.Pd.
Salatiga, 11 July 2012
The Lecture of English Department

State Institute for Islamic Studies Salatiga
ATTENTIVE COUNSELOR NOTES
Case: Ida Ubaidah Hidayati Graduating Paper
Dear
The Head of State Insittute
for
Islamic
Studies
of
Salatiga
Assalamualaikum Wr. Wb.
After reading and correcting Ida Ubaidahs graduating paper entitled THE USE
OF THINK PAIR SHARE LEARNING MODEL TO IMPROVE
VOCABULARY MASTERY OF THE SECOND YEAR STUDENTS OF
SMK MUHAMMADIYAH SALATIGA IN ACADEMIC YEAR 2011/2012; I
have dedicated and would like to propose that if it could be accepted by education
faculty, I hope it would be examined as soon as possible.
Wassalamualaikum Wr. Wb.
Consultant,
Hammam, M.Pd
NIP.1973061 020003 1 001
MOTTO
DO WHAT YOU CAN, WITH WHAT YOU HAVE, WHERE
YOU ARE
(THEODORE ROOSELVELT)
DEDICATION
I dedicate this graduating paper to:
My beloved mother, Khomsiyah and my beloved father, Hadi
Mulyono, thanks all support, trust, finance, and encouragement.
My big family that could not mention them one by one
My Best friends in Boarding House AL- HASAN Pondok Atas
( LAila, Nila, Yusa, Ina, Arlin, Hida, Mudrikah, Ani, Fajria, Fitria)
I will remember you all .
My partner ( Choiriatun Nikmah, Wulan Agustina, Mia faradila,
Inarotul, Arista niken, Devita, Ega Erma, Nurul hidayah, Sri
Sunarni) success for you all
The Big Family of Islamic Boarding School Al-HASAN
The Big Family of SMK Muhammadiyah Salatiga
My friends in TBI08 especially TBI C08
ACKNOWLEDGEMENT
All praises due to Allah, the Most Gracious and the Most Merciful because
of His wonderful blessing and His mercy, the writer can finish this thesis
successfully. His incredible blessings make realize that nothing is difficult in His
eyes. Thanks for Your will and endless blessing in my life.
Peace and salutation always be given to our beloved Prophet Muhammad
SAW that we hope his blessing in Judgment day.
However, this success would not be achieved without the support,
guidance, advice, help and encouragement from individuals and institutions.
Therefore, the writer would like to express the deepest gratitude to:
1. Dr. Imam Sutomo, M.Ag., as the Rector of State for Islamic Studies
Institute Salatiga.
2. Maslihatul Umami, M.A., as the head of English Department.
3. Hammam, M.Pd., Thanks for suggestion and guidance for this graduating
paper from beginning until the end.
4. All lecturers of English Department of STAIN Salatiga.
5. My beloved people (My Father, mother, brothers and sisters), thanks for
all support.
6. All of my friends who have helped me to finish this graduating paper.
7. All of the big family of Islamic Boarding School AL-HASAN.
8. All of the big family PMII Salatiga
9. All of my friends in TBI C 08
Finally, this graduating paper is expected to be able to provide useful

knowledge and information to the readers.

The writer

11308083
ABSTRACT
Ubaidah, Ida. 2012 The Use of Think, Pair, Share Learning model to Improve
Vocabulary Mastery of the Second Year Students of SMK Muhammadiyah
Salatiga in Academic Year 2011/2012. Final Graduating Paper of English
and Education Department State Institute for Islamic Studies (STAIN)
Salatiga. Counselor: Hammam, M.Pd.
Key Words: Think, Pair, Share and Vocabulary Mastery.

The Aim of this research is to what extend does Think, Pair, Share use
to improve the vocabulary mastery of the second year students of SMK
Muhammadiyah Salatiga.
The methodology of the study is classroom action research, where the writer as a
teacher in teaching learning process, and writer had a partner as observer in
learning activities. The objectives of the study are to what extend does Think,
Pair, Share use to improve the vocabulary mastery, to what extend does Think,
Pair, Share use to improve the students interest in teaching learning process for
second year students of SMK Muhammadiyah Salatiga. The writer applied test,
namely pre-test and post-test. She implemented three cycles. Each consists of
planning, implementation of the action, observation, and reflection.
The finding shows that Think, Pair, Share learning method can improve
vocabulary in teaching learning process. It is can be seen by the result of pretest
and posttest in cycle I is 5, 49, cycle II is 6, 32, and cycle III is 8, 03. From the
result is greater than t-table with n=33 is 0, 42. It means that the use of TPS can
improve the students vocabulary mastery.
TABLE OF CONTENTS
TITLE ...................................................................................................................
STATEMENT OF CERTIFICATION ................................................................. ii

DECLARATION .................................................................................................. iii
ATTENTIVE COUNSELOR NOTES.................................................................. iv
MOTTO ................................................................................................................ v
DEDICATION ...................................................................................................... vi
ACKNOWLEDGMENT ....................................................................................... vii
ABSTRACT .......................................................................................................... ix
CHAPTER I:
INTRODUCTION
1. Background of the Study .................................................... 1
2. Statements of the Problem .................................................. 4
3. Objectives of the Study....................................................... 4
4. Benefit of the Study ............................................................ 5
5. Definition of Key Terms..................................................... 5
6. Previous Research Review ................................................. 6
7. Paper organization .............................................................. 7
CHAPTER II: LITERATURE REVIEW

1.
Definition of Vocabulary ................................................... 9
2. Kind of Vocabulary ........................................................... 10

3. Keys to Improve Vocabulary ............................................ 13
4. Principle of Teaching vocabulary ...................................... 14
5. Definition of Vocabulary Mastery ..................................... 16
6. Method of Teaching Vocabulary ....................................... 17

7. Definition of Think, Pair, Share ......................................... 18
8. Procedure of Think, Pair, Share.......................................... 20
9. Function of Think, Pair, Share............................................ 21
10. The Strengthens of Think, Pair, Share ................................ 22
11. Application of Time The Use Think, Pair, Share ............... 22
CHAPTER III: METHODOLOGY OF RESEARCH
1. Setting of Research ............................................................. 23
2. Subject of the Research ....................................................... 24
3. Method of Research ............................................................. 25
4. Procedure of Research ......................................................... 27
4.1 Technique of Collecting Data ....................................... 30
4.2 Technique of Data Analysis ......................................... 31
CHAPTER IV: THE IMPLEMENTATION OF STUDY ANALYSIS
A. Cycle I ................................................................................ 33
B. Cycle II .............................................................................. 41
C. Cycle III .............................................................................. 46
D. Discussion .......................................................................... 53
CHAPTER V: CLOSURE
1. Conclusion .......................................................................... 54
2. Suggestion .......................................................................... 57
BIBLIOGRAPHY
APPENDIX
CHAPTER I
INTRODUCTION
A. Background of the Study

Vocabulary is one of the language aspects that are very important for
English communication. If people have less vocabulary,they will not
understand what others say. Essential vocabulary is needed to improve the
four language skills such as listening, speaking, reading and writing. With
vocabulary students can conveyed their argument and students can easly to do
communication (Scott Thornbury, 2002:12). The students at SMK
Muhammadiyah Salatiga get a lot of problems to study English language,
especially for mastery of vocabulary in English.
From my observation the problems are various as follows: 1) an
enthusiastic and active learning of students in participating still not visible, 2)
the students rarely ask questions, although teachers often request that the
students asked if there are things not clear, or less understood, 3) active in
working on training issues English language learning are also still lacking, 4)
lack of courage students to work on the problems in front of the class, 5)
students feel bored, because the learning is positioned only as a listener, 6)
learning process is monotonous and less interesting, and 7) lack of student
mastery to the subject matter of English especially in vocabulary. This
illustrates the effectiveness of teaching and learning in the classroom is still
less. Some students won't to ask the teacher even though didn't know the
meaning of vocabulary words in the sentences. In the process of learning

English in SMK Muhammadiyah Salatiga was found a situation when the
teacher explains the students was passive. However, after given some
exercises most students can not do about the material, they choose to cheat
their friends.
In the teaching process, teachers must be able to choose and use multiple
methods of teaching. Many learning methods are used by the teachers where
each method has strength and weakness. Lack of a method can be covered by
other teaching methods that teachers can use several methods of teaching in
the learning process. Teachers should use the new learning method to create
an atmosphere of learning an innovative and creative spirit of learning that can
provide students and reinforce learned vocabulary.
The selection of a method needs to consider the material presented,
learning objectives, time available, and the number of students as well as
matters related to teaching and learning process. In the problem solving in
SMK Muhammadiyah Salatiga English teaching in particular about the low
motivation and active learning of students in learning English, teachers need a
method or way of delivering course material that can foster motivation and
active learning students, teachers are required to be able to use the innovation
in learning methods for determining the selection of appropriate teaching
methods that will not affect the success of the learning process itself. One of
the Think-Pair-Share (TPS) methods is cooperative learning model. ThinkPair-share Learning model is a simple model of cooperative learning. This
technique provides students with opportunities to work independently and in

collaboration with others. The advantages of this technique is the optimization
of student
participation. With the classical method that allows only one
student forward and distribute the results to the entire class, a technique
Think-Pair-Share (TPS) is given an opportunity at least eight times as much to
each student to recognize and demonstrate their participation to others
(Miftahul Huda, 2001:136). This is what can motivate all students to compete
in front of the class to work on the problems in order to demonstrate its
participation to others.
According Widyaninggar, in his research can be concluded that the
cooperative learning model of Think-Pair-Share (TPS) which is applied to
enhance the creativity of students learning and understanding the concept of
the mean. Think-Pair-share (TPS) Learning model is expected to increase
student motivation and active learning. In addition, to make students become
more motivated and active in the learning process in class and students are
also more opportunities for the contribution of each member of the group. All
this created the inspiration for the researchers to conduct a class action,
because the writer wanted to know the extent to which TPS (Think, Pair,
Share) learning model can increase mastery of vocabulary. So the researcher
proposal a classroom action research with the title : THE USE OF THINK,
PAIR, SHARE LEARNING MODEL TO IMPROVE VOCABULARY
MASTERY
OF
THE
SECOND
YEAR
STUDENTS
OF
MUHAMMADIYAH SALATIGA IN ACADEMIC YEAR 2011/2012.
SMK
B. Statement of the problem

