<![CDATA[The descriptive-writing ability of Grade VII-B students at SMP Negeri 5 Depok was found to be low, marked by underdeveloped ideas, limited descriptive vocabulary, and frequent spelling and punctuation errors. This study aimed to address the problem by combining the Think-Pair-Share (TPS) strategy with Deep Learning principles. The design followed the Kemmis and McTaggart Classroom Action Research (CAR) model, carried out across two cycles involving 31 students. Data were collected through writing tests, classroom observation, documentation, and reflective journals, then processed using quantitative-descriptive and qualitative analysis. Results show the mean writing score rose from 68.5 in the pre-cycle to 76.8 in Cycle I and 86.4 in Cycle II, while mastery attainment increased from 29.0% to 62.5% and finally reached 93.5%. Students' thinking, collaboration, communication, and reflection activities also improved across the cycles. The study concludes that Deep-Learning-based TPS effectively strengthens descriptive-writing skills while improving the overall quality of classroom learning.]]>
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