THE IMPLEMENTATION OF THINK-PAIR-SHARE TECHNIQUE IN EFL

WRITING CLASSROOM FOR SENIOR HIGH SCHOOL

THESIS PROPOSAL

Composed to fulfill one of the requirements of Undergraduate Research Proposal Writing and
Undergraduate Thesis Preparation Seminar

By:

Nur Seha

140210401009

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM

LANGUAGE AND ARTS DEPARTMENT

FACULTY OF TEACHER TRAINING AND EDUCATION

THE UNIVERSITY OF JEMBER

2017
 CHAPTER 1

INTRODUCTION
This chapter explains some aspects dealing with the topic of the research. They are the
research background, the research problem, the research contribution (theoretical
contribution, empirical contribution, and practical contribution).

1.1 Research Background

For the past seven years, teaching writing for EFL students by implementing
cooperative learning method has become an engaging topic in Asian contexts (e.g., Indonesia,
Malaysia, China, Thailand, Iran, India, and Saudi Arabia) that is discussed by a number of
researchers in international journals on education (Suwantarathip and Wichadee, 2010;
Nudee, Chatupote, and Teo, 2010; Khabiri and Firooz 2012; Baliya, 2013; Siburian, 2013;
Sumarsih and Sanjaya, 2013; Ahmadi, Motallebzade, and Fatemi, 2014; Mahmoud, 2014;
Xiao, 2016; Komariah, 2016). The topic can be examined in different issues, such as using
think-pair-share technique. Most of the previous researchers applied experimental as the
research design in which they investigated the issue in different contexts. The studies of the
employment of TPS in EFL writing classes have been conducted in the field of junior high
school and college students.
However, the senior high school students context are still underexplored. The
previous researchers that conducted the research for junior high school students are Siburian
(2013), Sumarsih and Sanjaya (2013) and for college students are Suwantarathip and
Wichadee (2010), Khabiri and Firooz (2012), Ahmadi, Motallebzade, and Fatemi (2014),
Mahmoud (2014), Xiao (2016). This present study is an attempt to examine the
implementation of think-pair-share for senior high school students in the EFL writing
classroom. Due to several reasons, this study is fundamental to do. First, the finding of this
research is hoped to be beneficial for the English teachers, the MGMP forum, and the future
researchers. For the English teachers and the MGMP forum, the finding of this study is going
to offer them information about how to implement think-pair-share effectively for teaching
writing for senior high school students. While for the future researchers, this research finding
will help them to conduct a similar issue for senior high school students by using
experimental research design.
This present study will be focused on discussing the implementation of TPS in the
EFL writing classes in Indonesia, i.e. senior high school students with classroom action
research as the research design in relation to the findings of previous studies.
1.2 Research Problem
Based on the background of the study, the problems of this study are formulated as
follows:
1. How can think-pair-share technique help students to organize ideas and enhance their
writing skill?
2. What are students attitudes towards the think-pair-share technique?

1.3 Research Contribution

1.3.1 Empirical Contribution
a. For the future researchers
The result of this research can be used as an additional reference for
the future researchers who want to conduct a further research dealing with the
teaching writing by using Think Pair Share technique with different
research design to know whether the strategy works or not.

1.3.2 Practical Contribution

a. For the English teacher
The result of this research can be used as a reference and a
consideration for the English teacher in teaching writing by applying Think
Pair Share technique that can help to solve the writing problems faced by the
students.
b. For the students
The result of this research the students a new interesting learning
experience through the implementation of Think-Pair-Share technique and
can help them to develop the content and enhance their writing skills.
 CHAPTER II
RELATED LITERATURE REVIEW

The review of related literature in this chapter concerns with the theories related to the
research. It covers theoretical framework (social learning theory and think pair share model
of cooperative learning), the contribution of think pair share model of cooperative learning on
learners writing skill, and the previous studies on cooperative learning technique on teaching
writing skill.