1. To what extent does Think, Pair, Share can be used to improve the
vocabulary mastery for the second year students of SMK Muhammadiyah
Salatiga?
2. To what extent does Think, Pair, Share can be used to improve the
students interest in teaching learning process for second year students of
SMK Muhammadiyah Salatiga?
C. Objective of the Study

1. To find out whether TPS (Think, Pair, Share) learning method can
improve the vocabulary mastery of the second year students of SMK
Muhammadiyah Salatiga.
2. To find out whether TPS (Think, Pair, Share) learning method can
improve the students interest to study English of the second year students
of SMK Muhammadiyah Salatiga.
D. Benefit of Researcher
The researcher will get some benefits as follows:
1. Theoretically
a. In general, the research results are expected to contribute to improving
the quality of English language learning in particular.
b. Specifically, this research gives contribute to the learning method
through TPS (Think, Pair, Share) to improve vocabulary mastery.
2. Methodologically
The benefit of this research can give contribution and inspiration for
teachers to use method which are appropriate in teaching learning process.
3. Practically
a. For the students
To improve the students interest of SMK Muhammadiyah Salatiga and
students achievement vocabulary mastery in the English language
learning.
b. For the English Teacher
As the motivation teachers to improve the skills of selecting Think,
Pair, Share (TPS) learning method.
E. Definition of Key Terms

1. TPS (Think, Pair, Share)
Think-Pair-Share is learning that gives students the opportunity to
work independently and in cooperate with others. In this case, a very
important role of teachers to guide students to the discussion, thus creating
a learning atmosphere that is more alive, active, creative, effective and
fun. (Lie, 2002:57)
2. Vocabulary
Vocabulary is the stock of words used by people, class of people,
profession or collection or list of words, usually in alphabetical order and
defined. (Barn hart, 2008:697)
F. Previous Research Review

In this research, the writer takes two previous researches. The first is
research that has been done by Fella NurusShofa entitled Improving Students
Mastery through Cross-Word Puzzle (A Classroom Action Research of the
first Year students of MTS NU Salatiga in the Academic Year of 2009/2010).
The objectives of her study are to know the influences of crossword puzzle to
the improvement of student vocabulary mastery, to know the process of
teaching vocabulary through crossword puzzle and to know the teaching and
learning situation when crossword puzzle is implemented in vocabulary
instruction. The result of her research shows that using of crosswords puzzle
in teaching vocabulary can improve the motivation, interest and especially
students vocabulary mastery.
The second study had been done by Prayuni, entitled Improving Students
Vocabulary Mastery Using Mind Mapping (A Classroom Action Research of
the First Year Students of SMA N I Suruh in the Academic year 2011/2012).
In her research, she focuses on the psychological and characteristic factors of
the students, they are motivation, relax and interest. She does her research
through mind mapping as her method in the classroom. The result of her
research in the students achievement in English lesson, especially on
vocabulary.
The difference of previous research from this graduating paper, her
research focuses on interest to study English and the writer using Think, Pair,
Share learning method to improve vocabulary mastery. The result of this
research, Think, Pair, Share learning method make increase optimization of

students participation and expected to increase student motivation and active
learning especially on vocabulary learning.
G. Graduating Paper Outline

In this section, the writer would like to discuss some terms in chapter one
into last chapters as follows:
Chapter I is introduction. It convers of background of study which
include of the writers reason choose the topic as graduating paper, previous
research review, problem of statement that describes the problem of the
research, objective of the study that consists of the goal of the research,
benefits of the study that explain about the advantages from the study, next is
definition of key terms, review of related research, and then the outline of the
graduating paper.
Chapter II is theoretical framework. This chapter mentions the theory
used by the writer. There are TPS (Think, Pair, Share) learning methods,
improve, vocabulary mastery and teaching vocabulary.
Chapter III discusses methodology of research which consists of setting
of research, subject of study, method of research, the procedure of research,
technique of collection data and technique of data analysis.
Chapter IV is teaching implementation and data analysis which consist of
cycle I, cycle II, cycle III, analysis of cycle I, II, III
In chapter V the writer states the study in summary that includes

conclusion and suggestion. For the last part of this graduating paper is
bibliography.
CHAPTER II
THEORITICAL REVIEW OF TEACHING VOCABULARY
A. VOCABULARY IN TEACHING LEARNING

1. Definition
According of Richard, vocabulary is one of the most obvious
components of language and one of first things applied linguistic turned
their attention (2001:4). According to Hornby, vocabulary is total number
of words which (with rules for combining them) make up language
(1974:959). In Webster Dictionary, vocabulary is list of words, usually
arranged alphabetically and defined, explained or translated.
From the definition above, the writer infers that vocabulary is the
key to communication that will help someone in learning English. Without
a good vocabulary that someone will not be able to master and learn
foreign languages is very essential to everyone.
Furthermore, vocabulary has an important role in teaching learning
process. The importance to learn vocabulary is as follows:
a. Vocabulary is an important element in the acquisition of a second
language.
b. Vocabulary is center to language especially for introducing new lexical
items
c. Vocabulary is related to word
d. Vocabulary is one step to know word, understanding the meaning and

used them in sentence.
2. Kind of vocabulary
There two kinds of vocabulary namely productive and receptive
vocabulary. Productive vocabulary is used to speech and writing while
receptive vocabulary is utilized in listening and reading. The kind of
vocabulary is needed in the advance level, for example, written passage
news paper, textbook, literature, etc (Scrivener;1994:74).
Sometimes, vocabulary is the easiest aspect of a foreign language
to learn but it hardly required formal attention in the classroom. The
students are quickly to accept but they are quickly forgotten. Thornbury
(2002:25) says the relevant to the subject of word learning as follows:
a. Repetition
Better way to committee the memory new vocabulary is through
repeated rehearsal of the material. But one kind of repetition that is
important is repetition of encounters with a new word.
b. Pacing
A student has a different learning model to give opportunities to pace
their own rehearsal activities. And teacher must give opportunity for
students as a spur on learning activity in memorizing vocabulary.
c. Imaging
Used picture is the best subject to introduce a new word. The students
can accept new vocabulary appropriate students comprehension. In
other hand, students learn vocabulary used picture easier to remember
more than not used a picture.
d. Use
Put vocabulary preferably used interest way to ensure student long
term memory.
e. Spacing
Learn new vocabulary is better used a period of time than to mass
together in a single block. As each word becomes better learned, the
testing interval can be extended gradually.
f. Attention
Someone can not improve vocabulary if they sleep. Other way
someone used tape to improve vocabulary. More attention needful to
increase memorizes someone.
In writers opinion, the best way to memorize by repeating gradually,
give more attention of new word and practice in days activities. In
addition, memory new words can be reinforced if they are used to express
personally relevant meanings. Not at all the vocabularies that learners need
can be taught: learners need plentiful exposure to talk and text as well as
training for self-directed learning (Thornbury; 2002:30). There are some
sources to learn vocabulary in teaching learning process, (Thornbury;

2002:51). They are as follows:
a. List
To easier someone learns vocabulary with making list and organizing
new vocabulary to study. This way can help someone to applicable in
learning model.
b. Course books
Course book includes in task instruction and grammar explanation.
Course book content of segregated and integrated vocabulary work.
Segregated activities typically present or word formation rules. And
Integrated into skills work typically in vocabulary focus.
c. Vocabulary books
Vocabulary books are as an exercise book for students. Vocabulary
books are usually organized, but cover a range of vocabulary skills.
d. The teacher
Teachers must be more productive in teaching vocabulary. Giving new
vocabulary concerned with teaching learning process make easier
memorization students.
e. Other students
Each student can contribute to get new vocabularies. Each learner can
contribute to the shared class through activities such as brainstorming,
and research finding suggest than learner input more a powerful than
other vocabulary sources.
3. Keys to Improve Vocabulary

There are many keys to improve vocabulary (Edwards, 2006:73):
1. Read as much as you can
By reading some articles, fiction or non fiction books, and
journal students will get new words. The students guess the meanings
of many of those words by their context.
2. Use dictionary
The dictionary should be all English, not a bilingual one can
increase students vocabulary. A good dictionary should include the
following information about words:
a. Its pronunciation
b. Its part of speech (noun, adjective, word)
c. A clear simple definition
d. An example of the word used in a sentence of phrase
e. Its origin
3. Learn roots, prefix
Roots and prefixes from Latin and Greek make up many
English words. It has been estimated that more than half of all English
words come from Latin and Greek. Prefixes are added to the beginning
of a root and suffixes are added to the end to modify the meaning of
words.
4. Learn from listening

Listening a good program in radio or a song as well as to
people who speak English well is another way to improve vocabulary.
5. Use dictionary of synonyms and antonym

Synonyms are words that have almost the same meaning.
Antonym is words that have almost the opposite meaning. Some
dictionaries of antonyms and antonyms explain each synonym and
how it differs in meaning from the other synonym.
6. Make own word list
Whenever students read and dont know new words, write in
down in note book together with the sentence in which students found
it. Try to work out the meaning of the word from its context. Then
students can open dictionary and write the definition in notebook. Try
to add a new word to your list every day.
7. Use your new words
Using the new words, whether it is in speaking or writing is an
important step in learning.
4. Principle of Teaching Vocabulary

