<![CDATA[Speaking skills remain a challenge for many students because of low self-confidence, limited vocabulary, and limited opportunities to participate actively in classroom learning. Therefore, learning strategies are needed to encourage students’ participation and speaking practice. This study aimed to explore the implementation of the Think-Pair-Share (TPS) strategy in English speaking activities and describe changes in students’ speaking performance and classroom participation. This study used Classroom Action Research (CAR), conducted in one cycle with three meetings and involving 20 Grade 11 students. Data were collected through a pre-test, post-test, classroom observations, field notes, and semi-structured interviews. Quantitative data were analyzed using descriptive statistics, while qualitative data were analyzed through data reduction, data presentation, and conclusion drawing. The findings showed that the mean speaking score increased from 66.75 in the pre-test to 80.25 in the post-test, with improvement across pronunciation, communication ability, fluency, grammar, and vocabulary. Classroom observations and interviews also showed that students became more active and confident in using English during TPS activities. The stages of thinking individually, discussing ideas with a partner, and sharing them with the class provided students with opportunities to prepare their ideas before speaking. These findings suggest that TPS can support students’ speaking performance and classroom participation within the context of this study.]]>