2.1. Theoretical Framework

2.1.1 Social Learning Theory

Cooperative learning which is being used these days by the pedagogues for
teaching language skills is an innovation based on the social learning theory (Kagan,
2009). Social learning theory is originated from Albert Bandura (Bandura, 1977). Social
learning theory is loosely defined as the idea that humans learn by watching what others
do and that human thought processes are central to understanding personality (Bandura,
1977).
According to Kagan (2009), there are two kinds of different social learning
theories. The first theory is the power of modeling which was proposed by Albert
Bandura. He (as cited in Kagan, 2009) asserted that the rewards and the punishments that
the students receive is not considered as learning. In essence, he believed that learning
could not be fully explained simply through direct reinforcement. A social learning more
emphasises on the importance of observational learning (Bandura, 1977). This means
that humans learn a particular behavior that particular behavior will be learned through
clear observations and then imitate these observed actions (Bandura, 1977). In other
words, the teachers in the teaching and learning process should demonstrate a procedure
and students will immediately get it after the procedure is shown instead of described
(Kagan, 2009). Additionally most of human behavior is learned observationally
through modelling: from observing others one forms an idea of how new behaviors are
performed, and on later occassions this coded information serves as a guide for action.
(Bandura, cited in Kagan 2009). Based on Banduras social learning theory, the
component processes underlying observational learning are:
1. Attention: The learner must pay sufficient attention for behaviors to be successfully
learned.
2. Retention: Collecting this information so that it may be used at a later date is
essential to the observational learning process.
3. Motor reproduction: Following attention and retention comes the time to reproduce
the observed behaviour.
4. Motivation: The learner ought to be motivated to repeat the learned behaviour.
Bandura (1977) identified three basic models of observational learning:
a. A live model: which involves an actual individual demonstrating or acting out a
behavior.

b. A verbal instructional model: which involves descriptions and explanations of a

behavior.

c. A symbolic model: which involves real or fictional characters displaying behaviors in

books, films, television programs, or online media.
The second theory is the power of mediation that was declared by Lev
Semenovich Vygotsky which based prominently on mediation rather than imitation
(Kagan, 2009). There are three things that the teacher should do in mediation: teaching,
tutoring, and coaching (Vygotsky, cited in Kagan, 2009). The main point of Vygotsky's
theoretical framework (1978) is that in the development of cognition, social interaction
plays an important role. As Vygotsky said (cited in Kagan, 2009), every function in the
childs cultural development appears twice: first, on the social level, and later, on the
individual level; first, between people (interpsychological) and then inside the child
(intrapsychological). Another fundamental point of Vygotsky's theory is the idea that
the potential for cognitive development depends upon the "zone of proximal
development" (Kagan, 2009). Successful learning will occur if instruction is within the
Zone of Promixal Development (Kagan, 2009). Zone of proximal development is a level
of development attained when children engage in social behavior, depends upon full
social interaction (Vygotsky, 1978). Vygotsky (1978) further asserted that the learning
environment and the community as whole have primordial roles in the course of
making meaning. Brewer and Daane (2002) elaborated that constructivist teaching
exudes learning which is active and constructive; students learning is built on their prior
 schema; students independence is promoted; and social interaction is deemed beneficial
for knowledge construction and
active learning.

The role of language and thought in

learning is exemplified by this social
constructivist paradigm.

Figure 1. Social Constructivism

Source:http://fultonbeth.edublogs.org/2011/01/21/social-constructivism/
This diagram elaborates how constructivist classroom should be. It further depicts
the importance of the social context of learning which concerts efforts of the teacher, the
student, and the classmates.
Vygotsky's theory is compatible to Bandura's work on social learning since
Vygotsky's focus was on cognitive development. These two theories support cooperative
learning. Cooperative learning applies one of the most influential forces for learning
which is modeling (Kagan, 2009). The exact kind of mediation that advances the Zone of
Promixal Development is provided in many cooperative learning structures (Kagan,
2009).

