Journal of English Language Teaching 

http://ojs.ikipmataram.ac.id/index.php/joelt 

DOI:10.33394/jo-elt.v6i1.2349 

Volume 6 Nomor 1, Juni 2019 

online: 2548-5865, print: 2355-0309 

pp.41-50  

 
  

41 
 

IMPROVING STUDENTS’ MOTIVATION AND SPEAKING 

COMPETENCE BY USING THINK-PAIR-SHARE STRATEGY 

Ahmad Hanan
1)

, Hera Aulia Budiarti
2) 

FPBS IKIP Mataram  

ahmadhanan@ikipmataram.ac.id
1)

, herabudiarti@gmail.com
2)

 

 

Abstract 

This research was aimed at describing whether or not Think-Pair-Share strategy is able to 

improve the students’ motivation and speaking competence. The research was a Classroom 

Action Research. The data collected through qualitative and quantitative ways. The 

instruments used by the researcher were speaking test, observation sheet and questionnaire. 

The finding of the research showed that the strategy can improve the students’ motivation 

and speaking competence. The improvement can be seen from the result of note taking and 

observation sheet. In cycle one there were 20 out of 30 students improved their motivation 

which was also supported by questionnaire result of 84%. In cycle two the result of note 

taking and observation sheet showed that there were 25 out of  30 students improved their 

motivation which was also supported by questionnaire result of 91%. The mean score of the 

students also showed an improvement, from 63, 53 on first cycle to 84 on the second cycle. 

So, it could be concluded that using Think-Pair-Share strategy was able to improve the 

students’ motivation and speaking competence. 

Keywords:  Think-Pair-Share strategy, Students’ Motivation, Speaking Competence 

 

INTRODUCTION 

Speaking skill is the most important 

skill that should be mastered by English 

learners. It is a communication process or 

the action of conveying information or 

expressing feelings, which build the 

meaning. Therefore, it is one of important 

skills for human life to express idea, 

emotion, and what they want to say, that 

can be directly observed. Besides, 

speaking has commonly happened because 

there is a feedback or interaction between 

two persons or more. In general, speaking 

done verbally and it can be understood by 

both the speaker and interlocutor. 

In teaching and learning speaking, 

the students need to have the spirit to be 

able to asking and giving opinion and shall 

have an active interaction in the class. 

When teacher sometime asked the students 

to give some arguments about what they 

got from the material and shared their 

result in front of class. But sometimes 

students are afraid to convey their 

opinions; they still said their opinion in 

whisper. So, to ease the students in 

conveying their opinion and to be brave in 

asking and answering question, the 

students need motivation to help them to 

be more active in learning speaking. 

According to Brown (2003: 168), 

motivation is yet another effective variable 

to consider, but one that is so central and 

with research foundations that were so 

pervasive that deserves a separate category 

here. In addition, motivation is a thing to 

know the successful or failure when we do 

something in specific purpose. Someone 

mailto:ahmadhanan@ikipmataram.ac.id1)
mailto:herabudiarti@gmail.com2


  

 

42 
 

does not has energized to reach goals, 

means that they do not have motivation. 

Because of doing not have motivation will 

affect students’ speaking. Consider, but 

one that is so central and with research 

foundations that were so pervasive that 

deserved a separate category.  

Based on pre-observation at SMP Al-

Ashriyah Gunungsari in second year, the 

researcher discovered some problems in 

the process of learning related to speaking 

and motivations. The first problems 

dealing with speaking are grammar, 

vocabulary, comprehension, fluency, and 

pronunciation. Another problem that the 

researcher found dealing with motivation, 

as follow: the condition of students who 

were shy to deliver their opinions in 

English, they expressed their opinions in a 

whisper, and they did not raise their hands 

and waited until the teacher called his/her 

name. Based on the problems above, the 

researcher will be offered a solution to 

solve the problem by proposing Think-

Pair-Share strategy which the researcher 

believed can improve the students’ 

motivation and speaking competence. The 

researcher chose the strategy because, the 

researcher was interested in motivating the 

students to learn English language, 

particularly in speaking skill, for students 

to speak or express opinions in front of the 

class it was not already. They will feel 

ashamed and afraid to speak. Therefore, 

the researcher suggested using Think-Pair-

Share strategy. Think-Pair-Share Strategy 

is a way of learning, where the teacher 

asks the students to do the tasks in pairs, 

and then they will do the task, thinking 

together in solving the problems and 

summarize it in the written forms. The 

students have time to think and then share 

their ideas with their friends in pairs. 

