2.

Literature Review
2.1 The Concept of Speaking
Brown and Yule (1983, p. 2) speaking is one of the skills that have to be
mastered by students in learning English. It is very important for them to
communicate in the class or outside the class. They must practice it especially in
learning. Without an ability to speak, it will be impossible to have a natural
communication among people. Speaking in a classroom involves the
interaction between teachers and students or among the students which
depends on how classroom activities are organized cited in Suwandi &
Taufiqulloh (2009, p.183).
According to Tarigan (2008) cited in Kusrini, E (2012, p.1) Speaking is
the process of oral communication involving the interaction both speaker and
listener in sharing information. It is also defined as the ability to articulate
sound or some words to express, state, and convey ideas from one person to
the other personthrough the oral form.
Speaking is "the process of building and sharing meaning through the use
of verbal and non-verbal symbols, in a variety of contexts" (Chaney, 1998, p. 13)
cited in Kayi, H (2006, p.1). Speaking is a crucial part of second language
learning and teaching.

2.2 Functions of speaking
Numerous attempts have been made to classify the functions of speaking
in human interaction. Brown and Yule (1983) made a useful distinction between
the interactional functions of speaking, in which it serves to establish and
maintain social relations, and the transactional functions, which focus on the
exchange of information.
1. Talk as interaction
Talk as interaction refers to what we normally mean by conversation
and describes interaction that serves a primarily social function. When people
meet, they exchange greetings, engage in small talk, recount recent
experiences, because they wish to be friendly and to establish a comfortable
zone of interaction with others. The focus is more on the speakers and how
they wish to present themselves to each other than on the message.
2. Talk as transaction
Talk as transaction refers to situations where the focus is on what is said or
done. The message and making oneself understood clearly and accurately is
the central focus, rather than the participants and how they interact socially
with each other.
3. Talk as performance
The third type of talk that can usefully be distinguished has been called
talk as performance. This refers to public talk, that is, talk that transmits
information before an audience, such as classroom presentations, public
announcements, and speeches.

2.3 Types of speaking
There are some basic types of speaking perfomance state by Brown (2001,
p 271-275)
1. Imitative
Imitation of this kind i carried out not for the purpose of meaningful
interaction, but for focusing on some particular element of language form.
2. Intensive
Intensive speaking goes one step beyond imitative to include any speaking
performance that is designed to practice some phonological or grammatical
aspect of language. Intensive speaking can be self-initiated or it can even
form part of some pair work activity, where learners are going over certain
forms of language.
3. Responsive
A good deal of student speech in the classroom is responsive, short replies
to teacher, or student initiated questions or comments. These replies are
usually sufficient and do not extend into dialogues.
T : How are you?
S : Im fine and you?
4. Transactional (dialogue)
Transactional language, carried out for the purpose of conveying or
exchanging specific information, is an extended form of responsive language.
5. Interpersonal (dialogue)
This type carried out for the purpose of maintaining social relationship
than for the transmission of facts and information.
6. Extensive (monologue)
Extensive oral production tasks include speeches, oral representations,
and story telling, during which the opportunity for oral interaction from
listeners is either highly limited (perhaps to non verbal responses) or
ruled out together.

2.4 The concept of Think Pair Square Share
Think Pair Square Share is a modification of Think Pair Share/Square
strategies to improve students speaking ability by using cooperative
learning. Among a number of cooperative learning strategies, Think-Pair-
Square is chosen to be applied in the classroom to improve students
speaking ability. Think-Pair-Square is a strategy developed by Kagan (1986)
in Hasbullah, M (2012, P. 44) to provide students with food for thought on
given topics, enabling them to formulate individual ideas and share these
ideas with another students.
The Think-Pair-Share strategy was developed by Frank Lyman (1981)
which is believed to be applicable for all levels and all subjects in
Hasbullah, M (2012, P. 44-45).
This strategy allows you to quickly engage the whole class without losing
any time moving furniture or formulating groups. Think-Pair-Square-Share is a
series of steps that enables the students move through the stages of individual
work, paired work and group work before feeding back to the whole class very
simply.

2.5 Variations of Think Pair Share/Square
1. Write-Pair-Share
The students Write about your answer individually, Pair with a partner
and discuss your answers. Then Share your answer (or your partners answer)
when called upon.
2. Formulate-Share-Listen-Create
Formulate your answer individually, Share with a partner and discuss your
answers, Listen carefully to your partners answer. Note similarities and
differences in your answers, then create a new answer that incorporates the best
of the ideas. Be prepared to present your answer if called upon.
3. Timed-Pair-Share
Think about or write your answer individually, Pair with a partner and
share for a certain amount of time - 60 seconds for example. This prevents one
partner from dominating the conversation, Share your answer (or your
partners answer) when called upon.

