The Use of Modified Think-Pair-Share in Teaching Writing

Abstract

This study was aimed (i) to find out whether there was a significant difference in writing achievements between the students taught through the Modified Think-Pair-Share (TPS) and those taught through Original think-pair-share, and (ii) to find out whether there was a correlation between the students’ writing attitudes and their writing achievements. The subjects of this research were the second grade students of SMA IT Ar-Raihan Bandar Lampung. The result showed that (i) there was a statistically significant difference in the students’ ability between the students taught through modified TPS and those taught through TPS, (ii) there was no correlation between the students’ writing attitudes and their writing achievements. It can be said that modified TPS is more effective to increase the students’ ability in writing achievements.