Team Pair Solo Research Articles

The use of team pair solo technique combined with picture as medium in teaching writing descriptive text

This study was conducted to explore the implementation of Team Pair Solo and picture by an English teacher in teaching writing descriptive text. The aim was to describe the implementation of Team Pair Solo and picture in teaching writing descriptive text by English teacher, reveal the difficulties that faced by English teacher in teaching writing descriptive text using Team Pair Solo and picture, and explain how the English teacher solves those difficulties. In this study, I used qualitative method. The participant of this study was an English teacher in SMK NU 01 Hasyim Asy’ari Tarub in the academic year of 2019/2020. In this study, I used questionnaire, interview, classroom observation, and document analysis as data collection methods. The result revealed that the teacher integrated Team Pair Solo and picture with another teaching technique namely lecturing technique, other language skills (speaking, reading, and listening) and also a game. The game was intended to build the students’ enthusiasm in learning. This study showed that there was one main difficulty faced by the English teacher namely students’ limited vocabulary. In conclusion, Team Pair Solo and picture were an interesting and helpful technique and media that helped English teacher in the teaching and learning process and it was somewhat easy to be implemented. The technique and media also helped students to be actively engaged in the classroom activity.

USING TEAM PAIR SOLO TO IMPROVE STUDENTS’ READING COMPREHENSION TOWARD THE ELEVENTH GRADE OF IIS-4 SMAN 4

This research aimed to apply Team Pair Solo technique to improve students’ reading problemof XI IIS-4 of SMAN 4 Kediri. This research design was a Classroom Action Research. The researcher used several instruments; such as observation checklist, field notes, and reading comprehension test. The finding showed that by using Team Pair Solo technique can improve students’ comprehension in than when they were taught by using previous method. The improvement of students’ reading comprehension was due to the use of Team Pair Solo as the technique in teaching reading.It showed that by using Team Pair Solo, students’ motivation and accommodate students to be well prepared to the reading passage by discussing in team, pair with other student, and finally they have great self-esteem to stand by their self in reading class. It was suggested to all English teachers to apply this technique as one of the methods to increase students’ motivation in English class and also could be used to increase students’ reading skill.

CLASSROOM ACTION RESEARCH: USING COOPERATIVE LEARNING (TEAM PAIR SOLO) TO IMPROVE NURSING STUDENTS’ SPEAKING SKILL

Mastering many languages is a softskill that every nurse must acquire in order to make patients feel comfortable and decrease the anxiety.. English is one of many languages which is widely used in the world. So, it is important to a nurse to be able to communicate using English. This research was intended to apply cooperative learning TPS (Team Pair Solo) as the technique to enhance students’ English-speaking skill when they took the “communicating class” in the fifth semester in Stikes Patria Husada Blitar. This research was a Classroom Action Research. The subject was 10 students of the fifth semester. The researcher used several instruments; such as observation checklist, field notes, test, and questionnaire. The findings showed that TPS were effective in improving the speaking skill of the student in class. This could be seen by the increase of students’ mean scores in the test results 65.1 in preliminary study became 81.3 in the first cycle and this also meant that 100% students could pass the minimum passing grade of 78 which was setted by the researcher as the criteria of success of the research itself. The improvement could also be seen on the results of the field notes that showed positivity, raise of motivation, and good responses from the students. It showed that by using cooperative learning (Team Pair Solo), students’ motivation and self-esteem increased since the TPS could accommodate students to be well prepared before they speak by discussing in team, pair with other student, and finally they have great self-esteem to stand by their self infront of the class. Other researchers were expected to elaborate this cooperative learning with other technique so that there would be alot of technique could be used as reference in teaching English