2.5 Teaching Speaking
According to Nunan (2003) in Kayi, H (2006) states that the meaning of
teaching speaking is to teach English language learners to:
1. Produce the English speech sounds and sounds patterns
2. Use words sentence stress,intonation pattern and the rhythm of the second
language.
3. Select appropriate words and sentence according to propper social. setting,
audience, situation, and subject matter.
4. Organize their thought in a meaningful and logical sequence.
5. Use language as a means of expressing values and judgments.
6. Use the language quickly and confident with few unatural pauses,which is call
fluency.

2.6 The procedure of applying Think Pair Square Share Strategy
Think Pair Square Share involved a four steps cooperative structure.
During the first step is the pair of students are given any kind of problem or task
to be taught, then students are required to share their ideas with their patner in
pair. Then, the pair share to another pairs in square (group of four) in order to get
the depth solving. This methos is similar to think pair share. A step is added
before students sahre with class.
This Technique can help the students in speaking by sharing ideas in
pairs and in a group. There are some several steps in implementing Think
Pair Share, as follows:
a) Tteacher begins by giving the topic and some general question about the topic;
b) Tteacher ask the students to think individually about the problem posed;
c) The students discuss and share idea, here the students will compare their
thought to get the ideal opinion, then two pairs work together as a new group to
complete the task of agreeing on a response from the first two answers that the
pairs have come up. finally, each pair share their ideas with other groups
one by one. In this activity there is no student who dominates in
discussing because they will have an opportunity to share their ideas

2.7 The Speaking Activities
According to Brown (2001) in Kusrini, E (2012, p.3) spoken language is
easy to perform, but in some cases it is difficult. There are different activities
in speaking, it will be explained as follows:
1. Information gap
One type of speaking activity involves the information gap where two
speaker have different parts of information making up a whole. Because they
have different information, there is a gap between them.
Information gap activities are useful because they are very meaningful;
all students are involved in the process equally and they are all moving towards
a specific purpose. Each student has the task of finding out certain information,
and therefore must find a way in which to ask for this information. Motivation
is usually quite high in these activities.
2. Survey
One way of provoking conversation and opinion exchange is to get students
to conduct questionnaire and surveys. If the students plan these questionnaire
themselves, the activity become more useful.
3. Discussion
Most teachers hope that they will be able to organize discussion sessions
in their classroom, particularly if the exchange of opinions provokes
spontaneous fluent language use.
4. Role play
Role play activities are those where students are asked to imagine that they
are in different situation and act accordingly.

2.8. Previous of Study
There are some research that focused on the Think-Pair-Square-Share
strategy. The first study by Safarudin (2004) focuses on Think-Pair-Share-Square
strategy for improving reading comprehension. The findings of the research
showed that the students reading comprehension improved by using Think-Pair-
Share-Square Strategy.
Second study by Moh. Hasbullah Isnainiin (2011) in Improving the
Speaking Ability of the Tenth Graders of SMK Negeri 1 Singosari Malang
through Think-Pair-Square Strategy. In this research the researcher used two cycle
and Think-Pair-Square is an effective strategy to be applied in improving the
students speaking ability within two cycles.
Third study by Endang Kusrini (2012) Teaching Speaking For Senior High
School Students Using Cooperative Learning Think Pair Share. This research
was conducted at one of Senior High School in Purwokerto. The Research
design used is experimental study. The research findings imply that the use
of Think Pair Share can motivate students speaking competent than those
taught using discussion. The students gained better average scores, the score
increased from 71 to 84 after the implementation of the strategy. The students
also have a better social and communication skills, enhances students oral
communication through critical thinking, and meaningful interaction.
Based on the result of some researcher above, there are many the
similarities and differences in this thesis. For the first of this study by Safarudin
(2004) is similar, which use Think Pair Square Share strategy. But He used Think
Pair Square Share strategy, while in this research the writer will use Think Pair
Square Share strategy for improving students speaking skill.
The second and the third study are similar, they used Think Pair Square
and Think Pair Square Share in improving studentds speaking skill. But, in this
thesis the writer focuses on Think Pair Square Share to give the students
opportunity to work in pair among their friends.
The time and location from some researcher are different. Safarudin
(2004), Endang Kusrini (2012, and Endang Kusrini (2012), meanwhile in this
research will be done at SMK Muhammadiyah Pagaralm academic year
2014/2015.