Think-Pair-Share: A Strategy for Effective Student-Engaged Literature Classes

Abstract

This study investigated the effectiveness of the Think-Pair-Share strategy in improving students' writing performances in literature classes. The researcher used a quasi-experimental design and randomly assigned 50 second-year education students to two groups: a control group and an experimental group. The control group used traditional methods, while the experimental group used Think-Pair-Share. The study employed the short story "Divide by Two" by Francisco Arcellana and a researcher-made rubric to assess students' performances. The experimental group had significantly higher post-test performances than the control group, suggesting that Think-Pair-Share is an effective strategy for improving students' writing performances in literature classes. In conclusion, the findings indicate that Think-Pair-Share effectively enhances students' writing performances in literature classes. This strategy can help students develop their cognitive and meta-cognitive skills, and it can also help them engage in more collaborative learning activities.