CLASSROOM ACTION RESEARCH: USING COOPERATIVE LEARNING (TEAM PAIR SOLO) TO IMPROVE NURSING STUDENTS’ SPEAKING SKILL

Mastering many languages is a softskill that every nurse must acquire in order to make patients feel comfortable and decrease the anxiety.. English is one of many languages which is widely used in the world. So, it is important to a nurse to be able to communicate using English. This research was intended to apply cooperative learning TPS (Team Pair Solo) as the technique to enhance students’ English-speaking skill when they took the “communicating class” in the fifth semester in Stikes Patria Husada Blitar. This research was a Classroom Action Research. The subject was 10 students of the fifth semester. The researcher used several instruments; such as observation checklist, field notes, test, and questionnaire. The findings showed that TPS were effective in improving the speaking skill of the student in class. This could be seen by the increase of students’ mean scores in the test results 65.1 in preliminary study became 81.3 in the first cycle and this also meant that 100% students could pass the minimum passing grade of 78 which was setted by the researcher as the criteria of success of the research itself. The improvement could also be seen on the results of the field notes that showed positivity, raise of motivation, and good responses from the students. It showed that by using cooperative learning (Team Pair Solo), students’ motivation and self-esteem increased since the TPS could accommodate students to be well prepared before they speak by discussing in team, pair with other student, and finally they have great self-esteem to stand by their self infront of the class. Other researchers were expected to elaborate this cooperative learning with other technique so that there would be alot of technique could be used as reference in teaching English

Cooperative-Collaborative Learning in Enhancing Creative Writing Performance

Writing is among the communication skills covered in both Filipino and English language teaching that every learner should develop at any level of education in the Philippines. However, teaching creative writing skills continues to be a very challenging task for teachers. It is a challenge, therefore, for teachers to motivate students to write. More so, it is a challenge for students to write creatively. Using the action research design, this study aimed to test and examine the effectiveness of cooperative-collaborative learning using the specific strategy, Team Pair Solo, in enhancing their creative writing skills. Triangulation is also used in this study to examine, verify, and cross-check the data at different angles such as observation, analysis of the pre and post writing composition, and from the interviews of the students. The finding shows positive effects of cooperative-collaborative learning in enhancing creative writing performance among the students. It is recommended that cooperative-collaborative learning strategy (Team Pair Solo) should be used in teaching to enhance the creative writing skills of students. It is further recommended that other cooperative-collaborative learning strategies be studied for the same purpose.

Using Cooperative Learning (Team Pair Solo) to Improve Students Reading Comprehension

This research was aimed to apply cooperative learning (Team Pair Solo) as the technique to solve students problems in reading class of the third semester of nursing students in Stikes Patria Husada Blitar. This research design was a Classroom Action Research. The researcher used several instruments; such as observation checklist, field notes, and reading comprehension test. The finding showed that by using cooperative learning (Team Pair Solo), students comprehension in reading could be better than when they were taught by using traditional grammar translation method. This result could be seen from the data, in terms of the students individual reading comprehension test, in preliminary research, the number of students who passed the minimum passing grade (64) were only 2 students (20%). In Cycle 1, 10 students (100%) could pass the minimum passing grade (64). The improvement of students reading comprehension was due to the use of cooperative learning (Team Pair Solo) as the technique in teaching reading. It showed that by using cooperative learning (Team Pair Solo), students motivation and self-esteem increased since the cooperative learning (Team Pair Solo) could accommodate students to be well prepared to the reading passage by discussing in team, pair with other student, and finally they have great self-esteem to stand by their self in reading class. Consequently, students became more motivated in terms of in-class discussion and offered opinions since they were accustomed to express their idea through cooperative learning (Team Pair Solo). It was suggested to all of English teachers/ lecturers to apply this technique as one of the methods to increase students motivation in English class and also could be used to increase students reading skill. Other researchers were expected to elaborate this cooperative learning with other technique so that there would be alot of technique could be used as refference in teaching english. It was suggested to all of English teachers/ lecturers to apply this technique as one of the methods to increase students motivation in English class and also could be used to increase students reading skill.Keywords: traditional grammar translation method, cooperative learning (Team Pair Solo), reading skill

