Improving Writing Skills; An Implementation of “Think Pair Share” for Islamic Junior Schools Students

Abstract

The objectives of this study are to capture the implementation of Think Pair Share (TPS) in teaching-learning process, to identify the improvement of the students' writing skills, and to find out the strengths and the weaknesses of Think Pair Share (TPS) in the teaching-learning process of the seventh-grade students of MTS AL Islahuddin Kediri. This research is a classroom action research. The researcher used qualitative and quantitative data. The qualitative data was interview and observation. The quantitative data was tested. The step to analyze the qualitative data used data reducing, data display, and conclusion drawing. The step to analyze the quantitative data used mean formula. The result of the research shows that there are positive improvements in either student" writing skills or the class situation during the teaching-learning process. It can be seen from the result of the test which is improved, from the students" writing score and the post-test conducted after the action. The mean scores of students" writing scores are increased. Besides, the situation of the class is more conducive before implementing it. From the class situations improvement, it can be drawn some strengths and the weaknesses of the Think Pair Share (TPS) implementation in writing class. The strengths include that the Think Pair Share (TPS) can build critical thinking, motivation, classroom interaction, easy to discuss, -self-confidence, and active learners. The weaknesses are required special attention in classroom use, and it needs a mediator.

Enhancing EFL Learners’ English Proficiency through the Think-Pair-Share Technique with the Synergy of Digital Media Integration

“…In this research, the criteria of the research instrument are (1) Journal articles that were published between 2020 until 2023 so that the researchers' got the perspective of the implementation before and during the pandemic Covid-19. (2) The participants of the journal articles were EFL learners, particularly Junior and Senior or high school students. (3) The journal articles explored the implementation of the Think-Pair-Share technique either in online or offline classes.…”

“…Moreover, for offline classes, the implementation of the Think-Pair-Share technique is easy to implement for each skill in English skills. The Think-Pair-Share technique can be implemented in the Writing class [2]. Students were asked to discuss the descriptive text, then exchange their work with the pairs to give a suggestion and share it with the whole class.…”

“…Furthemorer, for productive skills; writing and speaking skills. In the writing class, students in the offline class can write long paragraphs after the implementation of the technique [2]. 87% of students passed the score of 70 with a mean score of 71,77.…”

“…In terms of students' English skills, the Think-Pair-Share technique helped students' creativity in writing a paragraph [2], [3]. The Think-Pair-Share encouraged students to promote and improve their listening comprehension [15].…”

“…Each skill and component have a role in making learners master English well. Teachers still focus on teaching the materials conventionally, leading to learners' passive participation, they mostly control the class and cause students to be less engaged [2]. Teachers have to be innovative, especially in this digital era, in creating and delivering the materials either in online or offline classes so that learners' passive participation can be prevented.…”