Descriptive text writing skills among junior high school students have been successfully improved significantly through a combination of cooperative learning strategies and modern cognitive approaches. This classroom action research was conducted by Az-Zahra Diva Rabbani Yunior, Esti Swatika Sari, and Kristiyani from the Indonesian Language Education Study Program at Universitas Negeri Yogyakarta during the second semester of the 2025/2026 academic year at SMP Negeri 5 Depok. These research findings serve as an important milestone for education in overcoming student literacy challenges while addressing the demands of implementing the Independent Curriculum (Kurikulum Merdeka) for meaningful learning.
The background of this study stems from the low descriptive writing ability of Grade VII-B students at SMP Negeri 5 Depok, characterized by difficulties in developing main ideas, limited descriptive vocabulary, weak sentence cohesion, and frequent spelling and punctuation errors. Previous learning processes were still dominated by conventional expository methods, making students passive and oriented solely toward final products without deep cognitive exploration. To bridge this gap, the researchers integrated the syntax of the Think-Pair-Share (TPS) strategy created by Frank Lyman with Deep Learning principles focused on cognitive engagement, collaboration, and reflection.
The study employed the Kemmis and McTaggart Classroom Action Research (CAR) model carried out across two cycles involving 31 students. Data collection was conducted through descriptive writing tests at the end of each cycle, teacher and student observation sheets, field notes, documentation, and reflective journals. Data analysis utilized descriptive quantitative methods for learning mastery alongside Miles, Huberman, and Saldaña's qualitative interactive model for classroom activities.
The results demonstrated a drastic increase in scores and learning completeness from the pre-cycle to the final cycle. The class average score rose from 68.5 in the pre-cycle to 76.8 in Cycle I, and surged to reach 86.4 in Cycle II. Meanwhile, student learning mastery, which initially stood at only 29.0% (9 students), increased to 62.5% in Cycle I, and ultimately reached 93.5% (29 students) in Cycle II, successfully surpassing all research success indicators. Beyond grade achievements, student activity across learning engagement, pair collaboration, communication, and self-reflection also showed consistent quality improvements in each cycle.
The implementation of the Deep Learning-based TPS method proved to deliver broad practical impacts for education. Through the Think phase, students are trained to build independent understanding contextually; through the Pair phase, students discuss, evaluate, and provide constructive feedback to collaboratively improve writing drafts; and through the Share phase, students present their work to build self-confidence and communication skills. This model not only boosts literacy writing competence but also fosters 21st-century skills such as critical thinking, creativity, and teamwork.
Brief Author Profiles:
- Az-Zahra Diva Rabbani Yunior – Student at the Indonesian Language Education Study Program, Faculty of Languages, Arts, and Culture, Universitas Negeri Yogyakarta.
- Esti Swatika Sari – Lecturer and researcher in Indonesian language education at the Faculty of Languages, Arts, and Culture, Universitas Negeri Yogyakarta.
- Kristiyani – Academic and researcher in language and literature education at Universitas Negeri Yogyakarta.
Research Source:
- Article Title: Improving Descriptive Text Writing Skills of Grade VII-B Students at SMP Negeri 5 Depok through the Think-Pair-Share (TPS) Strategy Based on Deep Learning
- Journal Name: Journal of Language Development and Linguistics (JLDL)
- Publication Year: 2026
- DOI: https://doi.org/10.55927/jldl.v5i2.17273
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