Bobette (2010: 06). 

This strategy was one type of cooperative 

learning in which students will discuss in 

pairs, by using this strategy students can be 

motivated to speak, exchange ideas, and be 

bolder in expressing opinions in discussing 

the tasks assigned by the teacher. 

 

Review of Literature 

Speaking 

According to Brown (2003: 140), 

speaking is a productive skill that can be 

directly and empirically observed, 

effectiveness of test- takers, listening skills 

which necessarily compromises the 

reliability and validity of oral production. 

Form and meaning were dependent on the 

context in which it occurs, including 

participants themselves, their experiences, 

the physical environment, and the purposes 

for speaking. Speaking is the way how to 

express our ideas, opinions and also to 

make our interlocutors understand what we 

want to say and get the point of the 

conversation. 

Think-Pair-Share 

According to Bobette (2010: 06), 

Think-Pair-Share is a way of learning 

where the teacher asks the students to do 

the tasks in pairs, and then they will do the 

task, thinking together in solving the 

problems and summarize it in the written 

forms. The students have time to think and 

then share their ideas with their friends in 

pairs. Based on the explanation above, this 

research specifies in teaching speaking by 

using Think-Pair-Share. 

Motivation 

According to Doan (2011: 205). 

Motivation is one of the main factors 

affecting the success or failure of students 

in foreign language learning. According to 

Brown, (2003: 168), motivation is yet 

another effective variable to consider, but 



  

 

43 
 

one that is so central and with research 

foundations that were so pervasive that 

deserves a separate category here. In 

addition, motivation is a thing to know the 

successful or failure when we do 

something in specific purpose. In language 

learning, especially in speaking in front of 

the class was not easy. Therefore, 

motivation is needed in learning to build 

students' interests and self-confidence. 

With motivation, students will get the urge 

to be more courageous to speak and 

express opinions. Student anxiety and 

shame or fear to speak in front of the class 

can be overcome because of motivation in 

learning. 

RESEARCH METHOD 

In this study, the researcher applied 

Classroom Action Research (CAR) that 

was systematic inquiry with the goal of in 

forming practice in particular situation. 

Meaning that Classroom Action Research 

(CAR) is a way to discover what works 

best in their own classroom situation, thus 

allowing informed decision about teaching. 

Classroom Action Research (CAR) 

appears because there is a problem that 

must be solved. CAR is an application of 

fact-finding to practical problem-solving in 

a social situation with a view to improving 

the quality of action within it. Classroom 

Action Research (CAR) is a process of 

systematic reflection. In this phase is to 

reflect or review everything which has 

been done within the action. In other 

words, reflection is intended to see the 

success or failure of what had not been 

achieved in the previous action or during 

the action. 

This study used quantitative and 

qualitative approach to get the data. 

Quantitative data was data that could be 

measured numerically, things that could be 

measure precisely. Quantitative data 

obtained by giving test. The quantitative 

data analysis used to know elicit 

performance from learners with the 

purpose of measuring their attainment of 

specified criteria. 

Qualitative data was included 

virtually any information that can be 

captured this was not numerical in 

research. In this study, qualitative data was 

collecting the information direct from the 

object of the research. Therefore, this study 

needed to analyze the data which was 

suitable for the purpose of the research. In 

order to get a precise description, 

qualitative data obtained by using 

questionnaire. Louis et al (2007: 297) 

stated that Classroom Action Research is a 

powerful tool to improve and change at the 

local level. In this study, the researcher 

will conduct the collaborative research in 

which the teacher as an implementer and 

researcher as an observer. The role of 

implementation which convey the strategy 

that has been prepared; the implementer 

controlled the class during die teaching-

learning process. The Failure or success of 

the strategy depends on how the 

implementer conveys the strategy. The 

researcher as the observer; the role of the 

observer was to observe the teaching-

learning process whether there was any 

weakness or not during the teaching-

learning process. The observer suggested 

an evaluation to solve the problem that 

might arise. 

This research was collaboration 

action research between the teacher and the 

researcher. A model of Classroom Action 

Research used in this study was model of 

action research that has been developed by 

Stephen Kemmis, Each cycle has four 

steps: plan, act, observe, and reflect. 



