Application of Think Pair Share Learning Model and Video to Improve Students’ Writing Skill

  • Marwa Yasmine Zaidi University of Kairouan, Kairouan, Tunisia
  • Nashruddin Nashruddin STKIP Muhammadiyah Barru, Indonesia
Keywords: educational videos, persuasive paragraphs, Think Pair Share


The aims of the current research are to describe (1) the improvement of students’ writing persuasive paragraph skill; (2) the improvement of students’ learning attitudes after taking persuasive paragraph writing lessons with the Think Pair Share model and educational videos; (3) the increase of students’ learning motivation after taking persuasive paragraph writing lessons with the Think Pair Share model and educational videos. This is a quantitative and qualitative research, with the number of participants are 30 students from high school in Kairouan city. The instruments used to collect data were observation, questionnaires, interviews, and documentation. Based on the results of research that had been done, it was known that students’ skills in writing persuasive paragraphs had increased. It was known from the results of writing persuasive paragraphs in each cycle. In the pre-cycle, the average score of the students was 43.5. In the 1st cycle, the average score of students increased to 61.17. In the 2nd cycle, students got an average score of 64.83. In the 3rd cycle, the average score of students were 78.00. This proves that the results of writing persuasive paragraphs of students have increased in cycle I, cycle II, and cycle III.


Download data is not yet available.


Aghayani, B., & Hajmohammadi, E. (2019). Project-Based Learning: Promoting Efl Learners Writing Skills. LLT Journal: A Journal on Language and Language Teaching, 22(1), 78-85.

Ahmad, S. Z. (2016). The Flipped Classroom Model to Develop Egyptian EFL Students' Listening Comprehension. English Language Teaching, 9(9), 166-178.

Alhujaylan, H. (2019). An assessment of the effectiveness of CALL in teaching English language writing skills in Saudi Arabia. Arab World English Journal (AWEJ) Special Issue on CALL(5).

Alhusban, A. (2016). The impact of modern technological tools on students writing skills in English as a second language. US-China Education Review, 6(7), 438-443.

Bauler, C. V. (2019). Crafting argumentation: two multilingual writers’ discursive choices in online discussions and persuasive essays. Cogent Education, 6(1), 1-19. doi:

Drigas, A. S., & Papoutsi, C. (2018). A New Layered Model on Emotional Intelligence. Behavioral Sciences, 8(5).

Engeness, I., & Mørch, A. (2016). Developing writing skills in English using content-specific computer-generated feedback with EssayCritic. Nordic journal of digital literacy, 11(2), 118-135.

Harrison, G. L., Goegan, L. D., Jalbert, R., McManus, K., Sinclair, K., & Spurling, J. (2016). Predictors of spelling and writing skills in first-and second-language learners. Reading and Writing, 29(1), 69-89.

Khodakarami, B., Mafakheri, B., Shobeiri, F., Soltanian, A., & Mohagheghi, H. (2017). The Effect of Fordyce Happiness Cognitive-Behavioral Counseling on the Anxiety and Depression of Women with Spontaneous Abortion. Journal of Pharmaceutical Sciences and Research, 9(12), 2335-2341.

Lin, M.-H., & Chen, H.-g. (2017). A study of the effects of digital learning on learning motivation and learning outcome. Eurasia Journal of Mathematics, Science and Technology Education, 13(7), 3553-3564.

Mohammad, M., Ghazali, N., & Hashim, H. (2018). Secondary School Students' Perceptions on the Use of Google+ towards Improving ESL Writing Skills. International Journal of Emerging Technologies in Learning, 13(9), 224-238.

Nashruddin, N., & Alam, F. A. (2021). Humor as an Approach Used by Teacher to Evoke Students’ Motivation in EFL Online Learning. JETAL: Journal of English Teaching & Applied Linguistic, 2(2), 68-77.

Qanwal, S., & Ghani, M. (2019). Relationship between introversion/extroversion personality trait and proficiency in ESL writing skills. International Journal of English Linguistics, 9(4), 107-114.

Ramberg, J., Låftman, S. B., Almquist, Y. B., & Modin, B. (2019). School effectiveness and students’ perceptions of teacher caring: A multilevel study. Improving Schools, 22(1), 55-71.

Rao, P. S. (2017). The Characteristics of Effective Writing Skills in English Language Teaching”. Research Journal of English, 2(2), 75-86.

Shayakhmetova, L., Mukharlyamova, L., Zhussupova, R., & Beisembayeva, Z. (2020). Developing Collaborative Academic Writing Skills in English in CALL Classroom. International Journal of Higher Education, 9(8), 13-18.

Stern, J. (2020). Introduction to Online Teaching and Learning. from

Ta'amneh, M. (2020). The Effect of Blackboard Learning on the Development of English Writing Skills among University Students. Journal of Education and Practice, 11(19), 83-91.

Zheng, L., Bhagat, K. K., Zhen, Y., & Zhang, X. (2020). The effectiveness of the flipped classroom on students’ learning achievement and learning motivation. Journal of Educational Technology & Society, 23(1), 1-15.

Zilka, G. C., Rahimi, I. D., & Cohen, R. (2019). Sense of challenge, threat, self-efficacy, and motivation of students learning in virtual and blended courses. American Journal of Distance Education, 33(1), 2-15.

How to Cite
Zaidi, M. Y., & Nashruddin, N. (2021). Application of Think Pair Share Learning Model and Video to Improve Students’ Writing Skill. JELITA, 2(2), 105-115. Retrieved from