2.1.2 Think Pair Share Model of Cooperative Learning

Different approaches and techniques have been developed in the history of teaching
language skills (Khabiri and Firooz, 2012). One of the techniques that has become
increasingly popular nowadays in the teaching context is cooperative learning (Nudee,
Chatupote, and Teo, 2010). Cooperative learning is an instructional teaching method in which
learners work together in pairs, small or heterogonous groups, each with learners with
different levels of ability, to complete a problem, a project, or other instructional goals, while
the teachers act as guides or facilitators (Kagan, 2009). There are four basic principles that
each principle contributes to the success of cooperative learning in a different way (Kagan,
2009).
1. Positive interdependence generates the sense of mutual support among learners, builds
peer norms favoring achievement, and expands the frequency and quality of peer
tutoring.
2. Individual accountability considerably improves learners participation and motivation to
attain.
3. Equal participation refers to students who otherwise would not participate or who would
participate very little become engaged when the teachers equalize participation.
4. Simultaneous interaction is the amount of participation per student and the teachers
efficiency in teaching and managing the classroom are increased immesenly when the
teachers use simultaneous rather than sequential structures.
Within the framework of its basic principles, several cooperative learning techniques
have been developed (Kagan, 2009). One of them is Think-Pair-Share (TPS) which was
proposed by Frank Lyman in 1981 (Kagan, 2009). The basic foundation of this model is to
make the students more active, feel fun, and enjoy in the teaching-learning process by
discussing with a partner (Kagan, 2009). TPS is defined as a multi-mode discussion cycle in
which students listen to a question or presentation, have time to think individually, talk with
each other in pairs, and finally share responses with the larger group (Lyman, 1988). TPS
integrates wait-time, verbal rehearsal, discussion, and cooperative learning (Lyman, 1988).
Alverman et al. (1987), Baumeister (1992), and Howe (1992) carried out that TPS gives way
for active participation by giving opportunities for students to contribute their ideas and fine-
tune their thinking.
This technique is effective and simple that can be used from early childhood through
all subsequent phases of education to tertiary and beyond. National Institute for Science
Education (2006) mentioned that the think-pair-share model also enhances the students oral
communication skills as they discuss their ideas with the one another. It also maximizes
opportunities for authentic and communicative language practice in a motivating, supportive,
and stress-reduced environment (Zuo, 2011).
According to Lyman (1988), TPS is divided into three parts of activities:
a. Think: Students think independently and silently about the question that has been posed
by the teacher and they have to form ideas of their own.
b. Pair: Students are grouped in pairs to discuss their thoughts. This step allows the students
to articulate their ideas and to consider their partners ideas.
c. Share: Student pairs share their ideas with a larger group, such as the whole class.
Students are often more comfortable presenting ideas to a group with the support of a
partner. Additionally, students' ideas will become more refined through this three-step
process.