The most principles of teaching and learning vocabulary have been
forgotten or ignored. The several principles of teaching vocabulary are
presented below: (www.aitech.ac.jp/~ltestlj).
a. Teaching a word does not mean the students learned it. Teaching and
learning do not go lockstep, hand in hand, from the easy to the
difficult.
b. Students do not learn a word form one meeting. Research tells us that
it takes among 5-16 meeting (or more) to learn and average word.
c. It is easier to forget a word than remember it. Initial word knowledge
is very fragile and memories of new words that were memorized
before can be lost from mind.
d. Students can not guess the meaning of unknown word from context if
the surrounding text is too difficult.
e. Students do not need to learn every word they meet. This is because
not all words are equally useful. Words that are needed by students to
master are the generals services vocabularies i.e. that are found in
almost all text, including technical works.
f. Some words are more difficult to learn than others. Research suggests
that words that are more concrete and closer to a known concept, or
have a similar form in the first language tend to be learned before
those that are more abstract and relatively dissimilar from the first
language.
g. Words live with other words, not in isolation. Language are made up
of sets of works that together to make individual meanings such as by
the way, the day after tomorrow, bus ticket, half past three, sunny day
and soon. These are often called collocation, or lexical units.
h. Written and spoken vocabularies are different.

i. Students learn best by making sense of their own vocabulary and
internalizing it.
j. We do not have enough time to teach everything about a word so
students have become independent word learners.
5. Vocabulary Mastery
Vocabulary mastery is one component to master English as a
foreign language in elementary, intermediate, and advance levels. In
learning of four skills in language (listening, reading and writing),
vocabulary is one basic to be mastered. It is reasonable, remembering that
four language skills need knowledge of words because they will get
nothing without words.
According to Fries (1967:50), that indicates the distribution of
various kinds of vocabulary items through the four stages of the learners
progress in the mastery of English.
a. Progress extends from the beginning to the mastery of the
fundamentals of the structure and sound system.
b. The vocabulary items chosen should still consist of those that must be
learned for production.
c. Vocabulary mastery for recognition is extended more completely over
the general areas of experience covered during the second stage,
indicated above, on an every limited productive level.
d. The choice of special areas of experience is necessary.

No one can master the total vocabulary used by the speakers of
language and after the students passed the three stages of vocabulary
mastery indicate above, circumstances will improve students to grow
in the control of vocabulary of certain special areas rather than in
others. For the fourth stage of the students learning, attention is
centered upon the typical vocabulary items of the special fields in
which he will be active.
6. Method of Teaching Vocabulary

Vocabulary is the central to language and important to language
learner. Without vocabulary, one can not communicate effectively or
canalize his ideas in both oral and written forms. Having a limited
vocabulary is also a problem that precludes learner from learning a foreign
language. When they do not know how to improve vocabulary, for
example, they often slowly lose interest in learning.
Based on this problem, teacher is suggested to use appropriate
method to teaching vocabulary is TPS (Think, Pair, Share) for example,
provides a balanced attention to both grammar and vocabulary.
Using this method, learners typically take great deal of their time
looking up words in the dictionary and translating text from the foreign
language into their native language. This method does not purpose at
getting the students to understand and speak the foreign language, they are
learning. The result is that most students are unable to use the foreign
language for real communication purpose after four, five or six year grade.
B. THINK, PAIR, SHARE (TPS) Method

1. Definition
Think, Pair, Share is a simple method, but it has a benefit. This
method is developed by Frank Lyman from University of Maryland
(Huda, 2011: 132).
Arend (Trianto, 2007:61) says that TPS (Think, Pair, Share) is an
effective way to diversify class discussion atmosphere. The procedure
used in the TPS can give students more to think and help each other. The
procedure is applied explicitly to give students more time to think,
respond, and share with their partners.
Think-Pair-Share itself, as expressed by Lie (2002:57) explains that,
"Think-Pair-Share is learning that gives students the opportunity to work
independently and in cooperate with others. In this case, a very important
role of teachers to guide students to the discussion, thus creating a learning
atmosphere that is more alive, active, creative, effective and fun.
Think Pair Share learning model is followed by plenary discussion.
With this learning model the students are trained how to express their
opinions and students also learn to respect others' opinion while refer to
the material or learning objectives. TPS (Think-Pair-Share) learning model
is a type of cooperative learning is designed to influence of student
interaction. TPS requires the student to work to help each other in small
groups (2-4 students) and further detailed by the award cooperative, of the
individual awards (Ibrahim et al: 2000).
TPS is used to teach academic content, or to check students'
understanding of specific content. Teachers create interactions that
encourage curiosity, wanted to try, be independent, and want to advance.
Teachers provided information, only basic information, as a foundation for
students in searching and finding their own information. The teacher
explains the material by linking it with the experience and knowledge of
children to facilitate their response to and understand new experiences
make students even easier to concentrate. Therefore teachers need to
consider is the experience and knowledge the students who found them in
everyday life.
After introducing the Think-Pair-Share strategy to students, teacher
decides to make target for lesson. Teacher may choose to use a new text
that the class will be reading, or there might want to develop a set of
questions or prompts that target key content concepts that students have
been studying. According (Nurhadi, 2003:66) describe the strategy and its
purpose with students, and provide guidelines for discussions that will take
place:
a. Explain to students that they will. First, students think individually
about a topic or answer to a questions. Second, pair with a partner and
discuss the topic or question and third, share ideas with other group of
the class.
b. Using a student or students from your classroom, model the procedure
to ensure that students understand how to use the strategy. Allow time
for students to ask questions that clarify their use of the technique.
c. Once students have a firm understanding of the expectations
surrounding the strategy, monitor and support students as they work
through the steps below. Teachers may also ask students to write or
diagram their responses while doing the Think-Pair-Share activity.
2. Procedure Think, Pair, Share:

Researcher can know procedure Think, Pair, Share method in teaching
learning process as follows (Muslimin, 2001:26):
1.
Think: Teachers begin by asking a specific higher-level question

about the text or topic students will be discussing. Students "think"
about what they know or have learned about the topic for a given
amount of time (usually 1-3 minutes).
2.
Pair: Each student should be paired with another student. Teachers

may choose whether to assign pairs or let students pick their own
partner. Remember to be sensitive to learners' needs (reading skills,
attention skills, language skills) when creating pairs. Students share
their thinking with their partner, discuss ideas, and ask questions of
their partner about their thoughts on the topic (2-5 minutes).
3.
Share: Once partners have had ample time to share their thoughts and
have a discussion, teachers expand the "share" into a whole-class
discussion. Allow each group to choose who will present their
thoughts, ideas, and questions they had to the rest of the class. After
the class share, teacher may choose to have pairs reconvene to talk
about how their thinking perhaps changed as a result of the share
element. From above the procedure , teacher can know how to play
Think, Pair, Share in the class as follows (Huda, 2011:136):
1) Students are grouped. Each of group consists of two until four
students.
2) Teacher give assignment to each grouped
3) Each of group think and doing the individual task
4) Group of members are pairing. Each pair to discuss the individual
task
5) The second pairs met again in each group to share the results of
discussions.
3. Function of Think, Pair, Share

The use of Think, Pair, Share in English learning process are used to:
1) Note check
2) Vocabulary review
3) Quiz review
4) Reading check
5) Concept review
6) Lecture check
4. The strenght of Think-Pair Share :
The researcher will get some strengthens as follows (Hartina, lie,
2005:46):
a. TPS easily applied in various levels of education and in every
opportunity.
b.Provide time thinking about improving the quality of student
responses.
c. Students become more active in thinking about the concept of the eye
lessons.
d.Students understand more about the concept of the topic for
discussion.
e. Students can learn from other students.
f. Each student in the group has the opportunity to share or convey his
ideas.
5. The application of Time Use Think Pair Share

Application of time in using cooperative learning model of Think
Pair Share as follows (Maesuri, 2002:37):
1)
Can be used at the beginning of lessons before studying a material

(to find out students' prior knowledge).
2) For the teacher to demonstrate, experiment, or explain.
CHAPTER III
METHODOLOGY OF RESEARCH
A. SETTING OF RESEARCH
This classroom action research was carried out at SMK Muhammadiyah
Salatiga. It in located in Jl. KH. Ahmad Dahlan Salatiga, Village:
SidorejoLor, District: Sidorejo, Regency / City: Salatiga, Province: Central
Java, Zip Code: 50 714. The location of this school is in the city, but the
situation is not noise and low pollution. SMK Muhammadiyah Salatiga is a
vocational school which was built since 21 years ago. There are 21
rooms/classes, 6 rooms Workshop, 2 rooms laboratories (English,
computers).SMK Muhammadiyah has four vocational and three skills. There
are majors such as Installation of Electric Power Engineering class,
Technique class Machining, Mechanical Light Vehicle class, technique class
Garments.
The classroom action research was done from May 2012 to June 2012.
The description of the building SMK Muhammadiyah is as follow :
1.
Facilities and infrastructure in SMK Muhammadiyah, consist of:

