e-ISSN: 2723-1623

p-ISSN: 2723-1615

ELLITE
Journal of Education, Linguistics, Literature and Language
Teaching
THE STUDY OF EFFECTIVENESS COOPERATIVE LEARNING
MODEL IN EFL CLASSROOM
Riski Rahmadani Harahap
Department of English Education, Samudra University
Langsa, Aceh, Indonesia

Abstract

This research focused on the use of Think Pair Share technique in Students’ Writing
Descriptive Text and characteristic effectiveness of use cooperative learning model
in EFL classroom. This learning model is a kind of cooperative learning model to
encourages students actively involve in the learning process. This research was
conducted with qualitative design type library research. The instrument of this
research were six article that related about Think Pair Share for students writing
skill in Descriptive text, books, and journal. The qualitative data were analyzed by
data reduction, data display, and verification. The result of the research Based on
the implementation of each articles, showed that Think Pair Share was effective to
helped students in writing descriptive text. It showed from the characteristic of
effectiveness aspect that suitable to the article, such as quality of learning it marked
by the success of the students to achieve the lesson goals. Appropriate level of
instruction, it showed the ability of the teacher to ensure the readiness of each
students to learn. Incentives, it showed the ability of the teacher to encourage that
students are motivated to learn. Times setting, it showed from the steps of the lesson
process used.
Keywords: Think Pair Share, Writing skill, Library Research

1. INTRODUCTION
Education is a conscious and planned effort to create an atmosphere of the
learning process so that students actively develop their potential to have spiritual
strength, self-control, intelligent personality, noble character, and the skills needed
in society, nation, and state. (UU No. 20 Tahun 2003). Education in schools has
the goal of changing students to have knowledge, skills, and learning attitudes. As
a form of change in learning behavior, teaching defined as showing or helping
someone to learn how to do something, and giving knowledge (Brown,1994).
This is also the basis for the importance of improving the quality of
education. To improve the quality of education, it can be done in various ways,
such as developing and improving curriculum, structuring teachers, and improving
learning methods. One of the ways that can be used in improving the quality of
education is by increasing the quality of the learning process. So that learning
subjects can be achieved more optimally.In the learning process, the teacher plays
a very important role.
Teachers can lead to having critical thinking ability, have social abilities,
and the results of achieving creativity ( Ismail Arief, 2008). Because creative
teachers will make the learning process more enjoyable so that subject
matter can be
6
delivered optimally, to help teachers optimize the teaching and learning process. It
requires a learning model that is appropriate, interesting, and effective so that
students can be active in learning activities and can understand what students have
to master after the learning process. Learning models are methods or techniques
for presenting teaching materials that will be used by the teacher when presenting
lesson material, either individually or in groups.

The existence of this learning model will function to help students obtain
information, ideas, skills, values, and ways of thinking. The useful function of the
learning model is a guide for teaching designers and teachers in implementing
learning (Trianto 2010). Learning will be more effective if students take an active
role in the process of learning. It can be realized by using a cooperative learning
model.
Dewey (1989) states that “Cooperative learning is an instructional use of
small groups in which students work together to maximize their own and each
other’s learning”. In this model of learning, students learn together in small groups
to solve a topic or problem, complete a task, or do something to achieve a
common goal. learning that is based on cooperation between students can make
students who do not understand certain material feel not ashamed to express their
opinions. Students can ask their group friends who are considered more
understanding. Cooperative learning is also beneficial learning for students
because it gives students a chance to become a tutor for their friends so that
students with low abilities can more freely ask questions (Asma,2006).
There are many kinds of cooperative learning models. Such as Student
Team Achievement Division, Jigsaw, Group Investigation, Trio Exchange, Group
Resume and Think Pair Share ( Isojoni, 2010 ). This research will focus to
analyze Think Pair Share. Isjoni (2010: 78) says that "the Think Pair Share
technique is a technique that provides opportunities for students to work alone and
collaborate with other students, and be able to participate fully in the learning
process".
This type of cooperative learning model is considered appropriate or
suitable to be applied in learning to write text. When using this learning model,
students are given the opportunity first to think and work individually in
developing a theme or material. Then, students create a small group to unite and
develop their ideas. Finally, each group was given the opportunity for presenting
written text to other students in front of the class (Salam,2017)
Reflecting on teaching and training experience in SMA N 2 Langsa in
2019, there were still many students who do not pass the standard of minimum
completeness criteria (kkm) in English lessons, especially in writing material. This
is because writing material is considered a difficult material. There are several
factors that influence this problem. Among them are students who do not pay
attention to the teacher's explanation during learning, student concentration was
less focused on learning English, and the teaching-learning process is still
dominated by one-way approach, where the teacher is considered as the center of
truth. As a result, students' interest in learning becomes low. It makes the process
of learning does not effective. Based on the background above, the researcher
is interested in the
analysis "A Study of Effectiveness Cooperative Learning Models in EFL
Classroom”.