  

 

44 
 

Procedures of the Research 

The research conducted by the 

following steps: 

a. Preliminary Study 

This step used to get the 

information about model of teaching 

and learning process at SMP Al-

Ashriyah Gunungsari. The researcher 

found out some problems that still 

faced by the students in learning 

speaking which are related to students’ 

motivation and speaking competence. 

1. Planning 

In this phase, the researcher 

made some preparation before 

implementing the study. Those 

preparations are as follow: The 

researcher took note on the 

students’ speaking performance 

during teaching and learning 

process to know the students 

speaking achievement. 

a. The researcher used the 

questionnaire to know the 

students’ motivation. The 

questionnaire consists of 15 

items of questions. 

b. The method of teaching and 

learning used in this study was 

describing a picture. 

c. There were 4 meetings in this 

study. The researcher delivered 

the teaching material by using 

Think-Pair-Share strategy from 

the first until the third meetings. 

On the last day, the researcher 

gave questionnaire to know the 

students’ motivation after 

teaching them using Think-Pair-

Share strategy. 

d. The next step was making 

lesson plan. K13 curriculum 

used by the researcher in 

designing lesson plan. The 

lesson plan covered the 

following items: standard 

competence, basic competence, 

indicators, and the purpose of 

teaching, teaching method, 

steps of the method, learning 

sources, and assessment. 

2. Implementing the Action 

In this step, the researcher 

implemented Think-Pair-Share 

strategy in teaching speaking at first 

grade student of SMP Al-Ashriyah 

Gunungsari in academic year 

2018/2019. In implementing the 

Think-Pair-Share teaching strategy, 

the researcher as the facilitator and 

observer provided the lesson plan 

during the existing teacher taught 

using Think-Pair-Share strategy 

during the instructional process. It 

was conducted base on the 

schedule. 

3. Observing 

Observer (researcher) took 

note during the teaching and 

learning activities. The object 

observed includes students and 

teacher activities, the evaluation 

was done by giving a test to the 

students. 

a. In the observation sheet for 

students activities in the 

classroom during the teaching 

and learning process; the 

observer gave sign YES to 

indicate if Think-Pair-Share 

strategy procedure and NO 

otherwise, such as in pre-

activity, main activity, and post 

activity. 

b. Observation sheet for the 

teacher activities during the 

implementation of Think-Pair-

Share strategy by giving sign 



  

 

45 
 

YES to indicate if it meets the 

Think-Pair-Share strategy 

procedure and NO otherwise, 

such as in pre-activity, main 

activity, and post activity. 

4.  Reflecting 

Reflection is an activity of 

expressing teacher’s experience as 

the self-evaluation. This is the last 

steps in this cycle to get the result 

of the observation, to see the 

progress and improvement of using 

the Think-Pair-Share teaching 

strategy. 

 

Instruments of the Study 

The researcher will apply three 

kinds of instrument (1) speaking test, (2) 

observation, and (3) questionnaire. 

1. Speaking test  

In finding out whether Think-

Pair-Share strategy able to improve 

Students’ Motivation and Speaking 

Competence, the researcher gave oral 

test as an instrument for this study. The 

kinds of oral test used by the researcher 

gave some pictures to the student like 

fruits, building, figure of cleric, an 

actress, and the student described the 

picture according to the title they chose 

and then researcher recorded the 

performance student to know speaking 

ability of students.  

2. Observation Sheet 

The researcher conducted the 

observation to know the situation and 

the behavior between teacher and 

student activities that happened in the 

classroom (Class Situation). 

a. Teacher’s Activities 

The observer saw the 

teacher’s practice, in delivering the 

teaching material and another 

supporting teaching material using 

Think Pair Share. 

b. Student’s Activities 

The observer saw the 

weaknesses, interest, and ability of 

the students. 

3.  Questionnaire 

Questionnaire was a technique of 

collecting data by giving some 

question to the respondent to answer 

(Sugiyono, 2016: 199). Data was taken 

from the questionnaire based on 

students’ need, interest, agree and 

disagree, like and dislike about 

teaching and learning process. The 

questionnaire was given to the students 

right after the final test to see how the 

students’ feeling during teaching-

learning process. The questionnaire 

consists of 15 questions to see the 

response of students’ motivation after 

teaching speaking by applying Think-

Pair-Share strategy. The answer 

categories of the questionnaire were; 

sangat tidak setuju, tidak setuju, netral, 

setuju, sangat setuju. The criteria of 

students classification developed based 

on score adapted from Sugiono (2016: 

135-136). 