Classroom, Language laboratory, Computer laboratory , Library,
Electricity workshop, Machine workshop, Automotive workshop, Garment
laboratory, Physical room, Head master room, Administrative room,
Consulting room, Vice principle room, Mosque, Toilet for teacher, Toilet
for students, Tables, Chairs, Learning media, white board,etc.
B. SUBJECT OF THE RESEARCH
The subject of the research is XI Technic of Electricity (Teknik Listrik)

of the students of SMK Muhammadiyah in the academic year of 2011/2012. It
is only one class consits of 35 students. They are 34 boys and 1 girl. The girl
in this class tend to be silent, on the other hands some boys are talkactive,
make noise and especially they are not interested in English learning. In
learning activities and doing tasks, the students are passive. The researcher
chooses the second grades as subject of the research because the numbers of
students are much more than other classes and the students are more active.
So, the researcher is able to get more valid data. The following table shows the
name of subject of study :
Table 1
The Name of the Subject Study
NO
NAMA SISWA
Achmad Junaidi
Agung Setiawan
Agus Prasetyo
4
5
6
7
8
9
10
11
Ahmad Khamdani
Akhmad Roghib Akhkan.A
Ariansya Eko Widodo
Arvin Ardhi Prasetyo
Aswin Renaldi
Didik Yulianto
Eko Saputro
Eko Sulistiyono
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
Eko Widayat
Fajar Ngudiarto
Fajar NurRochman
Ferdi Andre Kurniawan
Hanan Amina
Krisna Aji
M. Rudy Hermanto
M. Riky Andriyan
Merza Anggi. A
Mohamad Ali Fakur
Muchamad Haryanto
Muhamad Safrudin
Muhammad Fadkul. H
Muhammad Zamroni
Mujiono
Nanda Arif .W
Restu Mahardika Putra
RickaPermana Putra
Riswanda Chalif. SA
Rizky Hidayatullah
Rukidi
Teguh Priyanto
C. METHOD OF RESEARCH
The research method used in this study is class room action research
(CAR). There are some definitions of class room action research. The research
method used in this study is class room action research. There are some
definitions of class room action research. The first definition is given by
Kemmis in Hopkins (1993:44) that class room action research is a form of self
reflective enquiry undertaken by participants in social situation in order to
improve the rationality and justice, their understanding of these practices and
the situations in which the practice are carried out. In second definition, action
research organized condition ofthe practice-based learning experiences that

teachers themselves, Wiriaatmadja Rochiati (2008:13). Third definition is
given by Robert in Hopkins (1994:45) that action resarch aims to contribute
both to the practical concerns of people in an immediate problematic situation
and to goal of social sciences by joint collaboration within a mutually
acceptable ethical framework.
According to Suharsimi Arikunto (2007:58), classroom action research
comes from three words, they are:
a. Research: an activity to find out accuracy some object using
methodology to get data or information which benefit to improve
something which interest and important for researcher.
b. Action: some activities deliberately done by having several aims,
in the research in form activities cycles.
c. Class: a group of student in same time, have same lesson from
teacher.
Classroom
action
research
conduct
in
SMK
Muhammadiyah Salatiga which aims to improve vocabulary the

students using Think, Pair, Share (TPS) method.
Based on definition about action research, the researcher can infer that
action research is one of form of research that trying out an idea in practice of
a social situation with a view to improving or changing something, trying have
a real effect on the situation.
D. PROCEDURE OF RESEARCH
This research uses classroom action research and the procedures are as
follows:
a. Planning
The activities in the planning are:
1. Preparing materials; making lesson plan, and design the steps in doing
the action
2. Preparing list of the students name and scoring
3. Preparing teaching-aids
4. Preparing sheets for classroom observation (to know the situation of
teaching-learning process when the method or technique or mode in
applied)
5. Preparing a test (to know whether students vocabulary improve or
not).
b. Action
1. Giving pre-test
2. Teaching vocabulary using Think,Pair,Share
3. Giving opportunity to the students to ask about difficulties
4. Giving post-test
c. Observation
Observing is an observation activity to know how far the action
effect have reach target. Observation is one of the instruments used in
collecting the data. As a scientific method, observation can be

systematically used to serve and note the phenomena investigated like
students feeling, thingking, and something that they do in teaching
learning process. The writer plans this observation flexible and open to
record the unexpected.
d. Reflection
Reflecting is an activity in expressing of experience that have by
writer as the self evaluation. The result of the observation is analyzed.It is
to remember what occurs that has been written in observation. Reflection
seeks to memorize sense of the process, problems and real issues in
strategic action. It takes account of the comprehension the issues and it
circumstance in which they are arisen.
Reflection has an evaluation aspect, it asks the writer to expand the
experience, to judge whether effects were desirable, and suggest ways of
processing. The writers reflection is done by discussing with his
collaborator. Then the next cycle can decide or designed.
According to Elliots action research model (2008: 64), the
procedures are briefly described in the following scheme:
Identification of problem
Reconnaissance
Cycle 1
Plan
Action 1
Action 1
Action II
Action III
Planning revise
Cycle 2
Observation
Reconnaissance
Plan
Action 1
Action II
Cycle 3
Action III
Observation
Reconnaissance
Action
Planning revise
Plan
Action 1
Action II
Action III
Observation
Reconnaissance
Action
1. 1. Technique of Collecting Data

In this study, several procedures would be used in order to get
the empirical data required. The research would be conducted in two
ways are as follows:
1. Observation: this method would be used to observe the teaching
learning process and the students activities.
In this research, the researcher
2. Collaborator: to work to another or others on a joint project to
cooperate as a traitor.
3. Before getting data, the writer used pre-test and post-test. Pre-test
given to students before the teacher used her method in teaching
and learning process, and post-test given after students receiving
the method from teacher. Pre and post-test are to knowing the
differences of the students ability before and after the teacher use
the method.
4. Data
According to Kamus besar bahasa Indonesia pages 187,
Data is a group of facts which contains information which is the
basic reference in order to make a certain decision or to organize
conclusion. The data in the form of action includes the activities
of teacher and students during the learning process with inquiry
method, generic structure, punctuation, some questions, and
document
includes
field
notes,
learning
process
plans,
photograph, and students work.

5. Source of data
In every research, there must be data to be analyzed. A
researcher can get the data from many sources, either person or
things.
Arikunto (2002:114) argues that if researchers using
observation techniques, the data of sources usually in the form of
objects, motion, or any process. From the above opinion, it can be
concluded that the data source in a form of human subjects,
objects, motion, or process in which something of the process can
be obtained the necessary data. As for the data sources used in this
study are:
6. Place and events, including teaching and learning process of the XI
TL students of SMK Muhammadiyah Salatiga.
7. Informants, including students and teachers English of the XI TL
SMK Muhammadiyah Salatiga.
8. Documents, including the implementation of the lesson plans,
stories students, and assessment books.
9. Observation is an activity that teachers do in teaching and learning.
2. Technique Of Data Analysis

After collecting the data, the next steep of study is analyzing
the data. There are two ways to analyze the data, they are:
a. Descriptive technique
A descriptive technique is used to know the students behavior
during the teaching learning process. In descriptive technique, the
researcher analyzes the observation sheet which has been made by
her partner.
b. Statistical technique
A statistical technique is used to know the extent to using
Think, Pair, Share learning method toward the students
vocabulary the result of pre-test and post-test. This research is
calculated by Deviation Standard using SPSS 16.00 windows
program.
CHAPTER IV
THE IMPLEMENTATION OF STUDY AND ANALYSIS
Based on the explanation about procedure of action research above

(chapter III), the researcher has arranged three cycles. In each cycle, the steps
are planning, acting, observing and reflection in order to know each cycle with
the writer then will explain as follows:
A. Cycle I
1. Planning
6. Preparing materials; making lesson plan, and design the steps in
doing the action
7. Preparing list of the students name and scoring
8. Preparing teaching-aids
9. Preparing sheets for classroom observation (to know the situation
of teaching-learning process when the method or technique or
mode in applied)
10. Preparing a test (to know whether students vocabulary improve or
not).
2. The Implementation of action
On Wednesday, 16 May 2012 the teacher came in English
class. The teacher open the lesson by introduce herself and checked of
the students present. Before the lesson, she gave pre-test to class for 30
minutes. After the students finished doing pre-test, teacher began to

teach vocabulary. She told the students, students, today we will study
vocabulary with theme procedure text. Next the teacher asked the
students orally, explain procedure text about how to ironing clothes.
The students answered together in Indonesian language. The teacher
wrote down students answer in the white board. Then the teacher
explains materials and steps in ironing clothes and students said in
Indonesian.
The teacher told the students, students will learn the
procedure text in English and students must pay attention and repeat
words that teacher have said. Do you understand?. Yes the
students answered together. After the students repeat the words from
teacher twice or more time, teacher asked the students, have students
remember the vocabulary of procedure text how to iron clothes?. The
students just keep silence. Then the teacher explained how to ironing
clothes and most of students can remember the words with easier and
can say clearly.
Later, the teacher asked students to say materials and steps
how to ironing clothes and the students answered together in
Indonesian. The teacher wrote in white board and said in English then
the students repeated after it. The teacher ordered the students to
pairing discuss about how to ironing clothes. Students doing task the
procedure text with their partner about how to ironing clothes.
Afterward they read with their partner in class to sharing with other
students. Time was up, the teacher asked the students to learn at
home and the learning will continue the next meeting. The teacher
closes the meeting.
On the Wednesday, 16 May 2012, the teacher came in the
English class. The situation was follow:
Teacher
: Assalamualaikumwr.wb.
Students
: Waalaikumsallamwr.wb.
Teacher
: Good afternoon students. How are you?
Students
: Good afternoon miss. I am fine.
Teacher
: Students in this meeting we will study about procedure
text. Do you know procedure text?

Students
: Yes, Miss. (Most of students just keep silence)
Teacher
: Anak-anak pada pertemuan kali kita akan belajar
tentang procedure text. Apakah kalian sudah tahu procedure text?

