The Effect of Using Think-Pair-Share on Students' Writing Ability
DOI:
https://doi.org/10.58518/jelp.v5i2.3832Keywords:
Think-Pair-Share, Writing Ability, Cooperative Learning, Procedure Text, English Language EducationAbstract
This study aims to investigate the effect of the Think-Pair-Share (TPS) strategy on the writing ability of eleventh-grade students at SMAN 1 Pakusari. Writing is a crucial language skill that is often considered the most difficult to master. Students frequently struggle with organizing ideas, using proper grammar, and expressing their thoughts coherently due to limited vocabulary and low self-confidence. The TPS strategy, a cooperative learning method consisting of three stages—Think, Pair, and Share—offers an interactive alternative that promotes active participation. This study used a quasi-experimental design with pre-test and post-test administered to two groups: an experimental group taught using TPS and a control group taught conventionally. The writing tasks focused on procedure texts and were assessed based on five components: content, organization, grammar, mechanics, and style. The results of the Mann-Whitney U test showed a significant difference in the writing scores between the two groups, with a significance value of 0.019 (p < 0.05). These findings indicate that TPS positively and significantly improves students’ writing skills. Therefore, TPS can be recommended as an effective strategy to enhance writing performance in English language classrooms at the senior high school level.
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