 

FINDING AND DISCUSSION 

Research Finding in Cycle One 

1. In the first Meeting (March 2
th

,
 
2019) 

 In the first meeting, the teacher 

implemented the teaching-learning process 

based on the lesson plan. The teacher 

greets to the students. The students’ 

response the teacher greets and then, the 

teacher checked the student’s attendance 

and the students’ condition. The teacher 

introduced the collaborator (researcher), 

the teacher asked the students to pay 

attention and not to make noise during 

teaching-learning process. Then the 



  

 

46 
 

teacher explains the material about 

describing picture, where the teacher 

showed a picture of some objects to 

students. Then the teacher asked the 

students to give their opinion about the 

picture. The teacher asked the students to 

make group in pair. The teacher allocated 

15 minutes to discuss the task. The 

students discussed the topic with their 

groups. Besides that, the teacher gave them 

instruction or some example on how to 

describe a picture. There were some 

students that always talk to each other 

without paying attention to the teacher’s 

explanation, they were: AW, BR, BZ, HL, 

and IL. The leader of the class warned his 

classmate not to make noise and pay 

attention to the teacher’s explanation by 

uttering “guys attention please!” Not only 

had the leader of the class but also the 

teacher also warned them. At the end of 

the class, the teacher closed the lesson. 

2. The Second Meeting (March 23
th

,
 
2019) 

The teacher invited every member 

in the groups to present their group 

assignment. Then, the teacher explained 

the procedures on how to present the result 

of their discussion. 

The first indicator was 

pronunciation, in this indicator, the 

observer found out that they still had 

difficulty in pronouncing the words in the 

sentences some of students talked to each 

other and made the classroom noisy during 

the speaking performance.  

The second indicator was grammar, 

the students got difficulty in constructing 

the sentences; students that lack in 

speaking also found it hard to finish the 

task, although the teacher had given them 

an opportunity to convey their opinion or 

suggestion but they keep silent and point at 

each other and some groups were not 

prepared to do the presentation. One of the 

students namely MAU had significant 

improvement on her speaking skill, 

particularly her grammar during the 

learning process; she had shown her 

confidence to her group when she 

presented the result of discussion in front 

of the class. She also gave some 

suggestions or comment in conveying her 

ideas. 

         The third indicator was vocabulary, 

the students did not express their opinion 

because they still lack of vocabulary, it 

was seen when the teacher asked them to 

present their assignment. At the end of the 

class, the teacher gave the students home-

work on making physical description of 

their group. The teacher closed the lesson. 

3. The Third Meeting (March 27
th

,
 
2019) 

  In this meeting, the teacher invited 

every member in the groups to present 

their task that has been given by the 

teacher last week. The students that lack in 

speaking at this meeting still ignore and 

did not pay attention to the topic; they 

followed the learning process without 

participating in teaching and learning 

process. 

The fourth indicator was fluency. 

Some students were not able to speak 

fluently because they felt nervous and 

afraid to make a mistake. 

The fifth indicators were 

comprehension. Some students were able 

to understand the question given by the 

teacher during teaching-learning process. 

The students that lack in speaking were not 

confidence to do the task, for instance 

when the teacher gave a quiz, the students 

that lack in speaking still keep silent and 

did not answer the questions. Some 

students still shy and nearly whisper in 

uttering their opinion. 

4. Fourth Meeting (April 6
th

, 2019) 



  

 

47 
 

In the last meeting, the teacher 

explained the teaching material clearly and 

also made the students enjoyable to learn. 

The teacher clarified the students’ 

presentation and students’ argument. The 

first indicators were pronunciation; the 

students that lack in pronunciation had 

shown their boredom during the teachers’ 

explanation, such as one student namely 

RA just scribbling the paper and ignored 

the teachers’ explanation. The second 

indicator was grammar; some students that 

lack in grammar just kept silent and did not 

pay attention to the teacher’s explanation. 

The third indicator was vocabulary; some 

students that still lack in vocabulary kept 

silent and did not pay attention to the 

teacher’s explanation. However, some 

students that good at speaking had shown 

their persistent, such as; HA, FPA, IWL, 

AI and MAUconsult the teacher about their 

difficulties.  

