Teachers’ practices and challenges in enacting think-pair-share to manage students’ participation

Ariyanto, Fina Nada Khayatina (2025) Teachers’ practices and challenges in enacting think-pair-share to manage students’ participation. Undergraduate Thesis thesis, UIN K.H. Abdurrahman Wahid Pekalongan.

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Abstract

Students' low participation in English language learning is often exacerbated by the use of conventional teaching methods that are still dominant in the classroom. This study aims to describe the implementation of the Think-Pair-Share (TPS) method in managing student participation and to identify the challenges of its application in English language learning in junior high schools. The study uses a qualitative approach with a case study design in a junior high school in Pekalongan. Participants consisted of three English teachers selected based on criteria of teaching experience and TPS implementation. Data were collected through semistructured interviews and classroom observations, then analyzed using thematic analysis. The results indicated that teachers implemented TPS through three stages with adaptations according to student characteristics. TPS was found to effectively manage four dimensions of student participation: verbal, nonverbal, preparation, and contribution. The challenges faced encompass three dimensions: linguisticcognitive (limited vocabulary, sentence structure), socio-cultural (peer dynamics, shyness), and institutional-managerial (time constraints, class size). This study contributes to providing a detailed picture of teachers' practices in implementing TPS to manage student participation and identifying specific challenges in the context of English language learning in junior high schools.

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