THE EFFECT OF THINK TALK WRITE (TTW) STRATEGY ON STUDENTS’ ACHIEVEMENT IN WRITING REPORT TEXT.

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THE EFFECT OF THINK-TALK-WRITE (TTW) STRATEGY

ON STUDENTS’ ACHIEVEMENT IN WRITING

REPORT TEXT

A THESIS

Submitted as Partial Fulfillment of the Requirements for the Degree of Sarjana Pendidikan

By

RIFA’ATUL INAYAH

Registration Number: 2113321043

ENGLISH AND LITERATURE DEPARTMENT

FACULTY OF LANGUAGES AND ARTS

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ABSTRACT

Inayah, Rifa’atul. NIM. 2113321043. The Effect of Think Talk Write (TTW)

Strategy on Students’ Achievement in Writing Report Text. A Thesis. English and Literature Department of Faculty Languages and Arts. State University of Medan. 2016.

This study aims to discover the effect of using Think Talk Write Strategy on Students Achievement in Writing Report Text. It was conducted by using experimental research design. The population of this research were the eleven grade students of SMAN 6 Pematangsiantar which consist of four parallel classes with the total number of students were 120. The sample of this research was taken randomly by using lottery technique. The result were class XI IPA 1 consisting 30 students became the experimental group and XI IPA 2 consisting 30 students became the control group. The experimental group was taught by Think Talk Write Strategy meanwhile the control group was taught by Group Investigation Strategy. The instrument for collecting the data was writing test. In the calculation of test, the mean of students’ score in experimental group was 82.6 and the mean of students’ score in control group was 72.2., the value of Tobserved is higher then Ttable 2.75 > 2.004 at the level significance 0.05 with the degree of freedom (df)58. So, alternative hypothesis (Ha) was accepted and the Think Talk Write (TTW) Strategy significantly affected students’ achievement in writing report text.

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ACKNOWLEDGEMENT

All Prices and greatest thanks to almighty Allah SWT, the most merciful who has blessed, given time, opportunity, and health so that this thesis entitled “ The Effect of Think Talk Write (TTW) Strategy on Students’ Achievement in Writing Report Text” could be completed. This thesis is aimed to fulfill one of the requirements for the degree of Sarjana Pendidikan (S.Pd) of the English Department, Faculty of Languages and Arts, State University of Medan (UNIMED).

In completing this thesis, the writer would like to express her gratitude indebtedness and thanks for giving permission, suggestion, advising and contribution during completing her thesis, support, love, prayer, motivation, help and encouragement to pursue a better live and achieve the best education that might not requrted to people who have been involved in her accomplishment the thesis.

1. Prof. Dr. Syawal Gultom, M.Pd., the Rector of state University of Medan.

2. Dr. Isda Pramuniati, M.Hum., the Dean of Languages and Arts Faculty. 3. Prof. Dr. Hj. Sumarsih, M.Pd., the Head of English and Literature

Department as well as her Reviewer and Examiner who have given their precious time, guidance, suggestions and comments

4. Dra. Meisuri, M.A., the Secretary of English Department and as her Reviewer and Examiner who have given their precious time, guidance, suggestions and comments.

5. Nora Ronita Dewi, S.S., M.Hum., the Head of English Education Study Program.

6. Prof. Dr. Busmin Gurning, M.Pd., her Thesis Advisor (I), who has given his valuable advice, guidance, and spent his precious time in the process of completing this thesis.

7. Dra. Masitowarni, M.Ed., her Academic Advisor, who has supported her throughout the academic years, as well as her Reviewer and Examiner who have given their precious time, guidance, suggestions and comments 8. All of the Lectures of English Department who have taugh, guidance,

and advised her throughout the academic years.

9. Eis Sri Wahyuningsih, S.Pd., M.Pd., and Mr. Pantes the Administration Staff of English and Literature Department who always helped the writer during her academic year.

10.Drs. H. Akhyar, M.Pd., as the Head Master of SMAN 6 Pematangsiantar, who has given the Permission to Conduct the research in his School. 11.Alben Sigiro, S.Pd. M.Hum., as the English Teacher who has given the

struggle, faithfulness, patience, prayers, support, and everything in Completing her Education.

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love, pray inspiration, motivation and everything that they have given to the writer during her whole study up to finish.

