e. Think-Pair-Share TPS. Think-Pair-Share strategy has grown out of the cooperative
learning. It was developed by Frank Lyman 1985 and his colleagues at University of Maryland, it is an effective way to
change the discourse pattern in the classroom. f. Numbered Heads Together NHT.
Numbered Heads Together NHT is an approach developed by Spencer Kagan to involve more students in the
review of materials covvered in a lesson and to check their understanding of a lesson’s content. Instead of directing questions
to the whole class.
34
For all the technique of cooperative learning, the writer brings one technique that is Think Pair Share technique. Think pair share can be the
most interesting for students in learning descriptive writing, because they can share their knowledge each other to build their own writing. Below is
the explanation of think pair share:
D. Think Pair Share
The think pair share strategy has grown out of the cooperative learning, developed by Frank Lyman 1985 and his colleagues at the
University of Maryland.
35
Think pair share is an effective way to change the discourse pattern in a classroom. It challenges the assumption that all recitations or discussions
need to be held in whole group setting, and it has built in procedures for giving students more time to think and to respond and to help each other.
The whole pattern of think pair share are divided into 3 steps, which are thinking, pairing, and sharing.
34
Richard I Arends, Learning to Teach, New York: The McGraw-Hill Companies, 7
th
edition, 2007, p. 352.
35
Ibid., p. 354.
Step 1-Thinking: the teacher poses a question or an issue associated with the lesson and asks students to spend a minute thinking alone about
the answer with the issue. Students need to be taught that talking is not part of thinking time.
Step 2-Pairing: next, the teacher asks students to pair off and discuss what they have been thinking about. Interaction during this period can be
sharing answers if a question has been posed or sharing ideas if a specific issue was identified. Usually, teachers allow no more than five minute for
pairing. Step3-Sharing: In the final step, the teacher asks the pairs to share
what they have been talking about with the whole class. It is effective to simply go around the room from pair to pair and continue until about a
fourth or a half of the pairs have had a chance to report.
E. The Use of Cooperative Learning in Teaching and Learning
Process
From the above explanation, cooperative learning is a good method that has some advantages in the teaching and learning process. Here, the
writer notes some advantages of cooperative learning that support by expert, they are:
1. Cooperative learning can benefit both low- and high achieving students who work together on academic task.
2. Effect of cooperative learning is wider tolerance and acceptance of people who are different knowledge and ability.
3. The objective of cooperative learning is teach the students in a group to interact each other and work together to solve the
problem.
36
Slavin stated in Louis Cohen’s book that one of the greatest
benefits from cooperative learning is the raising of self esteem.
37
Students
36
Ibid., p. 345.
learn that they are valued, valuable and important. Self esteem rises because members feel valued by their peers and because they feel that they
are achieving in academic terms. Indeed Slavin reports that students achieve more highly in co-operative classrooms than in traditional
classroom. In conclusion there are some advantages of cooperative learning,
especially to increase self esteem because the students work in group that consist of different culture, social, and knowledge.
Nevertheless, these are some disadvantages of cooperative learning, Cohen explains that the disadvantages include:
1. Failure to work together succesfully or to get along 2. Student missbehaviour
3. Classroom noise 4. Student absence
5. Ineffective use of time 6. Too great a range of performance levels within the
group.
38
Daniel Muijis and david Reynolds in their books, one of these advantages lies precisely in the cooperative nature of group.
39
It does not naturally promote independent learning and can foster dependency on
certain dominant members of group. If this happens the pupil will not easily be able to develop the skills of students need to use independently in
other situations. Furthermore, small group work can easily lead to free rider effect
whereby certain members of the group do not effectively contribute and rely on the work of orthers. A further problem can be the fact that
37
Louis Cohen and Lawrence Manion, et all, A Guide to Teacing Practice 5
th
Ed, New York: Routladge, 1997, P.180.
38
Ibid., P.180.
39
Daniel Muijis and David Reynolds, Effective Teaching Evidence and Practice 2
nd
Ed, London: Sage Publications Ltd, 2006, p. 55.
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.
40
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