2. REVIEW OF LITERATUR
2.1 Learning Model
In Indonesian Dictionary (KBBI 2008: 23), learn means, trying to gain
intelligence or knowledge. Meanwhile, the teaching and learning process is a
systematic effort to realize the learning process takes place effectively and
efficiently, starting from planning, implementing, and evaluating. The ability to
manage the learn is an absolute requirement for teachers to realize professional
competence. Consequently, teachers must have a proper understanding of the
concept of learning and teaching itself (Evaline, 2011).
Learning is also basically the process of adding new information and
abilities. In this process, the teacher will think about what information and
abilities the students should have, at that time, the teacher will think about what
strategies to do so that all the things that have been planned can be maximally
achieved so that the learning process becomes active. Active learning is learning
that invites students to learn actively. With active learning, students are invited to
participate in all learning processes, in this way students will usually feel a more
pleasant atmosphere so that learning outcomes can be maximized (Evaline, 2011).
In an active learning process, there will be a model or style used by the
teacher to make the efficiency of the teaching and learning process more
enjoyable. The learning model is defined as a systematic procedure or approach
that is applied by the teacher in the teaching and learning process to achieve
learning goals ( Isojoni, 2008). The use of the right learning model can encourage
the growth of student pleasure in a lesson. so that it will increase motivation in
doing assignments and make it easy for students to understand the lesson. So, the
learning model is a systematic procedure carried out in the learning process that
runs effectively and efficiently starting from planning, implementing, and
evaluating to achieve learning objectives.
2.1.2 Cooperative Learning
Cooperative Learning comes from two words, namely Cooperative and
Learning. Cooperative means cooperation and Learning means learning. So,
Cooperative Learning is learning through joint activities. The originator of the
idea of cooperative learning was Jonh Dewey in 1916 in his book entitled
Democracy and Education. He states that “learning is an instructional use of small
groups in which students work together to maximize their own and each other’s
learning” . ( Dewey , 2001)
Then in 1954-1960 Herbert Thelen developed more specific procedures
regarding rules in group work to help students. This strategy is based on
Vygotsky's (1978, 1986) learning theory which emphasizes social interaction as a
mechanism to support cognitive development (Eggen, 2010). In the process, this
model helps students to more easily process the information obtained.
Cooperative Learning is a learning model with a learning community, namely by
forming study groups.
 During the collaboration process , of course, there is a discussion,
exchanging ideas, those who are good at teaching the weak, from individuals or
groups who don't know to know (Thobroni, 2013). According to Isjoni (2010: 16)
says that "cooperative learning is a learning model that is centered on students
(student oriented)". Especially to overcome the problems that the teacher found in
activating students, who could not cooperate with others. This learning model can
be used in various subjects and at various ages.
Cooperative learning is a group learning activity organized by the principle
that learning must be based on changes in social information between learning
groups, and each individual has responsibility for his learning and is encouraged
to improve the learning of other members (Huda, 2012). Cooperative learning is a
structured and systematic learning model. Where small groups work together to
achieve common goals. This learning model emphasizes cooperation between
students in groups. This is based on the idea that students find and understand a
concept more easily if they discuss a problem with their friends. This is in
accordance with the opinion (Slavin 2008) said that all methods in cooperative
contain the idea that students who work together in learning and are responsible
for their teammates and able to make themselves learn equally well. So it can be
concluded that the cooperative method prioritizes group work, where, in the
learning process students have responsibility for themselves and their friends.
The activities of students in cooperative learning include following the
teacher's explanations actively, completing tasks in groups, giving explanations to
their group friends, encouraging their group friends to participate actively, and
discussing. To make the activities of students running well and smoothly, so
special skills are needed. which are called cooperative skills. Cooperative skills
can be built by developing communication and division of tasks between group
members. The same thing was also said by Lie (2003) who stated that the
cooperative learning model is based on the homo socius philosophy which
emphasizes that humans are social creatures.
In other words, group work is a very important requirement in creating
relationships to achieve goals. Based on this description, it can be said that
cooperative learning is learning based on the group. In each group, the student will
cooperate with each other. The cooperation that is made by each student is not
only in completing the assignments given by the teacher but is more complex by
working together in understanding the material that has been delivered by the
teacher. Thus, in cooperative learning, the student used as a source of learning
besides teachers, books, and other learning resources. It is suitable with Rahadjito,
Rahardjo, Sadiman(2012) state that, “Students, training participants, community
leaders, and people with certain skills in the society are sources of learning. They
are classified as a source of learning types of people.”
From some of these theories, it can be concluded that cooperative learning
is a learning model based on a student-centered approach. Where, the teacher
provides opportunities for each student to be actively involved in the process of
teaching and learning activities by emphasizing teamwork to solve a problem,
complete a task, and achieve goals together. So, learning objectives can be
achieved optimally.
2.1.2.1 Characteristics of Cooperative Learning
Cooperative learning is different from other learning strategies. it can be
seen from the learning process. where the cooperative learning model emphasizes
the collaboration process in groups. In this learning model, the learning objectives
to be achieved are not only academic abilities, but there is an element of
cooperation between students to master the learning material. In the end, this
cooperation is what becomes the hallmark of cooperative learning. According to
Rusman(2011,p,
207) there are some characteristics of cooperative learning. It can be explained
as follows:

