<![CDATA[ABSTRACT Speaking skills require an instructional framework that provides students with dedicated space to organize thoughts, practice, and articulate opinions confidently without immediate pressure. This study addresses the problem of low oral participation and speech fluency caused by the dominance of one-way conventional learning. It aims to examine differences in speaking ability between students taught using the Think-Pair-Share (TPS) model and those receiving conventional instruction, while also evaluating the improvement rate across eight oral performance indicators. Employing a quasi-experimental method with a non-equivalent control group pretest-posttest design, the study involved 48 eighth-grade students at MTs NW Talun in the 2026/2027 academic year, divided into an experimental group (n = 27) and a control group (n = 21). Research procedures encompassed an initial pretest, four sessions of TPS intervention following the Think (individual preparation), Pair (paired discussion), and Share (class presentation) sequence, and a final posttest. Baseline results revealed an initial skill discrepancy, with mean pretest scores of 57.17 for the experimental group and 46.71 for the control group. Post-intervention, an Independent Samples t-Test yielded a statistically significant difference in posttest performance (t = 6.526; p < 0.001) with a Cohen's d of 1.91 (very large effect). An Independent Samples t-Test (Equal variances not assumed) on N-Gain data confirmed that the relative growth rate of the TPS class (0.6088) significantly surpassed the control class (0.4319), with t = 3.889 (p < 0.001) and a Cohen's d of 1.12 (large effect). In conclusion, the TPS model is proven effective in accelerating Islamic junior high school students' speaking skills, exerting its highest impact on fluency, eye contact, and confidence indicators, although baseline ability variations must still be accounted for during implementation. ABSTRAK Keterampilan berbicara membutuhkan kerangka pembelajaran yang memberi ruang bagi siswa untuk menyusun gagasan, berlatih, dan mengekspresikan pendapat secara percaya diri tanpa tekanan instan. Penelitian ini berfokus pada permasalahan rendahnya partisipasi lisan dan kelancaran bertutur siswa yang dipicu oleh dominasi pembelajaran konvensional searah. Penyelidikan ini bertujuan menguji perbedaan kemampuan berbicara antara siswa yang mengikuti model Think Pair Share (TPS) dan pembelajaran konvensional, sekaligus mengevaluasi laju peningkatan kemampuan lisan pada delapan indikator performa lisan. Menggunakan metode quasi-experimental berdesain non-equivalent control group pretest-posttest, penelitian melibatkan 48 siswa kelas VIII MTs NW Talun tahun ajaran 2026/2027 yang terbagi atas kelompok eksperimen (n = 27) dan kelompok kontrol (n = 21). Tahapan penelitian meliputi pengukuran awal (pretest), pelaksanaan intervensi TPS sebanyak empat kali pertemuan melalui alur Think (persiapan mandiri), Pair (diskusi berpasangan), dan Share (presentasi kelas), serta pengukuran akhir (posttest). Hasil pretest menunjukkan ketimpangan modal awal antarkelompok dengan rerata 57,17 pada kelas eksperimen dan 46,71 pada kelas kontrol. Pasca-intervensi, pengujian Independent Samples t-Test menghasilkan perbedaan posttest yang signifikan (t = 6,526; p < 0,001) dengan Cohen's d sebesar 1,91 (very large effect). Pengujian t-test (Equal variances not assumed) pada data N-Gain mengonfirmasi laju pertumbuhan relatif kelas TPS (0,6088) secara nyata melampaui kelas kontrol (0,4319) melalui nilai t = 3,889 (p < 0,001) dan Cohen's d sebesar 1,12 (large effect). Kesimpulannya, model TPS terbukti efektif mengakselerasi keterampilan berbicara siswa madrasah dengan memberikan dampak terbesar pada indikator kelancaran, kontak mata, dan kepercayaan diri, meskipun variansi kemampuan awal peserta didik tetap perlu dipertimbangkan dalam pengaplikasiannya.]]>
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