THE EFFECTIVENESS OF MUSIXMATCH APPLICATION INTEAM PAIR SOLO TECHNIQUE FOR TEACHING NARRATIVE WRITING

This paper presents the results of a quasi-experimental research aimed to find out whether Musixmatch and Team Pair Solo technique are effective for teaching narrative writing. There were 69 tenth grade students of a senior high school in Brebes, Central Java participating in this research. They were categorized into two groups named experimental and control group. To make it easier to understand, the result of this study is presented in the form of statistical data. The analysis result of the research showed that the use of Musixmatch and Team Pair Solo technique are more effective than the use of lecturing method for teaching narrative writing. This is shown by the post-test scores of the both groups, which was 81.74 for the experimental group and 77.00 for the control group. Furthermore, the result of Sig. (2-tailed) of T-test, which was 0.000,proved that there was a difference between students who were taught by using Musixmatch and Team Pair Solo technique and those who were taught by lecturing method.

BOOSTING STUDENTS’ READING COMPREHENSION THROUGH TEAM PAIR SOLO

This research attempts to enhance the students’ achievement in reading comprehension through Team Pair Solo strategy. By employing classroom action research, this research was conducted in two cycles in which cycle I comprised four meetings and cycle II consisted of two meetings. 28 students of class X3 SMAN I Paciran were purposively selected to be the research subject. Their reading achievement was measured in the form of reading comprehension test (quantitative data). This research also employed diary notes, observation sheet and questionnaire showing that the Team Pair Solo strategy in the classroom was well-implemented. The results of the reading comprehension tests conducted in all cycles obtained better improvements. The students were active, interested and enthusiastic in reading. The research result delineated that Team Pair Solo strategy significantly improved students’ reading comprehension achievements.

IMPROVING STUDENTS’ ACHIEVEMENT IN READING COMPREHENSION THROUGH TEAM PAIR SOLO

ABSTRACT This study attempts to improve students’ achievement in reading comprehension through team pair solo. This study was conducted by using classroom action research. The subject of this research was class VIII2 MTs Al-jihad which consisted of 41 students. The research was conducted in two cycles, cycle I consisted of four meetings and cycle II consisted of two meetings. The instruments for collecting data were quantitative data (reading comprehension test) and qualitative data (diary notes, observation sheet, and questionnaire sheet). Based on reading comprehension scores, students’ score kept improving in every reading comprehension test. Based on diary notes, observation sheet, and questionnaire sheet, it was found that the teaching-learning process ran well. The students were active, interested, and enthusiastic in reading. The result of the research showed that team pair solo significantly improved students’ achievement in reading comprehension. Key Words: reading, reading comprehension, team pair solo

IMPROVING STUDENTS’ ACHIEVEMENT IN READING COMPREHENSION THROUGH TEAM PAIR SOLO

ABSTRACT This study attempts to improve students’ achievement in reading comprehension through team pair solo. This study was conducted by using classroom action research. The subject of this research was class VIII2 MTs Al-jihad which consisted of 41 students. The research was conducted in two cycles, cycle I consisted of four meetings and cycle II consisted of two meetings. The instruments for collecting data were quantitative data (reading comprehension test) and qualitative data (diary notes, observation sheet, and questionnaire sheet). Based on reading comprehension scores, students’ score kept improving in every reading comprehension test. Based on diary notes, observation sheet, and questionnaire sheet, it was found that the teaching-learning process ran well. The students were active, interested, and enthusiastic in reading. The result of the research showed that team pair solo significantly improved students’ achievement in reading comprehension. Key Words: reading, reading comprehension, team pair solo

IMPROVING THE STUDENTS’ ACHIEVEMENT ON WRITING DESCRIPTIVE PARAGRAPHS THROUGH THE APPLICATION OF TEAM PAIR SOLO

Abstract This study attempts to improve students’ achievement in writing descriptive paragraphs through the application of Team Pair Solo. This study was conducted by using classroom action research. The subject of the research was class X/A SMA Nurul Ilmi Padangsidempuan that consisted of 32 students. The research was conducted in two cycles and the first cycle consisted of four meetings and the second cycle consisted of two meetings. The instruments of collecting data were quantitative data (Writing Test) and Qualitative data (observation sheet, interview and questionnaire sheet). Based on the writing test score, students’ score kept improving in every test. In the test I the mean was 66,4375, in the test II the mean was 78,125 and the test III the mean was 87,5625. Based on observation sheet and questionnaire sheet, it was found that teaching learning process ran well. Students were active and interest in writing. The result of the research showed that TPS can improve students’ achievement in writing descriptive paragraph. Key Words: Achievement, Descriptive, Paragraph, Team Pair Solo

