ABSTRACT
Several studies have shown that cooperative learning can improve students’ understanding, academic achievement, social skills, self-esteem and ability to integrate and synthesize new material, while also helping to develop critical thinking, problem solving and decision-making skills. This study aims to examine the effect of cooperative learning with the Think Pair Share (TPS) strategy on students’ ability to speak in the English Study Program, State Polytechnic of Jember. It employed a quasi-experimental design with a one-group pretest/post-test design. In this study, the subjects of research were first given a pretest (preliminary test) to understand the extent of their initial ability, before being given speech learning (speaking) using cooperative learning in the form of TPS. After this, the students were given a final test (post-test) to determine the extent of the influence of the treatment on learning outcomes (English speaking ability). A hypothesis test was aimed at understanding the difference in the learning results of the experimental and control groups. The results show that the implemented strategy (TPS) has a significant effect on improving students’ English speaking skills.