The teacher made conclusion about 

the material though some students 

understand. After that, the students made 

conclusion about the material with the 

teacher. At the end, the teacher greeted to 

the students and closed the lesson. 

Reflection 

In this stage, the researcher 

evaluated based on the data collected from 

students’ speaking score and students’ 

motivation. The result of counting the data, 

students’ speaking score in first cycle had 

shown that the implementation of Think-

Pair-Share strategy did not meet the 

satisfactory result, which the mean score of 

students speaking performance was 65, 53. 

The highest score was 80 and the lowest 

score was 48. In addition, the students’ 

mean score did not achieve minimum 

completeness criteria yet of 65. And the 

result of students’ motivation questionnaire 

showed that the implementation of Think-

Pair-Share strategy has met the satisfactory 

result in improving students’ motivation. 

Based on the result of students’ motivation 

questionnaire was 84% with very good 

criteria. 

 

Research Finding in Cycle Two 

The result of cycle one did not 

meet the criteria of success, because the 

teacher good in giving students motivation 

in learning process even the speaking score 

of students still not exceeded the minimum 

completeness criteria. The students 

learning interest effected with their 

motivation, if the teacher not enough 

motivated students, they would not interest 

to do something or pay attention with their 

activities, they just follow the procedure of 

learning process without feel interest and 

finish their task. So there were some 

revision should be made to overcome the 

problems. 

1. First Meeting April 10
th

,
 
2019 

The teacher explained the material 

about “How to describe a picture”, during 

the explanation the teacher was able to 

control the students. Afterward, the teacher 

gave the picture to each group and asked 

them to discuss the picture in their own 

group in twenty minutes. The first 

indicator was pronunciation, the students 

with lack in speaking such as; E, HA, FPA, 

RA, NST, and IWL, were paid attention to 

the topic and did their task. Some students 

seemed bored and did not interest in 

studying to finish their task. 

The second indicator was grammar; 

the students increased their grammatical in 

arranging the sentences. In this meeting, 

some students lack in speaking were 

confidence to encourage delivering the 

opinion since the picture was familiar with 

other students. There were some students 



  

 

48 
 

did not participate much, such as; QK, RA, 

ASN, E, and RM. They still silent during 

the teaching-learning process. 

The third indicator was vocabulary; 

the students in this meeting were able to 

deliver their opinion and the students’ 

confidence when they were showed their 

opinion and suggestions. 

2. Second Meeting April 13
th

,
 
2019. 

The teacher in this meeting invited 

students to present their assignments in 

front of the class. Two groups (MAU, HF, 

NC, and BDA) had presented their 

assignments. The first indicator was 

pronunciation; the students in good 

spelling they were able to deliver their 

opinion and they were not difficult to utter 

the word in sentence. 

The second indicator was grammar; 

the students presented their assignment 

with good grammatical and their sentence 

meaningful. Most of them conveyed their 

opinion and suggestion in confidence when 

they delivered their opinions and 

suggestions they were active in giving 

questions to the groups' presentation.  

The third indicator was vocabulary; 

some students able to describe the picture 

or giving their opinion with sufficient 

vocabulary. 

3. Third Meeting April 20
th

, 2019. 

The teacher invited two groups to 

present their assignment. In this meeting, 

the situation of the class was under 

controlled by the teacher. There were some 

students who always talked to teach others 

in the classroom, such as; QK, RA, ASN, 

E, and RM. But, there were two students 

always showed their boredom and slept in 

the classroom, they were NST and AW. 

During the quiz, some students were 

enthusiastic and tried to get the point in 

every question. In this meeting, the 

students kept trying to give the correct 

answer and never give up trying until they 

found the correct one. Other students tried 

to answer the questions even it was 

difficult questions. The students interested 

to answer the questions because of the 

teacher announced that there was one 

group would be the winner and would get 

the reward. Because this was last meeting, 

the teacher conveyed the material clearly 

and gave the suggestions to the students 

during explaining the material. After 

explaining the material, the teacher asked 

the students to fill the questionnaire 

honestly based on the instruction of the 

questionnaire. At the end of the class, the 

teacher greeted to the students and said 

thank you and the teacher closed the 

lesson. 

Reflection 

In this stage, the researcher 

evaluated based on the data collected from 

students’ speaking score and students’ 

motivation. The result of counting the data, 

students’ speaking score in second cycle 

had shown that the implementation of 

Think-Pair-Share strategy had met the 

satisfactory result, which the mean score of 

students speaking performance was78, 26. 