(Students in this meeting we will study about procedure text. Do you
know procedure text?)
Students
: Yes, Miss.
Researcher : Students, do you know about procedure text?

Students
question)
: Students answered (but not all students can answer the
Researcher : Now, I will divide into group, each group consist of two
students. Each group must do the task that I will give to you. Are you
ready?
Students
: Okay, Miss.
Before teacher divide into group, Teacher gave the task to students.
The students must do the task individuals. Next, the students pairing
with their partner to discuss students assignment. The students try to
solve the task by their group for about 30 minutes. Then the teacher
said: Time is up class, now, we will share it together. In
addition,
the teacher wrote down the answer of the task in the whiteboard and
students try to correct task of other group. After the students finished,
they submitted the task.
3. Observation
In the first cycle, teachers observed the teaching learning
process. By monitoring the students activity in this action, the teacher
can see that the students still get difficult to say it and when they study
vocabulary. Some students pronounced them incorrectly and the
writing wrong.
Furthermore, the researcher will analyze the students
improving vocabulary by t-test calculation. The steps as follows:
a. The score of pretest and post test
Table 2
The result of pretest and posttest cycle I
No
Score of pretest
Score of posttest
D2
40
45
25
45
70
25
625
45
70
25
625
65
80
15
225
45
50
25
45
50
25
65
80
15
225
50
75
25
625
10
50
75
25
625
11
45
55
25
12
50
75
25
625
13
45
40
-5
25
14
45
40
-5
25
15
50
70
20
400
16
50
40
-10
100
17
45
55
25
18
40
50
10
100
19
40
55
15
225
20
45
50
25
21
40
45
25
22
23
40
45
25
24
45
70
25
625
25
40
65
25
625
26
40
65
25
625
27
40
45
25
28
50
40
-10
100
29
40
55
15
225
30
40
55
15
225
31
45
50
25
32
40
55
15
225
33
40
50
10
100
= 350
= 7450
Then, the writer calculates the deviation standard by using SPSS 16.00
windows program. It can be shown as follows:
Descriptive Statistics
N
Minimum Maximum
Mean
Std. Deviation
pre_test
33
65
42.58
12.632
post_test
33
80
53.48
18.519
Valid N
(listwise)
33
From the table above can be seen that the mean of pre-test in cycle
I is 42.58 with deviation standard 12.632. Based on the normal curve the
writer concludes that 68% students score are 30 until 54. While mean
post-test in cycle I is 53.48 with deviation standard 18.519. So, the writer
concludes 68% students score are 35 until 71.
b. Passing Grade of Cycle I

Cycle I also has shown that the students can improve their
English score especially in vocabulary with mean of post-test 53.48
, it is better than mean of pre-test 42.58. The researcher also
calculates the passing grade is 70. But, the result from post test in
cycle I students have not complete the passing grade because the
students in pre-test who still have the score less than 70 and in
post-test 22 students who still has the score less than 70.
4.
Reflection
After analyzing the result of action cycle I, the researcher can
conclude that it is very important for the teacher to be careful with the
students pronunciation. Teacher can ask the students two or three
times to repeat the words.
Action I also have shown that the students can improve their
vocabulary. Using appropriate vocabularies is important in study
English, the teacher must give some examples of right vocabularies.
B. Cycle II
Based on the result of Cycle I, the teacher continues the next
cycle.
1. Planning
a. Preparing materials; making lesson plan, and design the steps in
doing the action
b. Preparing list of the students name and scoring
c. Preparing teaching-aids
d. Preparing sheets for classroom observation (to know the situation
mode in applied)
e. Preparing a test (to know whether students vocabulary improve or
not).
2. The implementation of the action
On Wednesday, 22 May 2012 the teacher came in the class XI
TL. Teacher revised the teaching learning process in action I cycle I. In
cycle I there was some difficult words in pronunciation and written. In
the action 2, teacher introduced the model of presentation in studying
vocabulary. The steps are (show a picture, repetition, written form).
Before teacher started the lesson, teacher gave pre-test to students for
about 30 minutes.
The situation was as follows:
Students, today we will study vocabulary with theme

procedure text, teacher told. Teacher asked the students remember
about procedure text the students answered together in Indonesian
language. Then the teacher shown a picture about fried noodle and
teacher said the material in English and asked the students repeat it.
Teacher was also careful with students pronunciation, teacher often
repeat the word twice or three time when their pronunciation is wrong.
The teacher asked the students mention of the material to
make fried noodle and the steps. The students answered together in
Indonesian. The teacher list of based on the place. Teacher wrote the
words in the white board. Then the students are doing the assignment
individually and after that they pairing to discuss the task. After more
time, students with their friend share with other groups to share their
assignment. Every group gets opportunity to share their assignment.
The teacher wrote down the words in the white board. Teacher also
checks the students note one by one while walking around the
classroom. After finish writing, students must submit their assignment
as a post-test.
3. Observation
In the cycle II, observation was also carried out during
implementation of the action. The researcher got note from the
observer which has been written in above. By monitoring the students
activity in the action, the teacher can see that the students still get
difficulty to say in English. Some students pronunciation still

incorrectly and the written form was wrong when done the task.
Furthermore, the researcher will analyze the students
improvement of vocabulary by t-test calculation. The steps as follows:
a. The score of pretest and posttest
Table 3
The result of pretest and posttest in cycle II
No
Score of pretest
Score of posttest
D2
78
98
20
400
68
75
49
68
70
83
90
49
55
86
31
961
76
80
16
70
92
22
484
83
90
49
74
77
10
74
77
11
77
85
64
12
74
70
-4
16
13
53
70
17
289
14
66
70
16
15
74
70
-4
16
16
80
85
25
17
77
85
64
18
80
77
-3
19
52
68
34
1156
20
76
86
10
100
21
66
70
16
22
78
98
20
400
23
53
70
17
289
24
63
86
23
529
25
70
75
25
26
70
92
22
484
27
63
86
23
529
28
80
85
25
29
52
68
16
256
30
68
88
20
400
31
76
80
16
32
68
88
20
400
33
68
75
49
= 367
= 7203
N
Minimum Maximum
Mean
Std. Deviation
pre_test
33
52
83
70.09
9.077
post_test
31
68
98
80.61
9.124
Valid N
(listwise)
31
II is 70.09 with deviation standard 9.077. Based on the normal curve the
post-test in cycle II is 80.61 with deviation standard 9.124. So, the writer
b. Passing Grade of cycle II

The result in cycle II is better than cycle I. In previous
cycle the standardized of score that is calculated by the teacher is
70 and the result of post-test shows that one student has the score
less than 70, in pre-test there are 14 students, who still have the
score less than 70. So, the mean from post-test in cycle II is
80.61. The results of pre-test and post-test were used to know the
score of vocabulary mastery.
4. Reflection
After analyzing the result of action II, the teacher concluded
that the students can improve their vocabulary. Students can answer
the question well. Using Think, Pair, Share learning method also easy
for students to remember words in English. The teacher realizes that
some students can improve their vocabulary with think, pair, share
learning model through picture in cycle II. It is necessary for teacher to
continue to the next cycle (cycle 3).
C. Cycle III
Based on the result of cycle, 1 and cycle 2, it is necessary for the
teacher to continue the next cycle.
1. Planning
a. Preparing materials; making lesson plan, and design the steps in
doing the action
b. Preparing list of the students name and scoring
c. Preparing teaching-aids
d. Preparing sheets for classroom observation (to know the situation
mode in applied)
e. Preparing a test (to know whether students vocabulary improve or

not).
2.
The implementation of the action

On Wednesday 22 may 2012, the teacher continued in
English class. The steps are teacher showing power point, repetition
words, and written form.
There were still many problem in cycle 2, some students had
wrong pronunciation, wrote some words wrongly. Before teacher
continued the lesson teacher asked the students to repeat some words
from the words studied before. The theme in cycle 3 is procedure text
for introducing teachers showing a power point how to make chocolate
cheese bread. The teaching learning process was as follows:
Students before continued studied vocabulary about
procedure text do this test (pretest) for about 30 minutes and teacher
distributed test to the students. Before make a group students must do
the task individual. After that the students must pairing to discuss with
their partner about the task and every group share in class with other
groups. When students did the pre-test, teacher walked around the
class to check the students task. After students finished doing the pretest, teacher collected and teacher asked the students Mention the
material of how to make chocolate cheese bread? the students
answered together in Indonesian. Then the teacher shown a power
point about how to make chocolate cheese bread to students and they
said it together in Indonesian. Then the teacher asked the students to

mention steps of how to make chocolate cheese bread. Students
answered together and the teacher wrote the words in the white board.
After that, the teacher read in white board and the students followed
and repeat it.
Teacher: do you understand about procedure text?
Students: Yes miss.
Teacher: Any question about that?
Students: No
Teacher: Okay. Now you must make a group to do the assignment.
But, before you pairing with your partner you must do the task
individual. Okay?
Students: Yes, Miss
Then the teacher gave a task for post test in cycle 3. Students
do the post-test for about 30 minutes. Students do the task with
individual after that they must pairing with their partner to discuss
about the task. After students finished doing the task, every group must
share with other groups in class about the result from the task. Teacher
wrote down the answer of task and the wrong vocabulary. After every
groups share the task, students read together about new vocabulary
from the task. And most of students were correct in pronunciation.
After the students finished do the post-test, the teacher asked