2.2 The Contribution of Think Pair Share Model of Cooperative Learning on Learners
Writing Skill

Based on the theories of social learning and thik-pair-share strategy in the theoritical
framework, it can be known that they are related one to another. Students performance in
writing is significantly better when cooperative learning is incorporated in the classroom
(Kagan, 2009). Writing in pairs is effective because students find the activity motivating
when they discuss the topic with their peer, have peer assessment, and attain peers goals
(Harmer, 2006). TPS promotes social interaction in language learning as students work
together in asking questions, organizing ideas, deciding the best choice or concept in order to
write an effective composition and help each other to learn (Adeyemi, 2008; Bermudez &
Prater, 1993; Kagan & High, 2002). The incorporation of peer interaction into learning
writing help the students to produce more concrete, accurate, and creative pieces of writing
(Mariam and Napisah, cited in Ismail & Maasum, 2009).
TPS strategy builds a good environment and a positive atmosphere that causes
students to become active in the process of writing and focus their mind to the teachers
explanation (Sumarsih and Sanjaya, 2013). Based on the results of questionnaires in
Sumarsih and Sanjayas study (2013), the learners had learned how to work together and also
their pair accountability and pair responsibility improved. Each member of a team is
responsible not only for learning what is being taught, but also for helping teammates learn;
thus it builds an atmosphere of achievement (Suwantarathip and Wichadee, 2010). In pairs,
students have more opportunities to talk and share ideas in which they can see how their
peers think and create new ideas; can provide a less anxiety-producing context; and make
them to feel more comfortable to try out new ideas in such an atmosphere (Suwantarathip and
Wichadee, 2010). A positive interdependence is built in TPS where the students can
complement each others strengths and weaknesses in their writing, for instance, one student
could have a strong vocabulary that can supply their partner with a solid background in
grammar (Suwantarathip and Wichadee, 2010). This is supported by Duin (1986) who
claimed that elements like individual accountability and positive interdependence are
continuously implemented when writing cooperatively because each student has his or her
own responsibility about making a positive contribution in order to reach the proposed goal
and thus, discussing the means that could lead to that objective. Every time students are
involved in a cooperative activity, they have the chance to reflect upon their performance
during such activity; when sharing these ideas with their partners, they are taking advantage
of promotive interaction and reinforcing the social skills. Therefore, TPS creates the perfect
environment for learning under agreed parameters, receiving useful and friendly feedback,
and sharing ideas respectfully.
By doing a pair work, the results of the students writing is effectively addressing the
topic and the task; being well organized and well-developed; using clearly appropriate
explanations, exemplifications, and/or details; displaying unity, progression, and coherence;
displaying consistent facility in the use of language; demonstrating syntactic variety,
appropriate word choice, and idiomaticity (Nudee, Chatupote, and Teo, 2010). Through a
peer checking, the learners could moderately control their language, content, and organization
in their writing (Nudee, Chatupote, and Teo, 2010). Moreover, a significant improvement on
the students EFL writing skills can be resulted from the processes including thinking,
brainstorming, discussing, planning, drawing an outline, and finding solutions to certain
problems that students experience while working together instead of doing such processes
individually or in a whole class context, (Mahmoud, 2014).

2.3 Previous Studies on Cooperative Learning Technique on Teaching Writing Skill

Most of the previous research findings reviewed in latest years tend to support the
application of cooperative learning, especially Think-Pair-Share (TPS) technique in EFL
writing classes to be used to older learners i.e. college students; however, this technique for
senior high school students are minimally applied in writing classrooms. The findings of
previous studies chronologically are reported in the following.

Two studies which specifically utilized TPS were reviewed in the year 2013. First,
Siburian (2013) who conducted a classroom action research in North Sumatera, Indonesia to
solve the eighth grade students problem in writing a descriptive text. In this study, the data
was collected by qualitative and quantitative approach. The results showed that the students
gave their good attitudes and responses and the students also agreed that the application of
TPS method helped them in writing a descriptive text. Second, another Indonesian and
Malaysian researchers, Sumarsih and Sanjaya (2013), conducted a similar study in one of
junior high schools in Indonesia. Just like Siburian, Sumarsih and Sanjaya also collected the
data by qualitative and quantitative approach. Overall, the results exposed that the eighth
grade students writing achievement was improved after they were taught by TPS and they
showed positive attitudes and responses throughout the learning process.

It was found that there are two studies conducted in the year 2016 which applied TPS
as one of the teaching techniques in their researches. An empirical study by Xiao (2016) was
carried out on 224 learners, aiming to investigate the effects of CL in enhancing Chinese
college engineering students English writing self-efficacy through employing both
qualitative and quantitative methods. Integrating the CL model, TPS was one of them, into
the EFL writing classroom proved to be effective and it was found that students significantly
boosted their English writing self-efficacy since they were engaged in CL. Still in the same
year, Komariah (2016) carried out a six meeting hours study with the English teacher trainee
of PPG SM-3T and 28 secondary students in Rukoh Banda Aceh, Indonesia. The purpose of
the study was to find out how the English teacher trainee of Teacher Profession Education
implemented scientific approach in teaching writing, the teaching performance, and the
students writing achievement. The results demonstrated that the teachers teaching
performances increased and so did the students writing achievement after they were taught
by the teacher who integrated semantic mapping and TPS.

