Improving English Writing Performance for High School Students through the Think-Pair-Share Technique

Abstract

Writing is an important aspect of language instruction since it is a necessary tool for students to develop their understanding of linguistic elements in practice. Nonetheless, when the teacher asked students to compose an English paragraph, several students struggled to put their thoughts into words appropriately. Not only do they struggle with syntax and vocabulary, but they also have trouble identifying and developing ideas. One of the weaknesses of certain students' writing ability is that the execution of concepts is not clear and consistent, and they still rely significantly on sample essays. Accordingly, in this research work, the researcher's purpose is to use the Think-Pair-Share technique to improve high school students' English writing performance. The main objective is to build a procedure for creating and evaluating the Think-Pair-Share (TPS) Technique, to assess the impact of the TPS on students' writing performance, and to collect feedback from them on the benefits and drawbacks of the TPS technique, as well as possible solutions to promote the use of TPS technique. The experimental research design was utilized to begin the study, along with many questionnaires and expert approaches. A total of 40 students were chosen at random, half of them were assigned to the experimental group (TPS technique) and the remainder to the control group (no TPS technique). All of the students were required to complete a writing pre-and post-test, but only the experimental group were required to complete the post-questionnaire. The findings show that using the TPS technique in the classroom can result in considerable improvements in writing performance. In addition, all of the students gave excellent feedback. Furthermore, the study offers some recommendations for eliminating the drawbacks of applying TPS in order to enhance the technique's potential and make it significantly more fascinating and useful.