Using Think-Pair-Share for writing descriptive texts

Sahardin, Rosnani; Hanum, Cut Salwa; Gani, Sofyan A.

doi:10.24815/siele.v4i1.7004

Cited by 7 publications

(9 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Students also highlighted on experiencing a heightened level of writing skills after receiving cooperative learning training, which is in line with the works of Sahardin, Hanum & Gani (2017) and Yusuf et.al. (2019).…”

Section: Discussionsupporting

confidence: 85%

Enhancing Students’ Writing Performance in Higher Learning through Think-Write-Pair-Share: An Experimental Study

Naim¹,

Luqman²,

Matmin³

2020

AJUE

View full text Add to dashboard Cite

Think-Write-Pair-Share (TWPS) is a cooperative learning technique which introduced the idea of ‘wait or think’ time, a powerful factor in improving students’ responses to questions. Although the effectiveness of cooperative learning is widely known, few studies have been conducted using TWPS especially at tertiary level ESL writing classrooms. This study investigated the effects of using TWPS on Malaysian tertiary students’ writing performance and investigated their perceptions on the implementation of the technique in their writing lessons. A mixed method design was employed using both quantitative and qualitative data collection approaches. Data was collected from an experimental study (n=80) and semi-structured interviews (n=10). ‎After receiving TWPS training, students from the experimental group displayed statistically significant improvement in test scores, and higher than those of the control group. Students’ responses illustrated that cooperative learning enhanced students’ learning experience, individual accountability, motivation as well as improved writing skills. Research findings suggest that TWPS should be considered as a promising technique in improving ESL tertiary students’ performance in writing. KEYWORDS: Think-Write-Pair-Share, cooperative learning, writing, ESL

show abstract

Section: Discussionsupporting

confidence: 85%

Enhancing Students’ Writing Performance in Higher Learning through Think-Write-Pair-Share: An Experimental Study

Naim¹,

Luqman²,

Matmin³

2020

AJUE

View full text Add to dashboard Cite

show abstract

“…The studies showed that TPS gave positive effect on improving students writing skill. Sahardin stated that the results showed TPS technique was effective for improving the students' mastery of organization, vocabulary and content in descriptive text [5]. From that research found the students got more progress in writing skill especially the mastery of organization and the improvement in vocabulary [5].…”

Section: Introductionmentioning

confidence: 94%

“…Sahardin stated that the results showed TPS technique was effective for improving the students' mastery of organization, vocabulary and content in descriptive text [5]. From that research found the students got more progress in writing skill especially the mastery of organization and the improvement in vocabulary [5]. Sumarsih and Sanjaya also found that the students' achievement in writing is improved when they are taught by using TPS Technique [6].…”

Section: Introductionmentioning

confidence: 95%

Beyond the Use of Think Pair Share towards the Personality Type Students in Essay Writing

Sutrisno¹,

Rasyid²,

Rahmat³

2019

Proceedings of the Eleventh Conference on Applied Linguistics (CONAPLIN 2018)

View full text Add to dashboard Cite

Techniques of Think-Pair-Share is a learning technique of several techniques from Cooperative Learning model that students are expected to work together to get the mutual benefits. The aims of this study are to find out the effect of Think Pair Share (TPS) technique and personality types on English essay writing skill and to find out the interaction between TPS Technique and Personality type. This study was conducted for the fourth semester in the academic year 2016/2017. It was an experimental study with 32 students as the sample who were divided into two groups. They were asked to write on a topic. The writings were scored by three raters according to Oshima and Hogue's (2006) composition grading scale. The data gathered was analyzed using two-way ANOVA. The research findings showed: (1) English essay writing skill on introvert personality type was higher than extrovert personality types and (2) there was interaction effect between TPS technique and personality type toward English essay writing skill. Introvert students not only outperform in writing, but also are able to build and lead their social relationship with other students during the activity.

show abstract

“…Some studies suggest that involving students in such process-oriented writing activities can help them cope with the aforementioned issues (Sutrisno et al, 2018;Yusuf et al, 2019). Sahardin et al (2017) conducted a pre-experimental study (n=14) examining the effect of using a Think Pair Share technique on students' writing skills. The study revealed that this cooperative technique could significantly improve students' writing scores in terms of organization, vocabulary, and content.…”

Section: Introductionmentioning

confidence: 99%

Promoting EFL students’ critical thinking and self-voicing through CIRC technique in Academic Writing courses

Susilo

Mufanti

Fitriani

2021

SiELE

View full text Add to dashboard Cite

Critical thinking and self-voicing are two demanding skills that facilitate students to produce concise, authorial academic texts. While most writing programs and research have paid much attention to improving students’ writing achievement, less attention is given to promote these two skills in English as a Foreign Language (EFL) writing classrooms. This article reports a classroom-based study investigating the use of the Cooperative Integrated Reading and Composition (CIRC) technique to promote EFL students’ academic writing skills. It particularly examines how the CIRC technique helps to foster students’ critical and self-voicing stance in developing argumentative texts. A participatory qualitative study was employed, involving 64 undergraduate students majoring in English Education. Data were generated from the participants’ writing portfolios, observations, and the teacher’s reflections. The collected data were managed, classified, and analyzed using NVivo 12 to elicit the emerging themes. Drawing on the qualitative content analysis, the results showed that the CIRC technique helped to shape the participants’ critical thinking and self-voicing skills which were consistently demonstrated during the student-centered activities and their writing results. The participants could engage in productive writing processes, such as critical reading, note-taking, summarizing, drafting and revising composition, peer-reviewing, and other related collaborative skills. The findings indicated that the development of students’ critical thinking and self-voicing skills simultaneously affected the quality of their academic writing texts.

show abstract

Using Think-Pair-Share for writing descriptive texts

Abstract: Using the right technique to teach writing is very important to help students

Cited by 7 publications

References 0 publications

Enhancing Students’ Writing Performance in Higher Learning through Think-Write-Pair-Share: An Experimental Study

Enhancing Students’ Writing Performance in Higher Learning through Think-Write-Pair-Share: An Experimental Study

Beyond the Use of Think Pair Share towards the Personality Type Students in Essay Writing

Promoting EFL students’ critical thinking and self-voicing through CIRC technique in Academic Writing courses

Contact Info

Product

Resources

About