Furthermore, other two studies employed TPS as one of the alternative teaching
methods that happened in 2010 and 2012. Two researchers who are from Thailand examined
the effectiveness of cooperative learning approach in reducing foreign language anxiety and
to investigate its impact on language proficiency of 40 sophomore university students
enrolled in EN 211 course. Through an interview, it was determined that 4 out of 6 students
like TPS the most because in the pair work, they could work with more relaxation and fun.
The overall outcomes revealed that students obtained higher language proficiency scores after
learning through this approach (Suwantarathip and Wichadee, 2010). In the following two
years, another relevant study was conducted in Iran. Khabiri and Firooz (2012) compared the
effect of practicing cooperative learning and critical thinking skills on EFL learners writing
in a process-based approach to writing on EFL learners writing which involved 60 Iranian
female learners. A bit difference from the previous findings, though the students participated
actively during teaching and learning process due to the employment of TPS, the results
suggested that there was not really high difference in learners argumentative paragraph
writing. The learners, however, enjoyed the technique a lot.
 In the period of 2010 to 2014, four related studies that adopted and developed
cooperative learning technique were reviewed. In the first place, Nudee, Chatupote, and Teo
(2010) investigated the effects of traditional learning and CL on sixty of eleventh grade
students writing ability in Thailand. The study was based on Write-Pair-Square which is
almost similar to TPS. Results provided evidences that the students who learned writing
through WPS achieved higher level of writing ability than those who studied through
traditional learning method. An experimental study conducted by Baliya (2013) determined
how the use of cooperative learning approach affected the writing abilities of 42 students of
fifth grade in India. Unlike other researches, the specific technique of cooperative learning
that was used in this study is not explicitly stated. The findings presented that the use of CL
provided a less anxiety producing context in terms of discussing, creating, and thinking in a
group rather than in a whole class.

In harmony with this, the next study by Ahmadi, Motallebzade, and Fatemi (2014)
also investigated the effect of cooperative learning on Iranian intermediate university
students writing achievement. The data obtained from the findings indicated the
experimental cooperative group performed better. Mahmoud (2014), who analyzed the
effectiveness of cooperative learning to enhance writing skills among Saudi University
students, was the last article reviewed. The study adopted cooperative learning technique and
developed it by himself, in which the students worked in groups and they were given the right
to choose their own group as well as a leader for each group. The findings of the study
supported the use of CL approach to enhance students writing skill and the students
developed positive attitudes towards CL.

Based on these previous studies, it can be known that for the past seven years the
application of TPS is becoming a hot topic in Asian contexts that is discussed by a number of
researchers in international journals on education. The results of the previous studies revealed
that the implementation of TPS in teaching writing is very effective for EFL learners. The
findings of the implementation of TPS in Indonesia is crucial to be discussed since the
discussion is hoped to be beneficial for teachers, educators, and policy makers. The studies of
the employment of TPS in EFL writing classes have been conducted in the field of junior
high school and college students. However, the senior high school students context are still
underexplored; hence, this present study is an attempt to fill in the study gap. This study is
going to investigate the application of TPS for senior high school students in the EFL writing
classrooms. Classroom action studies are rarely to be found because mostly the researchers
did the experimental studies. This present study will be focused on discussing the
implementation of TPS in the EFL writing classes in Indonesia, i.e. senior high school
students with classroom action research as the research design.

CHAPTER III

THE STUDY

This chapter presents some aspects dealing with the research methods which will be
applied in this research. They are research design, research context, and research participants.

3.1 Research Design

A research design is essentially needed for the researcher before conducting the
research. This present study is intended to know how the think-pair-share technique can help
students to organize ideas and enhance their writing skill, and also to find out their attitudes
towards the implementation of think-pair-share technique in the classroom. The researcher,
therefore, is going to use Classroom Action Research
(CAR) with cycles as it is the most appropriate research
design in conducting this research that aims to solve the
students difficulties in writing. Kemmis (1993) stated
that Action research is a form self-reflective inquiry
undertaken by participants in a social (including
educational) situation in order to improve the rationality
and justice of (a) their own social education practices, (b)
their understanding of these practices and (c) the situations
in which practices are carried out. It means that the
aim of classroom action research is improving the
quality of education and also to solve the problem in a
process of teaching and learning in the classroom. This research will be done collaboratively
with the English teacher. The classroom action model by Kemmis and Mc Taggart will be
implemented in this research that consists of four phases: planning, acting, observing, and
reflecting. In this research, there will be two cycles that includes four phases in each cycle.