The highest score was 84 and the lowest 

score was 68. In addition, the students’ 

mean score achieved the minimum 

completeness criteria of 65. And the result 

of students’ motivation questionnaire 

showed that the implementation of Think-

Pair-Share strategy has met the satisfactory 

result in improving students’ motivation. 

Based on the result of students’ motivation 

questionnaire was 91% with excellent 

criteria. 

Discussion 

 Based on the findings of the research, 

Think-Pair-Share strategy enhances 



  

 

49 
 

students’ motivation and speaking 

competence. It was proven by students’ 

mean score and the total percentage of 

students learning activity that increased in 

every meeting during teaching and 

learning process. In conducting the 

teaching and learning process on the first 

cycle, the researcher found out that 20 

students still seemed confused and got 

difficult to work with their task and did not 

pay attention to the teacher’s explanation. 

Moreover, the result of the students’ mean 

score on the first cycle did not reach the 

minimum completeness criteria. Therefore, 

the researcher and the collaborator decided 

to conduct the second cycle. 

On the second cycle, teaching-

learning activities were getting better than 

the first cycle. The students involved 

actively in teaching-learning process and 

paid attention to the teacher’s explanation. 

They seemed likely more enthusiastic and 

interactive to work on their tasks by using 

Think-Pair-Share strategy and they 

followed every instruction from the 

teacher.  

In cycle two the students’ 

performance was getting better comparing 

to the first cycle. It was also supported by 

the result of questionnaire and speaking 

test in cycle two. The result of 

questionnaire showed 84% of students 

achieved the minimum completeness 

criteria and the average result of speaking 

test was 76.66 % means that the students 

exceeded the maximum score of minimum 

completeness criteria of 65%. Hence, the 

result of cycle one and two showed that the 

Think-Pair-Share strategy could enhance 

students’ motivation and speaking 

competence after implementing the Think-

Pair-Share strategy in teaching and 

learning process. 

In addition, the Think-Pair-Share 

strategy not only enhance students’ 

motivation and speaking competence but 

also teach students how to solve problem 

by working together and reasoning with 

each other. 

 

CONCLUSION AND SUGGESTION 

After analyzing the data, the 

researcher came to conclusion that the 

implementation of Think-Pair-Share 

strategy was able to improve students’ 

motivation and speaking competence at the 

first grade students of SMP Al- Asriyah 

Gunungsari in academic year 2018/2019.  

The students’ motivation and speaking 

competence weregetting increased after 

implementing the Think-Pair-Share 

strategy. It was supported by the result of 

students’ motivation questionnaire and 

speaking test. The result of students’ 

motivation questionnaire was 84%, it 

exceeded the minimum completeness 

criteria and the average result of speaking 

test was 30% and it did not exceed the 

criteria of success score. So, the result of 

cycle one did not meet the minimum 

completeness criteria of 65%. 

Meanwhile, on cycle two the result of 

students’ motivation questionnaire was 

90%, it exceeded the minimum 

completeness criteria and the result of 

speaking test was 80% it exceeded the 

minimum completeness criteria. .Both 

students’ motivation and speaking 

competence were increased. In conclusion, 

after the teacher implementing Think-Pair-

Share strategy, the students’ motivation 

and speaking competence were increased. 

By implementing Think-Pair-Share 

strategy the students were able to show 

courage and confidence in speaking and 

also getting motivated. It encouraged the 

students to share their ideas with their class 



  

 

50 
 

mates and working together to solve any 

problems in pairs. 

Based on the research finding of 

Think-Pair-Share strategy was able to 

improve students’ motivation and speaking 

competence. This strategy could be an 

alternative to overcome the students’ 

problem. Therefore, the researcher would 

like to contribute some suggestions for the 

reader, especially: 

1. For the Teacher 

Think-Pair-Share strategy would be 

helpful to students’ motivation and 

speaking competence; hence the teacher 

is suggested to use Think-Pair-Share 

strategy in the future. 

2. For the School 

The principle of SMP Al-Ashriyah 

Gunungsari shall consider this strategy 

to be applied by another teacher with 

another subject not only English 

teacher. 

3. For the next researcher  

This study would be useful for the 

researcher as the references in 

conducting similar research in the next 

future. 

 

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