them to submit students task. And the teacher said goodbye with the
students.
3. Observation
The teacher observed in third action cycle 3, while teacher was
monitoring, teacher helped the students when students get difficulties.
Teacher feel confuse and tired when the condition of students is quiet
in repeating the words.
The teaching learning process in cycle 3 was increasing the
students who said words incorrectly, students can say correctly and in
written form process. There was some student who found difficulties.
The teaching learning process was very active.
By observing the teaching learning process in cycle 1, cycle 2,
and cycle 3, teacher concludes that think, pair, share learning method
can improve the students vocabulary. The improvement can be seen
through the result of activity from cycle 1, cycle 2, and cycle 3.
Furthermore, the researcher analyzed the students improving of
vocabulary by t-test calculation. The steps as follows:
a. The result of pretest and post test
Table 4
The result of pretest and posttest.
No
Score of pretest
Score of posttest
D2
78
80
73
83
10
100
77
88
10
100
86
97
11
121
77
83
36
77
80
77
84
49
86
97
11
121
77
77
10
77
88
11
121
11
75
85
10
100
12
75
95
20
400
13
78
80
14
58
66
64
15
75
95
20
400
16
73
85
12
144
17
75
85
10
100
18
77
88
11
121
19
77
83
36
20
77
80
21
58
66
64
22
73
92
19
361
23
77
88
10
100
24
80
86
36
25
73
83
10
100
26
66
60
-6
36
27
77
84
10
100
28
73
85
12
144
29
66
60
-6
36
30
74
83
81
31
77
88
11
121
32
80
86
36
33
80
92
12
144
= 274
= 3398
N
Minimum Maximum
Mean
Std.
Deviation
pre_test
33
58
86
75.12
5.978
post_test
33
60
97
83.39
9.196
Valid N
(listwise)
33
III is 75.12 with deviation standard 5.978. Based on the normal curve the
post-test in cycle III is 83.39 with deviation standard 9.196. So, the writer
b. Passing Grade of Cycle III

In previous cycle the standardized of score is 70 and the result
of post-test shows that four students have the score less than 70, and
pre-test also four students have score less than 70. Teacher also gave
oral test to each student during teaching learning process in each
cycle. Teacher gave a question that must be answered by the students
orally. In cycle III students can improvement their vocabulary.
4.
Reflection
After analyzing the result of cycle1, cycle 2, and cycle 3, it can
be concluded that using think, pair, share learning method can
improve vocabulary mastery of the students in the class.
The result of pre-test and post-test used to know the score of
vocabulary mastery. As stated before there were three cycles in this
action research, each cycle used pre-test and post-test. Pre-test and
post-test discuss into group with students partner. Teacher gave pretest to students before taught and post-test after teacher taught for each
cycle in teaching learning process.
D. Discussion
From the result of analyze in cycle 1, cycle 2, and cycle 3 the
researcher will analyze the students improvement from the cycle 1, cycle
2, and cycle 3.
Table 5
The analyze of students improvement
No
ANALYZE
CYCLE
CYCLE II
I
1
CYCLE
III
MEAN
PRE-TEST
42.58
70.09
75.12
POST-TEST
53.48
80.61
83.39
STANDARD DEVIATION
PRE-TEST
12.632
9.077
5.978
POST-TEST
18.519
9.124
9.196
From the statement above, the researcher can see that mean between
pre-test and post-test has significant different, where post-test is greater
than pre-test. It shows that think, pair, share method learning gives
influence in improving students vocabulary mastery, because the
students achievement has been increase after the students did a picture.
And in cycle 3 the students comprehension used power point in teaching

learning process with theme procedure text, students achievement very
increase. It means is appropriate with the situation and condition of
students in SMK Muhammadiyah Salatiga in learning English especially
in vocabulary beside that, the students are more interested and cab be
active in teaching learning process.
CHAPTER V
CLOSURE
A. Conclusion
Based on the explanation above, the researcher concludes that the
use of Think, Pair, Share in teaching English as follows:
1. The researcher concludes that the use of Think, Pair, Share learning
method in teaching vocabulary to the students SMK Muhammadiyah is
able to improve students vocabulary mastery. For the result of the
research show that Think, Pair, Share learning model is able to help the
students to improve their vocabulary mastery from the t-test calculated.
Based on the explanation above, the researcher concludes that the use of
Think, Pair, Share in teaching English as follows:
N
Minimum Maximum
Mean
Std.
Deviation
pre_test
33
65
42.58
12.632
post_test
33
80
53.48
18.519
Valid N
(listwise)
33
I is 42.58 with deviation standard 12.632. Based on the normal curve the
post-test in cycle I is 53.48 with deviation standard 18.519. So, the writer
Minimum Maximum
Mean
Std.
Deviation
pre_test
33
58
86
75.12
5.978
post_test
33
60
97
83.39
9.196
Valid N
(listwise)
33
From the table above can be seen that the mean of pre-test
in cycle II is 70.09 with deviation standard 9.077. Based on the normal
curve the writer concludes that 68% students score are 61 until 79. While
mean post-test in cycle II is 80.61 with deviation standard 9.124. So, the
writer concludes 68% students score are 71 until 89.
N
Minimum Maximum
Mean
Std.
Deviation
pre_test
33
58
86
75.12
5.978
post_test
33
60
97
83.39
9.196
Valid N
(listwise)
33
III is 75.12 with deviation standard 5.978. Based on the normal curve the
post-test in cycle III is 83.39 with deviation standard 9.196. So, the writer
Besides that, the students are having more interested and enthusiastic and
involved actively in teaching learning process.
2. From the statement above, the researcher can see that the mean between
pre-test and post-test has a significant different, where post-test is greater
than pre-test. It shows that Think, Pair, Share learning method gives
influence in improving students vocabulary, because the students
achievement has been increase after the students did the method in
learning English. It means that Think, Pair, Share method is appropriate
with the situation and condition of students in SMK Muhammadiyah in
learning English especially in vocabulary. Besides that, the students are
more interested and involved actively in teaching learning process.
B. Suggestion
Based on the result of the study and conclusion, the researcher
would like to suggest as follows:
1. The teacher
Teacher should enhance students ability in teaching
English especially when he taught using Think, Pair, Share
learning method to improve vocabulary mastery, so the students
will remember the words easily. The teacher should teach
vocabulary effectively. So, teacher role in teaching learning
process can influence students in improving students vocabulary
mastery. Beside, the teacher asked the students to study English.
2. To the students
Students should always be active in teaching learning
process and are not afraid of English lesson, students should study
English continually in classroom and in their home. When teach
vocabulary, the students pay attention to the teachers explanation.
3. To the researcher
It has been known from the result of the study using Think,
Pair, Share learning method that it can improve the students
vocabulary mastery. Hereby, it is hoped that the result of the study
makes the English teacher use an appropriate teaching mode of
presentation on improving students vocabulary mastery. Based on
the explanation the researcher would like to suggest other
researcher, the result of the study can be use as additional reference
for further researcher with the different sample and occasions.
REFERENCE
Prof.Dr.Wiriaatmadja
Rochiati.
2008.
Metode
Kelas.Bandung: PT.Remaja Rosda Karya
Penelitian
Tindakan
Huda Miftahul.2011.Cooperative Learning.Yogyakarta: Pustaka Pelajar

Hayati Fatma.Model Pembelajaran Think pair share ( http:/ghiffart. multiply.
com/journal/item/is text/ html)
Thornbury Scott. 2002. How To Teach Vocabulary. England: Pearson Education
Limited
Amin Moh, M.Pd. 2011. Panduan Praktis Penelitian Tindakan Kelas.
Yogyakarta: Inspirasi
Prasetyo Bambang, Jannah Miftahul Lina. 2011. Metode Penelitian Kuantitatif.
Jakarta: PT. Raja Grafindo Persada
Prof.Arikunto Suharsimi, Prof. Suhardjono, Prof. Supardi. 2007. Penelitian
Tindakan Kelas. Jakarta: PT. Bumi Aksara
Mod36_coop_think_pair_share.pdf retrieved 01 February 2012 at 19.30
Rodgers S. Theodore, Richards C. Jack. Approaches and Methods in Language
Teaching. New York: University Press
Nunan David. Language Teaching Methodology. 1991. Norwich: Prentice Hall
International (UK)
Madya Suwarsih. Teori dan Praktik Penelitian Tindakan Kelas (Action Reserach).
2006. Bandung: Alvabeta
Barn hahart,Cynthia A. 2008. The facts On File Students Dictionary of American
English.
( http://www.thefreedictionary.com ) 01 February at 19.30
APPENDIX
RENCANA PELAKSANAAN PEMBELAJARAN

(RPP)
Sekolah
: SMK MUHAMMADIYAH SALATIGA
Kompetensi Keahlian : Semua Program Keahlian

Mata Pelajaran
: Bahasa Inggris
Kelas/Semester
: XI/3
Alokasi Waktu
: 2 x 45 menit
Standar Kompetensi : Berkomunikasi dengan Bahasa Inggris setara Level

Elementary
Kompetensi Dasar
: Memahami percakapan sederhana sehari-hari baik dalam

konteks profesional maupun pribadi dengan orang bukan
petutur asli
Indikator
: Berbagai bentuk dan ungkapan digunakan dengan tepat

untuk menggambarkan proses kerja atau fungsi alat
I.Tujuan Pembelajaran
Dengan metode tanya jawab diharapkan
Siswa dapat mengungkapkan proses kerja atau berfungsinya suatu alat
Dengan metode diskusi diharapkan
Siswa dapat menggunakan ungkapan-ungkapan untuk membuat atau

mengoperasikan suatu benda
Siswa dapat mendiskripsikan cara mengoperasikan berbagai macam benda
Siswa dapat menyebutkan tahap-tahap dalam membuat atau mengoperasikan

suatu benda
Dengan metode penugasan diharapkan :

Siswa dapat memahami berbagai ungkapan yang digunakan untuk membuat
atau mengoperasikan suatu benda
II. Materi Ajar
TALKING ABOUT DISCRIBING PROCESS
Example of question
: How do you start the copier?
Could you show me, please?