(Classroom Action Research spiral by Kemmis and McTaggart, 2007)

1. Planning
There are several steps in the planning phase that will be illustrated as follows:
a. Giving an explanation about Think-Pair-Share Technique to the English teacher of
MAN Bondowoso.

b. Preparing the lesson that will be taught which is in accordance with the curriculum
used by the school. The material will be taken from relevant sources such as
textbooks.

c. Constructing the lesson plan collaboratively with the English teacher for each
meeting.

d. Preparing the research instruments.

2. Acting and observing

The action of this research is teaching the students writing skill by implementing
Think-Pair-Share Technique which will be done in every meeting in each cycle. The
material to be taught is modified to the lesson plan of MAN Bondowoso. The action is
done by implementing some steps adopted by Sumarsih and Sanjaya (2013) which will
be explained as follows:
 1) With students seated in teams of 4, have them number themselves from 1 to 4.
2) Announce a discussion topic or problem to solve.
3) Give students at least 1 minute of think time to THINK of their own answer.
4) Using student numbers, announce discussion partners. (Example: For this discussion,
Student #1 and #2 are partners. At the same time, Student #3 and #4 will talk over their
ideas.)
5) Ask students to PAIR with their partner to discuss the topic or solution.
6) Finally, randomly call on a few students to SHARE their ideas with the class.
This phase will be conducted collaboratively with the English teacher. The English
teacher will supervise the activities that are done by the researcher in the teaching
learning process.

3. Reflecting

The researcher will reflect the result of each cycles action and observation by
analyzing it qualitatively. In this phase, the researcher will get help from the English
teacher to obtain a strong conclusion of whether or not the implementation Think-Pair-
Share Technique in teaching writing can be a success attempt to enhance the students
writing achievement. All these phases will be repeated in the next cycle if it is not
successful in the first cycle.

3.2 Research Context

A purposive method is a method to determine the research context. The researcher

applies this method in this research. This research will be conducted in MAN
Bondowoso that located in Jl. Khairil Anwar No. 278 Badean, Bondowoso. The school is
currently implementing the 2013 curriculum which mostly known as K13. The school
applies single sex system for both academic and non-academic activity. It means that the
activities for male and female students are separated. English is taught twice a week in
this school (2x45 minutes for each meeting). The school has English handbooks for the
English teachers which published by Ministry Education and Culture as the supporting
books of the implementation of 2013 curriculum. All the teachers in this school create
the lesson plans for their teaching. The school has some facilities that are available to
support the students in learning English, such as a library in which the students are able
read some English books, and LCDs that can be used by the teachers to deliver the
 materials in the classroom. Based on the result of the pre-liminary interview that the
research conducted with one of the English teachers of MAN Bondowoso, the main
problem faced by him when teaching English is the uneven writing achievement of the
students. Some students (40%) are rather-high achievers in writing, while some others
(40%) are low achievers; and the rest of them (20%) are middle achievers.

3.3 Research Participants

The researcher also applies a purposive method in determining the research

participants. The participants of the research are the XI Agama-5 students of MAN
Bondowoso in the 2017/2018 academic year. The class consist of 40 students and all of
them are male students. The students of XI Agama-5 are chosen as the research
participants because the researcher discovered a problem in the class while conducting
the preliminary observation that shows the uneven results of the students writing
achievement. Moreover, a few of them seems reluctant to pay attention to the English
teacher during the teaching and learning process. This is also in line with the result of the
pre-limanary interview with the English teacher of XI Agama-5. Besides from the result
of the interview and the observation, the researcher found out that only some students
have good writing scores that can be known from their previous writing score.

3.4 Data Collection Methods

Based on the research problems, the researcher will collect the data of how think-
pair-share technique can help students to organize ideas and enhance their writing skill
and the data of their attitudes towards the think-pair-share technique. The data sources
are documents/artefacts and the English teacher. The instruments used to collect the data
are the observation guide, the interview guide, questionnaires, and tests. The data is
collected by the researcher with the help of the English teacher. The research will be
conducted starting on August 1st, 2017 by face-to-face interaction.
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