1. Team Learning
Cooperative learning is learning as a team, where the team is a place to
achieve learning objectives. Therefore, the team must be able to make every
student learn. All group members must help each other to achieve learning
objectives. Its means, the success of the team is the success of individually itself,
because all the material given by the teacher, will be done by all the member of
the team. So, every student must contribute to finishing the tasks.
2. Based On Cooperative Management.
As in general, management has three main functions, namely a planning
function, an organizational function, and a control function. The planning function
shows that cooperative learning is carried out in accordance with the planning and
learning steps which has been determined. Such as determining learning
objectives, how, and what to do to achieve learning goals. Organizational
functions show that cooperative learning requires the right strategy to achieve
learning goals, and the learning process takes place effectively. The control
function is a test component designed to determine the success of a lesson.
3. Willingness to Cooperate
Cooperative learning is said to be successful if the groups formed in a
lesson achieve the specified learning objectives. In other words, group success is
the success of cooperative learning itself. Therefore, the principle of working
together needs to be emphasized in the cooperative learning process. because
without good cooperation, cooperative learning will not achieve optimal results.
4. Teamwork skills.
After students have a sense of willingness to work together, the willingness
to cooperate will be practiced through activities in cooperative learning groups.
Thus, students need to be encouraged to be willing and able to interact with other
members of the group to achieve learning goals.
Based on the explanation above, the interesting thing about the cooperative
learning model is that it can increase social relations, foster an attitude of
accepting deficiencies, mutual help to others, and respect for the opinions of
others. From the description above, it can be concluded that the
characteristics of cooperative learning are learning that emphasizes the aspects
of cooperation among its members, where there is interaction, as well as
individual skills in group processing. Besides, the purpose of cooperative
learning is to improve academic learning
outcomes, acceptance of diversity and social development.
2.1.2.2 Steps of Cooperative Learning
In the process of application cooperative learning, there are six main steps
or stages of cooperative learning models that use in learning process. Lessons
begin with the delivery of learning objectives and motivation by the teacher,
followed by the presentation of information, Then, grouping students into
learning teams. The last phase in this model learning is the presentation of group
work. In detail,Triyanto, Bandar( 200 p, 117 ) explain these steps in the table
below:
STEP TEACHER CONDUCT LEVEL
STAGE 1. The teacher conveys all the learning objectives to
convey goals and be achieved and emphasizes the importance of
motivate students the topic to be studied, then motivates students to
learn.
Stage 2 The teacher presents information related to
Presenting learning material to students by
information demonstrations or through reading
materials
Stage 3 The teacher explains to students how to form
Form a study group. study groups and helps each group make the
transition effectively
Stage 4 The teacher guides each study group as they
Guiding groups in work on their assignments.
discussion and
learning
Stage 5 The teacher evaluates the learning
Evaluation outcomes of the material that has been
studied through the presentation of each group.