Where are the instructions?
Which button do you press to start it?
Example of response
: First, turn it on. Then, press the button to start it.

First, you plug it in like this. Then, turn it on like this.
After that, you start it like this.
Here. It says if it doesnt work, check that its plugged
in. Is it plugged in?
On/Off switch
III. Metode pembelajaran

A. Tanya Jawab
B. Diskusi
C. Penugasan
IV. KKM
:70
V. Langkah-langkah kegiatan
Kegiatan
Kegiatan Awal
Uraian
Pendahuluan
-
Kegiatan Inti
10 menit
Doa, salam pembuka dan mendata kehadiran

siswa
Memotivasi siswa dengan memberi pertanyaan
tentang ungkapan untuk menggambarkan proses
kerja dan fungsi suatu alat
Memberitahu siswa kompetensi dasar yang
ingin dicapai dalam proses pembelajaran ini
Eksplorasi:
-
Waktu
Siswa dibagi menjadi kelompokyang terdiri dari

2 orang untuk masing-masing kelompok
Elaborasi:
- Siswa mendiskusikan tahap-tahap
pembuatan atau mengoperasikan suatu alat
- Siswa mempresentasikan hasil diskusi
dengan partnernya
25 menit
Konfirmasi:
-
Kegiatan akhir
Guru mengklarifikasi dan menyimpulkan hasil

diskusi
Guru menanyakan kesulitan siswa dalam
mengunakan ungkapan menggambarkan proses
kerja atau membuat suatu alat
Memberi tugas sebagai pekerjaan rumah
10 menit
VI. Alat, Bahan dan Sumber belajar

A. The Universe Of English
B. LKS PISTA Bahasa Inggris untuk SMK kelas XI
C. Gambar sesuai tema
VII. Penilaian
A. Jenis tagihan
: Tugas individu dan kelompok
B. Bentuk Soal
: Tes tertulis
C. Instrumen
: Terlampir
D. Butir Soal
Students explain how to ironing, mention tools and the steps how to ironing.
Salatiga, 15 Mei 2012

Mengetahui,
Perneliti
Guru Mata Pelajaran
Ida Ubaidah
Hidayati Risda Mila Shanti S.Pd
Cycle I
Picture 2
Picture 5
After completely done, hang the shirt
finally, when you finish

ironing, remove the main
plug from the electric source
socket
Picture 1
Picture 3
Choose the suitable temperature

fold
Iron by following line if there is a
for the clothes material
Picture 4
Insert the main plug into

the electric source socket
Arrange this picture into good picture and mention the materials.

(RPP)
Sekolah

Mata Pelajaran
: Bahasa Inggris
Kelas/Semester
: XI/3
Alokasi Waktu
: 2 x 45 menit

Elementary
Kompetensi Dasar

petutur asli
Indikator



suatu benda

II. Materi Ajar
Example of question

Example of response

On/Off switch

D. Tanya Jawab
E. Diskusi
F. Penugasan
IV. KKM
:70
Kegiatan
Kegiatan Awal
Uraian
Pendahuluan
- Doa, salam pembuka dan mendata kehadiran
-
Kegiatan Inti
Waktu
10 menit
siswa
Eksplorasi:
- Siswa dibagi menjadi kelompokyang terdiri dari
Elaborasi:
- Siswa mendiskusikan contoh gambar yang
diberikan untuk dibuat tahap-tahap
dengan partnernya
25 menit
Konfirmasi:
- Guru mengklarifikasi dan menyimpulkan hasil
-
Kegiatan akhir
diskusi
10 menit

D. The Universe Of English
E. LKS PISTA Bahasa Inggris untuk SMK kelas XI
F. Gambar sesuai tema
VII. Penilaian
E. Jenis tagihan
F. Bentuk Soal
: Tes tertulis
G. Instrumen
: Terlampir
H. Butir soal
Students explain about how to make fried noodle, mention the material, tools and
steps how to make fried noodle.

Mengetahui,
Peneliti
Guru Mata Pelajaran
Risda Mila Shanti S.Pd

Hidayati
Ida Ubaidah
Cycle II
Procedure Text how to make fried noodle
Mention the Material and explain the steps how to make procedure text!

(RPP)
Sekolah

Mata Pelajaran
: Bahasa Inggris
Kelas/Semester
: XI/3
Alokasi Waktu
: 2 x 45 menit

Elementary
Kompetensi Dasar

petutur asli
Indikator



suatu benda

II. Materi Ajar
Example of question

Example of response

On/Off switch

G. Tanya Jawab
H. Diskusi
I.
Penugasan
IV. KKM
:70
Kegiatan
Kegiatan Awal
Uraian
Pendahuluan
-
Kegiatan Inti
10 menit
Doa, salam pembuka dan mendata kehadiran

siswa
Eksplorasi:
-
Waktu
Siswa dibagi menjadi kelompokyang terdiri dari

Elaborasi:
- Siswa mendiskusikan contoh power point
yang diberikan untuk dibuat tahap-tahap
dengan partnernya
25 menit
Konfirmasi:
-
Kegiatan akhir
Guru mengklarifikasi dan menyimpulkan hasil

diskusi
10 menit

G. The Universe Of English
H. LKS PISTA Bahasa Inggris untuk SMK kelas XI
I.
Gambar sesuai tema
VII. Penilaian
I.
Jenis tagihan
J. Bentuk Soal
: Tes tertulis
K. Instrumen
: Terlampir
L. Butir Soal
Students explain about how to make orange jus, mention the material, tools and steps
in make orange jus.

Mengetahui,
Peneleiti
Guru Mata Pelajaran
Ida Ubaidah
Hidayati
Risda Mila Shanti S.Pd
Cycle III
Arrange this sentence into good sentence
1. Next, slide the SIM card carefully into the slot and make sure that the
golden connect arson are facing to the connector of the phon.
2. After that, push two catches in the opposite directions and remove the
battery.
3. Finally, insert the two catches of the back cover corresponding slot in the
phone and slide the cover forward button of the phone until locks into
place
4. Dont forget to switch on the cellphone. Wait until it is ready to use.
5. Inserting the SIM Card to handhone, make sure that the handphone has
been switched off and follow the direction bellow:
6. First of all, press the locking catch and slide the cover then lift it off the
phone.
7. Then, put the battery and align it until snaps into its place.
Cycle III
Picture 1
Picture 3
Mentions the Materials and explain how to make orange jus!
Chocolate Cheese Bread

PROCEDURE TEXT
How to Make
Simple Breakfast
Ida Ubaidah
Material :
Steps :
Brush the entire surface of the bread with
margarine
Rub a slice of bread with sweetened
condensed milk then sprinkle with
messes, cups with the other bread.
Sprinkle cheese on the outside, while
inside messes.
Serve.
4 slices white bread

2 spoons margarine
3 spoons sweetened condensed
Milk
messes chocolate enough
grated cheese enough
Utensils :
Spoon
Knife
plate
Cheese grater
THANK YOU
Milk
EXAMPLE
HOME
How to make omelette

COMPETENCE
HOME
Have you ever eaten a cheese omelete? Do you know
INDIKATOR
how to make a Cheese Omelette? No? Would you like me to
MATERIAL
tell it for you? Okay. This is the way. Listen to me.
PRACTICE
COMPETENCE
Goal
INDIKATOR
MATERIAL
To make a Cheese Omelet, you should prepare

ingredients such as one egg, 50 grams of cheese, uhm...
PRACTICE
QUIZ
cup of milk, three tablespoons of cooking oil, uhm...what else
QUIZ
REFERENCES
....? Oh, yeah, a pinch of salt and dont forget some pepper.
REFERENCES
ABOUT
Now, to make a Cheese Omelet, you will need some kitchen
Materials
utensils like a frying pan, a fork, a whisk, a spatula, uhm..... a

EXIT
cheese grater ...and a bowl and of course ....a plate. Okay?
First, crack an egg into a bowl like this. Then whisk the
egg with a fork until it is smooth. After that, add some milk and
whisk well. Grate the cheese into the bowl and stir. Next, heat
the oil in a frying pan, and pour the mixture into the frying pan.
Then, turn the omelet with a spatula when it browns. See, like
this. Okay, next cook both sides. After the omelet is done,
place it on a plate, dont forget to season it with salt and
pepper and you can eat it while warm. Its easy, isnt it? Bon
appetite!
Note!
Sentence Connector
The orange colour words above are called sentence connectors. They are used for telling
actions in order (showing someone how to do something or to make things or showing the
order of constructions).
ABOUT
EXIT
First of all.., then.., next, after that.., finally.., meanwhile, make sure
you, be careful not to, remember to, dont forget to..
Are you following me ? Right! Let me tell you how to make it.
psb-psma Ikhlas berbagi rela memberi
HOME
COMPETENCE
INDIKATOR
Choose the correct answer based on the text

1. Below are the things what should be prepared to make cheese omelette, except:
a. cheese
b. egg
HOME
a. Fry the egg

b. Serve the egg on a plate
INDIKATOR
c. Crack the egg

d. Grab the egg
MATERIAL
d. orange
MATERIAL
PRACTICE
e. pepper
PRACTICE
REFERENCES
2. We cannot use .... To make omelette.
QUIZ
a. frying pan
REFERENCES
b. fork
ABOUT
EXIT
3. We should ...... Before we whisk the egg with milk.
COMPETENCE
c. milk
QUIZ
Goal
ABOUT
c. whisk
d. vast
EXIT
e. spatula
e. Heat the oil in the frying pan

4. A. Heat the oil in a frying pan, and pour the mixture into the frying pan.
B. Add some milk and whisk well.
C. Whisk the egg with a fork until it is smooth.
D. Turn the omelet with a spatula when it browns.
E.
The omelet is done, place it on a plate, season it with salt and pepper
The right order to make omelette is
a. A, B, D, E, C
d. C, B, A, D, E
b. B, E, A, C, D
e. E, D, C, B, A
c. D, C, A, B, E
HOME
HOME
1. How do we connect the power to the fan?
PRACTICE
COMPETENCE
How to Use The Fan
INDIKATOR
Plug the power cord into a wall outlet ( ac 220 volt 60 Hz).
COMPETENCE
a. By adjusting the knob
INDIKATOR
b. By pulling up the oscillating pin
MATERIAL
MATERIAL
PRACTICE
QUIZ
Choose the correct answer based on the text
c. By pressing the switches

d. By plugging the power cord into a wall outlet
To make the fan move sideways, push the pin on top of the
PRACTICE
motor.
e. By pushing the oscillating pin.

