misconceptions can be reinforced if they are shared by several pupils in the group.
From the explanation above, it can be concluded that cooperative learning brings students active in the classroom besides the classroom will
be noisy and the time will over because many students that have different opinion and it make debate each other.
F. Conceptual Framework
The Grammar Translation Method reflected a time-honored and scholarly view of language and language study.
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In a Grammar Translation Method classroom, the teacher asks a question to the students
and there are only one or two students who have the opportunities to answer the question. Besides, the class is big, because it consists of 35-45
students. It made the teacher had difficulties to manage the class. Furthermore, the te
acher in the class become teacher’s centered, of course there is no existing of students each other to share their knowledge.
By implementing Think Pair Share Technique, the teacher can gives students the opportunities to think, to share the idea with partner, and
teacher also can allows all students to respond. Then, students are invited to share their responses with the whole class.
Writing is a process to share the idea into paragraph, and to build the language development. Writing is also a process of thinking which
encourages the students’ English ability. Students often face the problem
and difficulties to get the idea while they are learning writing. To create English writing lesson more effective in a classroom, the writer wants to
apply Think Pair Share technique as a tool of teaching writing, especially to teach descriptive writing. The objective of it is to make students more
enjoyable and active in learning descriptive writintg. Moreover, it also can
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Jack C. Richards and Theodore S. Rodgers. Approaches and Methods in Language Teaching. New York: Cambridge University Press, 1992, p. 14
help students communicating and sharing each others with their friends in a group. They can discuss the problems’ solution and find the way to
overcome it.
G. Teaching Descriptive Writing by Using Think Pair Share
Technique
As stated in background of the study at chapter 1, most classes in Indonesia are big, so it makes the ineffective situation in the process of
learning at classroom. English has four skills that are taught in school; they are reading, listening, writing, and speaking. Based on the
observation and interview with the English teacher at SMAN 2 Kabupaten Tangerang, teaching writing is certainly not easy like any other skills. The
teacher is difficult to encourage the students to be more active in class. The students just sit and hear what the teacher said. Besides the technique
of the teacher makes the students feel bored when they were learning English.
The writer comes to give the technique of cooperative learning in teaching descriptive writing. The writer believes that cooperative learning
would be good enough for the students in teaching learning process. The following are steps in teaching descriptive writing by using Cooperative
Learning method used in this study. Step 1 : The teacher tells students about what they would learn,
and then poses a topic about descriptive writing and give some question. Step 2 : The teacher explains to the students about the technique of
cooperative learning and the instruction on its’ learning process.
Step 3: Students think privately about the question for a given amount of time, usually one to three minutes.
Step 4: The teacher divide the students in a group; each of them included 2 students in a group and then they are discussed in pairs about
the question, allowing students to clarify their thoughts.