Stage 6 The teacher makes an effort to appreciate the

Give awards results of individual and group learning
efforts
Table 2.1 Steps of Cooperative Learning
2.1.3 Think Pair Share
The Cooperative learning model is a teaching model in which students
study in small groups who have different levels of ability. In completing group
assignments, each member cooperates with each other and helps to understand a
learning material. Cooperative learning accommodates how students can work
together in groups. Where, the group goal, is a common goal. There are several
variations in the types of models in cooperative learning, although the basic
principles of cooperative learning have not changed. One of the types of
cooperative learning is Think Pair share (Isojoni p 78, 2010)
Think-Pair-Share is a type of cooperative learning developed by Frank
Lyman at the University of Maryland in 1985. Think-Pair-Share gives students the
opportunity to think and respond or help each other. Arends in Khaeruddin (2006,
p, 26) states that "TPS is an effective way to make class discussion pattern
variations". Assuming that all discussions require arrangements to control the
class
as a whole, and the procedures used in TPS can give students more time to think,
respond, and help each other.
Lie (2004) states that “Think Pair Share (TPS) is a structure for
cooperative learning activities. This technique allows students to work alone and
work in groups”. Another advantage of this technique is the optimization of
student participation, which is to provide opportunities for each student to be
recognized and show their participation to others. The same thing was also
expressed by Isjoni (2010: 78) state that " Think Pair Share technique is a
technique that provides opportunities for students to work alone and collaborate
with other students, and be able to fully participate in the learning process".
According to Huda ( 2012) in his book states that "TPS is a simple, but very useful
method".
From some of the opinions above, it can be concluded that the cooperative
learning model type Think Pair Share is a learning model, which uses the pair
wise discussion method, followed by a plenary discussion held by the teacher. By
using the TPS learning model students are trained on how to convey and respect
the opinions, even though they have different opinions, and still referring to the
material/learning objectives that have been set. In the implementation process,
TPS itself has several stages/processes that must be completed so that learning is
called TPS. According to Arends (2008) the following Think-Pair-Share learning
techniques:
1. Think.
In the thinking stage, the teacher asks students a question or problem
related to the lesson. After that, the teacher can ask them to think about the
answer for a few minutes.
2. In pairs.
In this stage, the teacher asks students to pair up and discuss something
they have obtained. In general, the time is given to pair up ranges from
four to five minutes. Interaction during the time provided can make it
easier for them to find answers to the questions asked as well as combine
ideas with their respective partners.
3. Sharing.
In this stage, the teacher asks groups to share t ideas with other groups. If
time allows for all pairs it is hoped that all pairs can share the result of
discussion material, but if not then the teacher asks several pairs to share
with the whole class what they have talked about.
As a system that will be applied to the teaching and learning process, this
learning model also has advantages and disadvantages. According to lie ( 2003,p, )
that the advantages of a paired group (a group consisting only of 2 group
members) are:
1. TPS will increase student participation
2. Suitable for simple tasks
3. More members have the opportunity to contribute to each group member.
4. Easier interaction
5. It is easier and faster to form groups
 Besides the advantages of this learning model, there are also some
disadvantages of this type of learning model that every teacher must understand.
The weaknesses of think pair share according to Lie (2003, p) are:
1. Many groups report and need to be monitored
2. Fewer ideas emerged
3. If there is a dispute, there is no arbitrator.
After knowing the advantages and disadvantages of cooperative learning
type Think Pair Share, It is hoped that both students and teachers will master the
rules of the TPS learning model. Thus, this learning model can be implemented
optimally and create a pleasant learning atmosphere.
2.1.4 Writing Skills
Skill is the ability to perform behavior patterns both motor and cognitive to
achieve certain results quickly and correctly. According to the large dictionary of
the Indonesian language (2008 p 1688), skills derive from the word skilled which
means capable, nimble, and skill itself is defined as a skill to complete a task. The
task in question is related to one's ability to do and accomplish something, such as
the ability to use language, so the term language skills arises. If it is related to
writing, then writing ability is a person's ability to use language in writing.
In language learning, there are four skills that must be mastered. Namely,
listening skills, speaking skills, reading skills, and writing skills (Suparno, 2010 p,
17). Writing skills are one type of language skill that students must master.
However, writing is a language skill that is often considered the most difficult by
students. This happens because writing skills are one of the language skills with
the highest level (UPI, 2007 p. 124). According to Tarigan (2008 p: 21) Writing is
lowering or depicting a graphic symbol to describe a language that can be
understood by someone. Meanwhile, according to Suparno (2010 p 13) writing is
an activity to convey messages or communication using written language as a tool
or medium. Writing activity is also the author's attempt to achieve certain goals.
Therefore, the writer must choose, set goals, then put them in a language that is
easy to read and used by the readers Callan and Hodijah in ( Idris, 2019 ). Thus it
can be said that writing is a non-spoken language activity that must be learned so
that other people understand and understand what the writer wants.
Based on the opinion above, it can be concluded that writing skills are the
ability to communicate indirectly, through transferring thoughts or feelings by
utilizing, language structures, and vocabulary using symbols so that a language
product is created such as articles, essays, reports, reviews, literary works, and
books, which can be communicated to others.

2.1.4.1 Stage of Writing

According to Broughton, Brumfit, Flavell, Hill and Pincas (2001, p 115)
There are several aspects that must be considered in writing in learning English,
namely:
1. Mechanical in English script
2. Grammar accuracy in English
 3. Ways to relate writing style to the purpose you want to convey
4. How to develop or express writing ideas
To achieve this aspect, it is necessary to have the stages of writing that
must be understood. According to Broughton, Brumfit, Flavell, Hill, and Pincas
(2001,p118) writing skills in foreign languages through three main stages. namely:
controlled writing, guided writing, and free writing. Singleton (2002, p 11) divide
of writing stage into :

1. Pre-writing stage
This stage is the preparation stage for writing. In this pre-writing stage,
there are activities to select topics, set goals and objectives, collect the necessary
materials or information, and organize ideas in the form of an essay framework.
Determining the topic means determining what will be discussed in the writing. In
determining topics, it can be taken from various sources, for example experience,
observations, attitudes, opinions, responses or imagination. After determining the
topic, the next step in this stage is to limit the topic. This was done so that the
discussion was not too broad.
The next step is to set goals. by determining the purpose of writing, we can
find out what we are doing in the writing stage. for example, the extent to which
the discussion is covered, how is the organization, and the point of view used.
After setting goals, the next step is to determine the source. Writing materials can
be obtained from various sources, such as experiences, books, magazines, papers
and others. After the steps above have been carried out, the final step is to compile
an outline. Compiling the outline of an essay means breaking the topic into sub-
topics (Sabarti Akhadiah,1988, p 4). The outline must be structured logically,
systematically and consistently.

