The result of paragraph writing skill for elementary school students has not been satisfying yet. This research was aimed to know : (1) the difference of learning result in writing skill for class IV SDN 1 and SDN 3 Notog Patikraja before and after using TPS strategy, and (2) the effectivieness of TPS strategy in learning process for them. The hypothesis of this research is (1) there is a significant different of learning result before and after using TPS strategy and (2) the use of TPS strategy is more effective than the use of conventional strategy. This research was a quasy-experimental with pretest-postest control group design. This subject of this research are student of SDN 1 Notog as the experimental class an SDN 3 Notog as the control class. The result of the study shows that there is a significant different of writing paragraph before and after using TPS strategy in the experimental class. The result of the t-test is more than t-table, namely 4,261 > 2,086 (f.d. = 24, p = 0,05). Therefore the hypothesis 1 (H-1) can be received. The second hypothesis wich said that TPS strategy in paragraph writing skill learning is more effective than the conventional strategy, it show that t-test is 1,934 more than t-table 1,684 (f.d. = 49, p = 0,05). It means that TPS strategy is more effective. Therefore, the TPS strategy gives some benefits, namely suporting PAKEM, the studen chance to be more involved, train the courage in giving opinion, grow self confidence, and increase cooperation and respect to each other. The positive effect of TPS strategy is that (1) theoretically, by using the TPS strategy students are given chance to thing, work in pair and share in learning, (2) practically, the learning is more effective. Therefore, TPS strategy can be used as an alternative in learning model, not only in writing paragraph skill, but also in other lesson.