The effect of computer-mediated communication cooperative learning structures and techniques on improving EFL learners' speaking skill

This study sought to investigate the effect of computer-mediated communication CMC cooperative learning structures and presence/absence of cooperative learning techniques on improving pre-intermediate learners speaking skill. They participated in five CMC oral activities, each containing four tasks. Each activity was carried out in one of five 1.5 hour sessions using the NetOP virtual class system. Findings indicated that there was a main effect for the four cooperative learning structures team-pair-solo, partners, jigsaw, and think-pair-share over the control condition positive interdependence where no special role or task was assigned to any group member. The team pair solo was found to be the most functional cooperative learning structure as it was helpful in improving the speaking skill. Similarly, both techniques were reported to be very helpful in improving participants' performance in speaking. Finally, the study raises major implications related to the development of CMC systems for teaching/learning linguistic skills, including speaking.

“Team Pair Solo” Cooperative Learning and Personality Type as Determinants of Students’ Achievement and Attitude to Chemistry

This study determined the effects of “Team Pair Solo” (TPS) cooperativelearning strategy and students’ personality type on achievement and attitudeto Chemistry. 175 SS2 Chemistry students from eight schools constituted thesample for the study. Three hypotheses were tested using ANCOVA within a2x3 factorial setting and a pretest-posttest control group quasi-experimentaldesign. The TPS instruction was significantly (F(1,168) = 16.45; p<.05) moreeffective (adjusted mean score = 9.23) than the conventional instruction(mean = 7.59) on students’ achievement. Extroverts obtained significantly(F(2,168) = 6.59; p<.05) higher adjusted achievement score (mean = 9.77)than the ambiverts (mean = 8.08) and introverts (mean =7.79). Also, the TPSfavoured the extroverts than the ambiverts and introverts. It wasrecommended that Chemistry teachers should adopt the TPS strategy witheffective supervision for the maximum benefit of all students irrespective oftheir personality type.

Impact Of Co-Operative Learning Strategies In English

The study illuminates the effectiveness of Co-operative Learning Strategies in learning English Grammar for the learners at secondary level. Cooperative Learning is particularly beneficial for any student learning as a second language. It promotes peer interaction, which helps the development of language and the learning of concepts with content. It is important to assign ELL (English Language Learners) to different teams so that they can benefit from English language role models. ELL learn to express themselves with greater confidence when working in small teams. Jacobs, G. M., & Gallo, P. (1999 February) recommends the co-operative learning in enhancing extensive reading in second-language instruction. Objectives of the study: (i).To diagnose the problems of the learners in learning English Grammar through conventional methods.(ii) To find out the significant difference in achievement mean score between the pre test of control group and post test of control group.(iii)To find out the significant difference in achievement mean score between the pre test of Experimental group and post test of Experimental group. (iv) To find out the significant difference in achievement mean score between the post test of controlled group and the second post test of treatment given controlled group.(v).To find out the impact of Co-operative Learning Strategies in learning English Grammar. Methodology: Rotational group Experimental method was adopted in the study. Participants: Eighty students of studying in standard X from Maruthamalai Higher Secondary school,Vadavalli were selected as sample for the study. Instrumentation: Researcher's self-made achievement test was used as instrumentation for the study. Procedure of the study: The following activities were designed (i).Positive interdependence.(ii).Round-Table.(iii).Face–toFaceinteraction.(iv).Write around.(v).Jigsaw Team.(vi).Team pair solo and (vii).Think–Pair Share. Findings: Co-operative Learning Strategies is more effective than traditional methods in learning English Grammar for the learners at secondary level. Educational implications: It can be implemented in other levels and all other the languages learning.