2. Writing Stage
In the Prewriting stage, the topic and purpose of the essay have been
determined, gathered relevant information, and made the outline of the essay. At
the writing stage, the activities carried out are discussing and developing each
topic item contained in the essay framework. by making use of the materials or
information we have selected and collected. The structure of the essay consists of
the beginning, the content, and the end. The beginning of the essay serves to
introduce as well as to lead the reader to the subject of our writing. Contents of the
essay, presenting the topic discussion or main idea of the essay.Things that clarify
or support the idea such as examples, illustrations, information, evidence, or
reasons. The end of the essay serves to return the reader to the core ideas of the
essay by summarizing or emphasizing important ideas. In writing, the correct
choice of words is needed. Because good writing is writing that cannot be
separated from the rules of the prevailing language.
3. Post writing stage
Completing writing does not mean having finished writing activities.
Authors still need to reread the writings that have been made. This re-reading
activity is to look carefully at the parts that need improvement, especially in the
use
of spelling, punctuation, choice of words, paragraphs, sentence logic, and writing
systematics. The post-writing stage consists of editing and revision activities.

2.1.4.2 Descriptive text

Descriptive text is a process to creates a clear and vivid impression of

person, place or thing Callaghan (1988: 138). Wishon and Burks (1980: 128) also
stated that in descriptive writing the writer is required to give the reader a detailed
vivid picture of person, place, scene, object or anything. A description is a
drawing in words. Mostly descriptive texts depict or describe the image of a
certain person, animal, things, and location or place. The social function of
descriptive text is to inform the readers about the illustration of certain persons,
places, or some things in specific ways.
Descriptive text also has a purpose like in the Gerot and Wignel‟s
statement (1995:208) that “The purpose of descriptive text is to describe a
particular person, place or thing”. It can be concluded that the purpose of
descriptive text is to describe and reveal a particular person, place or thing
As a kind of text, descriptive text also have the generic structure in the
form of writing. “Descriptive text has two generic structures, namely
identification and description” (Hammond, 1996). Identification is the person,
place or thing to be described. The description is describing parts, qualities, and
characteristics of an object. It is in line with (Gerot and Wignel, 1995) stated that
“Descriptive text has two generic structures. They are identification and
description”.
1. Identification. In this stage, the writer will Identifies phenomenon to be
described.
2. Description. Here, the writers Describes parts, qualities, characteristics
clearly.
From the explanation about it can be conclude if the generic structure of a
descriptive text consists two elements. They are identification and description.

2.1.5 Effectiveness of Learning

Increasing the effectiveness of learning is very important in order to
improve the quality of learning itself. Therefore, to increase the effectiveness of
learning, a teacher must be good at choosing what methods to use, so that students
can understand learning more easily and quickly. In the learning process and the
development of learning models, the suitability between the efforts and the results
to be achieved is very important. this will show how effective the efforts we make
on the learning process. When viewed from these terms, there are two different
syllables, namely effectiveness and learning. Effectiveness comes from the
English word, the word effective, which means successful. Effectiveness will
indicate the level of achievement of a goal, an effort is said to be effective if the
effort achieves its ideal goals.
In the Big Indonesian Dictionary (2003 p, 284) effective means something
that can bring results. The meaning of effectiveness itself is efficient, obtains
results, and supports supporting objectives. Whereas learning is a two-way
communication, where the teacher's activities as educators must teach and students
as educated learners. In connection with the learning process, (Aunurrahman
2009) states that effective learning is characterized by the occurrence of a learning
process in students. A person is said to have experienced a learning process when
there has been a change in him, from not knowing to know, from not
understanding to understanding, and so on. Another opinion by Sutikno (2005: 88)
that the effectiveness of learning is the ability to carry out planned learning that
allows students to be able to learn easily and achieve the expected goals and
results.
From some of these opinions, it can be concluded that the effectiveness of
learning is a standard or measure used to achieve learning objectives by paying
attention to indicators that have been previously compiled. Slameto in Triwibowo
(2015. p. 5) argues "Creating effective learning conditions is important for
teachers, this is because effective learning can help students to improve their
abilities in accordance with the instructional goals to be achieved".

2.1.5.1 Characteristics of the Effectiveness of Learning

Learning can be said to be effective if the desired learning objectives are
achieved in accordance with predetermined indicators. To know how to get
effective results in the learning process, it is very important to know the
characteristics of effective learning itself. According to Slameto (2003 p, 94)
Effective learning has the following characteristics:
1) Learn actively both mentally and physically. Mentally active is shown by
developing intellectual abilities, the ability to think critically. And
physically, for example compiling the essence of lessons, holding
practices, and others
2) Various methods, so that it is easy to attract students' attention.
3) Teacher motivation towards classroom learning. The higher the motivation
of a teacher will encourage students to be active in learning.
4) A democratic atmosphere in schools, namely by creating an environment
of mutual respect, being able to understand the needs of students,
being tolerant, giving students the opportunity to learn independently,
respecting the opinions of others.
5) Lessons at school need to be linked to real life.
6) Conducive learning interactions, by giving students the freedom to solve a
problem, will lead to a greater sense of responsibility in their work and
more confidence so that children do not depend on others.
7) Providing remedial and diagnosis of learning difficulties that arise, looking
for causative factors, and providing remedial teaching as remedies.
Agsha (2015) also state that the effectiveness of learning is marked by the
following characteristics :
1) Successfully delivering students to achieve the instructional goals that
have been set
2) Provide an attractive learning experience, involve students actively, to
achieve learning goals.
3) Having facilities that support the teaching and learning process.
 In the learning process many things that can influence effectiveness.
According to Mutianingsih (2011) There are several factors that influence the
effectiveness of learning, including :
1) Destination factors
The learning objectives to be achieved of course are very optimal.
Therefore, there are several things that every teacher needs to pay attention
to, one of which is the learning model. the better of learning model, the
more effective of achievement learning objectives will be.
2) The Situation or atmosphere factors
This factor also greatly affects the effectiveness of learning. Learning at a
fresh time and situation usually will be more effective, rather than an
exhausting class situation. because it greatly affects on students' interest in
learning.
3) Teacher factors.
This factor will later affect the situation factor because in this factor every
teacher is required to manage the class into an active, but still conducive
class. When the class conditions are active and conducive, then whatever
model of learning established will be effective and give maximum results.

