Thus, it can be seen that cooperative learning environment is appropriate practice writing ability for the students. Through group work interaction, students feel
more comfortable because they share opinion or idea with others. The, when they know they are not alone, their self-confidence increased. They also motivated to write
what they want to write. In this case, students enjoy their writing activities.
2.5 Think Pair Share as the Cooperative Learning Models
There are so amny cooperative activities that have been developed. Crandall in Arnold, 1999:229 says that a number of books have appeared in the few years
which provide hundreds of cooperative activities either designed for the language classroom or easily adapted for language learning. Then the model that used in this
research is Think Pair Share, for the reason that this model is possible to be easily adapted for teaching writing. There are only three steps in doing Think Pair Share,
that are: 1 the teacher pose a question, and the learners are given some time to reflect, take a notes or engage in free writing; 2 the students make a group of two
then they share what they have just thought and written; and 3 after sharing pairs, the members of the pair share their ideas with the larger group Crandall in Arnold,
1999:229.
2.5.1 Think Pair Share TPS
Think Pair Share is a cooperative discussion strategy developed by Frank Lyman and his colleagues in Maryland. It gets its name from the three stages of
student action, with emphasis on what students are to be doing at each of those stages Jones, 1998. This activity provide the students time to think and formulated those
ideas and share those ideas with their friends. While they are thinking, they write their responses in a free writing. Thus, TPS appropriate for teaching writing. In doing
TPS all students are involved in this research. There are three steps of using TPS model in cooperative learning in teaching writing. Based on Arends 2007:354 the
following steps of TPS :
1. Thinking
The teacher begins to spark student thinking with a question, prompt or observation.
The students then pause to THINK about the question. The “think” step may require students merely to be quiet for a few moments and ponder their
thoughts about the question. They may write some thoughts in response to the question. Lyman, 1981.
2. Pairing
Students PAIR up to talk about the answer each came up with. They compare notes and identify the answers they think are the most interesting or best fit the
task at hand, Lyman, 1981
.
3. Sharing
Students share with one another first and then the teacher calls for pairs to SHARE their thinking with the others in the class. Go around the groups calling on each
pair. In the “share” step of the strategy, students can share their ideas in several ways.
Based on the steps in using TPS above, it can be seen that this technique is very simple. Teacher can easily use this technique for teaching writing. Then, TPS
also provide an opportunity for all students to share their thinking with their partner. This condition increase their sense of involvement in classroom learning, especially
in writing class.
2.5.2 The Advantages and Disadvantages of Using Think Pair Share