QUIZ
To move the fan up or down, first pull up the oscillating pin,

then press the tilt adjustment knob.
REFERENCES
2. We can change the speed of the fan by

a. Pushing the oscillating pin.
REFERENCES
To change the speed of the fan, press one of the switches at

ABOUT
ABOUT
b. Pulling the oscillating pin.

c. Pressing the tilt adjustment knob.
the bottom
EXIT
EXIT
d. Pressing one of the switches

e. Plugging the switches
HOME
3. To make the fan move sideways, push the oscillating pin. The word push
means.
a. press
c. switch
b. fix
d. turn
e. down
COMPETENCE
INDIKATOR
MATERIAL
4. What is the goal of the text?

a. How to move the fan
d. How to press the button
b. How to make the fan
e. How to plug the cable
PRACTICE
c. How to use the fan

QUIZ
REFERENCES
ABOUT
5. What do we have to do to make the fan move sideways?

a. Pushing the pin on top of the motor
b. Pressing the tilt adjustment knob
c. Pressing the switches
EXIT
d. Plugging the power cord into a wall outlet

e. Pulling the oscillating pin.
CURRICULUM VITAE
IDA UBAIDAH HIDAYATI was born at august 2nd 1990. Her mothers
name is Khomsiyah and her father name is Hadi Mulyono. She has three brothers.
She was born in a little village in Dsn. Ngembag, Ds. Munggut district of Ngawi.
She begun their education in SDN Munggut II, When Junior high school, she
continued in MTsN 1 Paron. And when senior high school, she continued in
MAN 1 Ngawi. After she finished her education in senior high school, she came
to Salatiga to continue her education in STAIN Salatiga. In Salatiga, she stayed in
Al-Hasan Islamic boarding school. As a proof graduated, she makes a graduating
paper with the title THE USE OF THINK PAIR SHARE LEARNING
MODEL TO IMPROVE VOCABULARY MASTERY OF THE SECOND
YEAR
STUDENTS
OF
SMK
ACADEMIC YEAR 2011/2012.
MUHAMMADIYAH
SALATIGA
IN
DAFTAR SKK
Nama : Ida Ubaidah Hidayati
NIM : 11308083
M.Si.
No
Jenis kegiatan
Progdi
Dosen PA
: TBI
: Dra. Lilik Sriyanti,
Tanggal
Ket.
Nilai
OPSPEK STAIN SALATIGA
25-27 Agustus 2008
Peserta
Bedah film Laskar Pelangi dan
04 April 2009
Peserta
26 Mei 2009
Peserta
Penggalangan Dana untuk korban

Situ Gintung
3
Bedah buku Metode Studi

Islam: Aplikasi sosiologi
pengetahuan Sebagai Cara
pandang.
BIMASTA PMII
30 Juli 2010
Panitia
Bedah buku Perjalanan Panjang
12 November 2009
Peserta
menggapai Iman
MAPABA PMII
22 November 2009
Peserta
Seminar Nasional Korupsi,
09 Desember 2009
Peserta
21 April 2010
Panitia
02 Mei 2010
Peserta
Anggota
Kejahatan dibalik kekuasaan

8
Sarasehan Nasional Kesetaraan

Gender dalam Persepektif Islam
Indonesia
Seminar Pendidikan Seks Bagi

Remaja
10
SK Pengangkatan Pengurus Senat 29 Juni 2010

Mahasiswa SEMA STAIN
Salatiga
11
SK Pengangkatan Pemantau
19 Agustus 2010
Pemantau
31 Juli-22 Agustus
Peserta
Peserta
OPAK STAIN Salatiga

12
Praktikum pelatihan tes TOEFL
2010
13
Praktikum pelatihan tes ILAiK
31 Juli-22 Agustus
(Ikhtibar al_lughah al-Arabiyah
2010
Ka Lughah Ajnabiyah)
14
Practicum programs
01 September 2010
Peserta
15
Seminar Sehari Pemahaman
30 oktober 2010
Peserta
27 Mei 2010
Panitia
29 Mei 2011
Peserta
01 Juli 2011
Peserta
Peserta
Makna Al Quran dan AL hadits

16
Seminar Keperempuanan
Menumbuhkan Kembali Jiwa
Kekartinian dalam Ranah
Kampus
17
Sarasehan Nasional Islam

Transnasional dan Ideologinya
18
Sarasehan Nasional Membedah

Nilai Fikir Bangsa; Ikhtiar
Mengurai Permasalahan Negeri
19
Seminar IALF
15 Juli 2011
20
Intensive Training and Workshop
30 Nopember 2011
21
Seminar Regional Negara Islam
22 November 2011
Panitia
15 Maret 2012
Peserta
dalam Tinjauan Islam Indonesia

dan NKRI
22
Public Hearing I SEMA STAIN

Salatiga
23
MAPABA PMII
23-25 Maret 2012
Panitia
24
Workshop Leadership
06 April 2012
Panitia
Menumbuhkan Jiwa
Kepemimpinan yang Ideal dan

Demokratis
25
Seminar Nasional Berpolitik
02 Mei 2012
Peserta
18 Juni 2012
Peserta
23 Juni 2012
Panitia
untuk Kesejahteraan Indonesia,

Reorientasi Gerakan Mahasiswa
Pasca Reformasi
26
Public Hearing II SEMA STAIN

Salatiga
27
Seminar Nasional Mewaspadai

Gerakan Islam Garis Keras di
Perguruan Tinggi
97
Jumlah
Salatiga, 01 Agustus 2012

Mengetahui,
Pembantu Ketua Bidang
Kemahasiswaan
H.Agus Waluyo, M.Ag

NIP. 19750211 200003 1 001

The Use of "Think Pair Share" Learning Model - Stain Salatiga

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THE USE OF THINK PAIR SHARE LEARNING MODEL TO

IMPROVE VOCABULARY MASTERY OF THE SECOND YEAR

Submit to the board of Examiners as a partial fulfillment of the

IDA UBAIDAH HIDAYATI

ENGLISH DEPARTMENT OF EDUCATIONAL FACULTY

MINISTRY OF RELIGIOUS AFFAIRS

Dr. Saadi, M.Ag

Setia Rini, M.Pd

Faizal Risdiyanto, M.Hum

Salatiga, 31 August 2012

Dr. Imam Sutomo, M.Ag

MINISTRY OF RELIGIOUS AFFAIRS

Salatiga, 31 August 2012

Ida Ubaidah Hidayati

MINISTRY OF RELIGIOUS AFFAIRS

Salatiga, 11 July 2012

The Lecture of English Department

Finally, this graduating paper is expected to be able to provide useful

Salatiga, 31 August 2012

Ida Ubaidah Hidayati

Key Words: Think, Pair, Share and Vocabulary Mastery.

STATEMENT OF CERTIFICATION ................................................................. ii

CHAPTER II: LITERATURE REVIEW

Definition of Vocabulary ................................................... 9

2. Kind of Vocabulary ........................................................... 10

6. Method of Teaching Vocabulary ....................................... 17

A. Background of the Study

meaning of vocabulary words in the sentences. In the process of learning

technique provides students with opportunities to work independently and in

participation. With the classical method that allows only one

MUHAMMADIYAH SALATIGA IN ACADEMIC YEAR 2011/2012.

B. Statement of the problem

C. Objective of the Study

E. Definition of Key Terms

F. Previous Research Review

research, Think, Pair, Share learning method make increase optimization of

G. Graduating Paper Outline

In chapter V the writer states the study in summary that includes

A. VOCABULARY IN TEACHING LEARNING

d. Vocabulary is one step to know word, understanding the meaning and

sources to learn vocabulary in teaching learning process, (Thornbury;

3. Keys to Improve Vocabulary

4. Learn from listening

5. Use dictionary of synonyms and antonym

4. Principle of Teaching Vocabulary

h. Written and spoken vocabularies are different.

d. The choice of special areas of experience is necessary.

6. Method of Teaching Vocabulary

B. THINK, PAIR, SHARE (TPS) Method

2. Procedure Think, Pair, Share:

Think: Teachers begin by asking a specific higher-level question

Pair: Each student should be paired with another student. Teachers

3. Function of Think, Pair, Share

5. The application of Time Use Think Pair Share

Can be used at the beginning of lessons before studying a material

2) For the teacher to demonstrate, experiment, or explain.

Facilities and infrastructure in SMK Muhammadiyah, consist of:

B. SUBJECT OF THE RESEARCH

The subject of the research is XI Technic of Electricity (Teknik Listrik)

research organized condition ofthe practice-based learning experiences that

Muhammadiyah Salatiga which aims to improve vocabulary the

collecting the data. As a scientific method, observation can be

1. 1. Technique of Collecting Data