2.1.5.2 Indicators the Effectiveness of Learning

Effectiveness is said to be successful if the goals that have been set are
achieved. Likewise in education, learning can be said effective, if the learning
objectives set in the learning device are achieved. According to Slavin (2000) said
that there are four things that can be used as indicators to measure the
effectiveness or failure of learning. These indicators are :
a. quality of learning.
Namely the presentation of information to students so that it is easier for
students to understand the learning material. The quality of learning can be
seen from the process of learning or student achievement through student
completeness standards that set by school, while the quality of teaching
will be effective when students' completeness in learning reaches 85%.
b. The appropriate level of instruction
Namely the ability of the teacher to ensure the readiness of each student to
learn. According to (Slameto) the readiness of students in learning can be
seen from 3 aspects, namely:
mental and emotional physical condition
needs, motives and goals
skills, knowledge
An effective level of teaching can be said when students are completely
ready to receive learning material
c. incentives.
The ability of the teacher to ensure that students are motivated to learn and
complete the assignments that will be given. Incentives can be seen from
the teacher's activities to motivate students. According to (Slameto, 2010)
 there are several things that teachers can do when motivating students,
namely:
generate encouragement for students to learn
explain concretely about the lesson
Give rewards if they get an achievement so that students are more
enthusiastic in learning
d. Time
Namely the time needed to complete learning activities. Learning will be
effective if students can complete the lesson according to the specified
time. Beside that, Sinambela (2006: 78), also stated that, learning is said
to be
effective if it achieves the desired goals, both in terms of learning objectives and
student achievement. Several indicators of learning effectiveness :
a. Mastery learning,
b. The effectiveness of student activities
c. Effectiveness of the teacher's ability to manage learning, and student
responses to positive learning.
According to Wotruba and Wright in Yusuf hadi Miarso (2004), indicators
that can be used to determine effectiveness in the learning process are:
a. good material organization,
b. effective communication,
c. mastery and enthusiasm for the subject matter,
d. positive attitude towards students,
e. giving fair value,
f. flexibility in learning approaches, and
g. good student learning outcomes
From the explanation above, it can be concluded that a good learning
model is how teachers succeed in delivering their students to gain knowledge and
provide an attractive learning experience.

3. METHODOLOGY
The research design refers to the strategy to integrate the different
components of the research project in a cohesive and coherent way. The function
of a research design is to ensure that the evidence obtained enables to answer the
initial question as possible. In this research, researchers used a qualitative research
design. It is a research method used to examine the conditions of natural objects,
where the researcher is the key instrument, the collection technique is done by
triangulation (combined), data analysis is inductive, and the results of qualitative
research emphasizes more on meaning than generalization (Sugiono, p 7, 2018). In
conducting the research design the researcher used of descriptive method
approach, which is a method of research that attempts to describe and interpret the
object in accordance with reality. It is implemented because the data analysis is
presented descriptively. In relation to the title of this research, the type of research
used is library research. It is research that utilizes library resources to obtain
research data. Strictly speaking, library research limits its activities to data
sourced only from libraries without the need for field research (Zed, 2014).
4. RESULT
4.1 The use of think cooperative learning type think pair share

According to the six articles above, there are various steps, purpose, and
kind of method. Several articles were concluded steps about how the researcher
applied think pair share in various classes, and in various schools. Based on the
research It was found if the steps researcher in the various article follows the
standard of think pair share technique steps by Arends ( 2008 ). That was :
1. Thinking
2. Pair
3. And share
The teacher begins the class by explaining the learning objectives to be
achieved, and also give apperception, after that, the teacher will explain the
material. This stage, support by all the articles. Where all the articles agree and
explain the material first as the first steps of think pair share technique. Some of
the articles used media when explaining the material of learning, such as Dwi
Suci Amaniarsih (2019) used PowerPoint in her article, and Riska Angraini (2017)
used the picture as the media. But other articles just explain the material without
media, such as Rosnaini Sahardin( 2017 ), when explaining the material, just
explain orally and asked students to write about their mother. After finish in
explains the material, the teacher will give the student a question about the
material. The question that given by the teacher will be answered individually or
independently. This process that we called "Think" stage. This stage, will give a
chance for students to show their ability, and built critical thinking.
After the time to worked on the question individually, the teacher asks the
students to sit in their pairs. Students are given time to discuss with their partners.
This can train students to work with others and foster a resilient soul in the face of
adversity. At this time, the students will change their result from the first result
they got in think stage. This stage is called "Pair" phase. This stage also supports
by all the article that was found, were, all the article applied pairing to the
students, after explaining the material. In the process of pairing itself, most of the
articles asked the student to pair with their partner without manage who is going
to be their partners. The students free to choose their partner. But there is a
difference with Dr. Tiur (2013). He already managed the partner start from the
first time he enters the class. But, the process he chooses the pair partner was
random. He makes a number of students from 1 to number 4. Then the students
who get numbers 1 and 2 will be pair in the group, and the students who get
numbers 3 and number 4 will be pair in another group. When discussing with
partners, students are also trained to be able to express their opinions, which are
useful for finding the solution to the questions given by the teacher.
After the discussion is over, the teacher asked the students randomly to
share their results in front of the class. Every couple must be ready and confident
about the answer they share. This stage is called "Share" phase. All of the
articles start from Mahraodatul( 2018 ), Asriani ( 2019 ), DwiSuci (2019) and
others agree with this stage and applied this stage in the class. But in Riska
Angraini( 2017 ), on the
Share stage, she manages the class if just one group from one pair partner to share
the result, and continue with correct all the worked of students together. The
researcher found that kind of steps in the previous article that was conducted. All
of the articles applied those steps when applied think pair share in the class. These
steps support by all the articles such as Mahraodatul ( 2018 ). Asriani ( 2019 ),
Rosnani Sahardin and friends ( 2017 ), Dwi suci Amaniarsih (2019), Dr. Tiur Asih
Siburian ( 2013 ), and also Riska Angraini ( 2017 ). Even though there are some
differences in regulation in timing, and the process when applied that step.

4.2 The effectiveness of cooperative learning type think pair share

From the analysis of all the articles by previous research, it can be
concluded if the cooperative learning model type think pair share was effective
used in the learning process to improve the students' ability in writing descriptive
text. It can be seen from the indicator of effectiveness learning that state by Slavin
( 2000
) Such as:

1. The quality of learning.

It is marked by the success of the student to achieve the lesson goals that
set by the school, such as the ability of students to pass the standard of
completeness criteria. From all the analysis above, it can be concluded if the use
of cooperative learning type think pair share was effective to increase the
students' achievement incomplete the KKM at the school. From six article that
was reviewed, All of them showed the same perception about this side, where all
the article showed the increasing of students achievement in writing descriptive
text after used think pair share technique. Starting from Riska Angraini ( 2017 )
article, showed the students' mean score of students XB SMA SANTUN UNTAN
2016/ 2017 before used the think pair share technique was 59.98. Where this
score is not reached the KKM in the school that was sett 65. It showed if this
score is not suitable to the standard of effective learning by Slavin. In the next
meeting, the score changed after students were the treatment with think pair share.
The improvement of the score was significant, where, the mean of students'
scores in writing the descriptive text was
68,89. Even though it is not a high score, but students were already complete the
KKM of the school as the standard to say the students pass at that lesson or not.
These criteria also support by Asriani HAsibuan( 2019 ) where, on the first
test that given, before used think pair share, the mean score of X Mia 2 students in
SMA 1 Pinangsori was 60,9. On the pre-test some students just have 49 scores,
the highest score was 71. Even though there are students that get 75, but
SMA 1
Pinangsori sett the students' completeness minimum was 75. So, it means the
students also didn’t pass the KKM that was already sett. By doing think pair share
technique, the students more interesting in the study and also get the target lesson
plan that was already sett, that is, the students can write descriptive text and got a
minimum score 75. The mean of students' scores after conducting think pair share
become 81,7 and categorized “ good “.
The same result was also found by Mahraodatul (2018 ) in SMA 2 Kab.
Tangerang on tenth-grade students. The students' score on the pre-test was 67,23
and the post-test was 70,67. It showed if the use of think pair share technique
follows the standard of criteria effective in learning, that stated by Slavin (2000 ).
On the other hand, Rosnani Sahardin and friends ( 2017 ) also showed the
effectiveness of think pair share in first categories where there is an improvement
of students' score from the pre test into post test. The students' score before
applied think pair share was 49. This score to much far from the students'
standard completeness. But after conducting think pair share, the score was
change become
67. She also found an increase in aspect writing in English. There are content,
organization, vocabulary, Grammar, and mechanics.
Nia Daniati Zebua ( 2019 ) also found the same thing, there is an
improvement of students' achievement in students writing descriptive text after
used think pair share technique. In the analysis of the students' scores, she used
the criteria of descriptive text to get the final score. There are, identifying generic
structure, identifying social function, and identifying language features of
descriptive text. She showed the mean of students score before used think pair
share was 60,9 and categorized fail. But after change the model of learning in the
class by used think pair share, the mean score was significant change, become
81,7, and categorized good.
But Dwi Suci Amaniarsih( 2019 ) didn’t show the increase of students'
scores in writing before and after conducting think pair share. She just explains
the effect of think pair share can increase knowledge and understanding of
students in improving the ability to develop a description paragraph.
Overall, the use of Think Pair Share in students writing the descriptive text
was effective to increase students' achievement in writing skills.
2. The appropriate level of instruction.
Here, it showed the ability of the teacher to ensure the readiness of each
student to learn. It shows from the article if students from previous research
showed the characteristic of the student was bored when they were studying, such
as Mahraodatul Abidah ( 2018 ), Dr. Tiur ( 2013 ) and also Dwi Suci Amaniarsih
(2019) but all the article above show if the students more interesting in learning
when applied think pair share in the class. This stage support by Dwi Suci
Amaniarsih (2019) that found that there is an increase in students' interest in
learning English when the teacher applied to think pair share. Besides that, Dr.
Tiur ( 2013 ) also states that the students more enjoyable and active when think
pair share was applied. From all the articles above, it can be concluded if students
were more ready and accepted the learning process by using think pair share
technique.

3. Incentives.
This incentive side is showed the ability of the teacher to encourage that students
are motivated to learn and complete the assignment that will be given. The role of
the teacher is needed in increasing students' motivation in the study, that’s why,
Riska Angraini( 2017 ) delivered the motivation for students about their score,
after getting the score of pre test, and started to do the think pair share technique.
Riska Angraini stated that the students of under average feel the increasing
motivation and effect on their learning spirit, especially in writing skills. But there
is the other finding by Dwi Suci Amaniarsih ( 2019 ) in her article. She doesn’t do
the motivation to the students before the learning process, but she believes, the
stage
of the discussion group to work on the question will make students actively and at
the same time, it will make students motivate to study material. It showed in her
interview, that found, the increase of students' motivation by the use of think pair
share technique in the class.
This finding is also supported by Rosnani Sahardin and friends ( 2017 ) in
their article, which found the increase of students' motivation in learning English
especially in writing descriptive text, even though they didn’t give the formal
motivation before the lesson to the students. From the various article above, it can
be concluded if the teacher success to motivate students to complete the task. It
can be seen from the activity of the students, where all the articles showed the
students interesting in doing the task and showed from the score of students after
conducting think pair share itself. Its mean, the teacher was success to encourage
the students'
motivation in active learning to do all the task from the teacher.

4. Times setting
Here, the application of think pair share in writing skills had a good time
setting. It showed from the steps of the lesson process used think pair share in the
class. Where start from the first time teacher enters the class, the teacher was
already set, what should they do on the class until times over. In doing every
activity in the class, the teacher was already sett limited time to make the learning
process was effective. It can be seen from the article such as Riska Angraini (
2017 ) article, that conduct the lesson plan before entering the class into 4 stages.
There are:
a. Planning
b. Acting
c. Observing
d. And reflecting
All the stages above achieve in the learning process for 40 minutes. Its also
support by Dwi Suci Amaniarsih ( 2019 ) that sett the form of activity to manage
the time in the learning process. Start from doing the introduction, explain
description paragraph, describe think pair share learning method, provide
understanding and expansion materials, give a question, assign students in pairs to
discuss think pair share, present the result, assign student deepening, evaluation,
and closing. All that stage was already sett before the teacher enters to the class,
and all the activity above can achieve in the learning process.
By having this learning model, there is a significant effect of using this
learning model. It can be shown from the indicator of effectiveness that is related
to the result of previous research above. Such as the achievement of students
writing in writing skills, the setting time, the appropriate level instruction, and the
incentives of the learning process when applied think pair share in the class.

5. CONCLUSION AND SUGGESTION

Having analyzed the data that have been presented in the previous chapter,
it was found that all the researchers in previous research, having the same
perception about think pair share in writing skills, especially for descriptive text.
Where, the use of think pair share in writing descriptive text, showed the
effectiveness. It can be said from the analysis of the researcher if there is some
indicator of the effectiveness of learning that conduct in previous research itself.
Based on analysis of this previous library research, the findings are
resulted based on the proposed research question, the conclusion can be presented
as follows
:
1. By several steps of implementation and routine treatment with the Think
Pair Share Technique, it can answer the first research question of this
study, that the use of think pair share in writing skills follows the role of
think pair share technique itself. There are thinking, pairing, and sharing
and result in discussion to other friends by guiding the teacher.
2. Think Pair Share was effective use in EFL Classroom for students writing
skills. It shows from the indicator of effectiveness learning, can achieve
from the data research.

5.2 Suggestion
The result of this study showed if cooperative Learning models type think
pair share was effective in EFL classrooms for students writing skill of descriptive
texts. In relation to the conclusion above, some point are suggested, as follows :
1. The English lecturer can applied this technique to make the class situation
especially in teaching writing skills interesting rather than having stressful
or boring atmosphere.
2. It can be a chance for students to develop their ideas, promote effective
teamwork, learn to criticize and accept criticism, exchange ideas and give
peer correction, work collaboratively, and to be responsible for their own
learning duties.

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