13.Ayu Purnama Sari, Fahrunnisa Mariyam, Julia Zetriavona, Karmila, Khalida Gustani Nasution, Khairuni Syafitri, Siti Nurhasanah, Mardhatillah Maresa, Phupuh Citra Dewi, MUNQIDZS, and Extension B 2011, for their endless support, prays, and love which they have been giving to the writer and also help during the term of writers study.

Finally, the writer hopes this thesis can give the contribution to the English Education Students and also further pedagogical research.

Medan, March 2016 Writer,

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LIST OF TABLES

Pages

Table 1.1 The Percentage of Grade XI IPA1 ... 3

Table 2.1 Assesment in Writing ... 18

Table 3.1 Research Design ... 37

Table 3.2 Teaching Report for Experimental Group ... 40

Table 3.3 Teaching Report for Control Group ... 41

Table 3.4 Scoring of Writing Components ... 47

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LIST OF FIGURES

Pages

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LIST OF APPENDICES

Pages

Appendix A Assesment in Writing ... 61

Appendix B Pre-Test for Experimental and Control Group ... 63

Appendix C Post-Test for Experimental and Control Group... 64

Appendix D The Score of Pre-Test and Post-Test in Experimental Group .. 65

Appendix E The Score of Post-Test and Post-Test in Control Group ... 66

Appendix F Testing the Reliability of the Test ... 67

Appendix G The Calculation of T-Test in Experimental and Control Group 69 Appendix H Percentage Points of the Contribution ... 72

Appendix I Lesson Plan of Experimental Group ... 73

Appendix J Lesson Plan of Control Group ... 88

Appendix K Students Answer Sheet Of Experimental Class... 103

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CHAPTER I

INTRODUCTION

A. The Background of the Study

Language is a communication tool. The language is basically means of

expression that more than just a tool for conveying information, thoughts and

feelings. Language is also to built the relationships in everyday life. With language,

someone can pass on information to others both in the country and abroad. Knapp

and Watkins (2005:14) said that Language is both of natural and cultural, individual

and social. Language is a social construct as much as it is a mental ability. It is

important for students to be just aware of this in a foreign or the second language as

they are in their own (Harmer 2004: 25). Nowdays, English is one of the

international language has became popular in the world. People use it for

international communication and Cooperating between people in different

countries, even to apply for a job. In teaching learning English subject , the skill

that have to be mastered are listening, speaking, reading, and writing. The fact

proved that writing is one of the language skills that is a little bit harder to be

mastered than the other skills. Generally, the language can be spoken and written,

so it also needed to learn to write .

Curriculum in Indonesia chaged and developed overtime. So far, as

cited in Maulidah,N (2013) about Curriculum and Material Development in

English Language Teaching, Indonesia has already implemented nine curricula

known as the 1950 curriculum, 1958, 1962, 1968, 1975, 1984, 1994, 2004 and the

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“Kurikulum Tingkat Satuan Pendidikan (KTSP). The KTSP is designed

in order that every school can be develop the teaching and learning process

according to the student’s character and the situation of school.

In KTSP syllabus, there are some genres which are learned for grade XI,

such as narrative, report and analytical exposition . But in this study, the writer

only take the report text as the observation that has been done before. Writer was

chosen this kind of text because based on KTSP syllabus, students of class XI of

Senior High School must know and comprehend of report text so that they can

explaine and express a variety of information they received or get from the

environment around them. In other that the students’ score of this report text is

rather low and almost under the Minimum Criteria Mastery (KKM), it is the result

of the writer observation.

Writing is a process of thinking. Thinking means trying out ideas, mind,

and opinions or words that come into our minds and poured through a paper into

the paper. When we focused on a particular type of text, we seen how the look of

the text and how to start in clarifying ideas, then the results of the text look at how

well the concept of experience by the author. Writing (as one of the four skills as

listening, speaking, reading, writing) has always formed part of the syllabus in the

teaching of English (Harmer, 2007:31). Writing is one of English skills which the

students must understand and comprehend. By doing writing, students can explore

what they have in their mind if it is ideas, opinions, and feelings in written form to

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writing course emphasize the power of individual to construct his or her own

views about a topic”. In other words, writing is the exploration of human mind.

In this study the writer choosed on writing as her topic because when

writer was conducted the bservation in SMAN 6 Pematangsiantar in class XI IPA,

the writer found that most of students have some difficulties in writing, especially

to write report text well in english. It maked them get low score. Almost students

got the score under the Minimum Criteria Mastery (KKM). The KKM that was

applied for the subject in that school is 70, so they have remedial test to get the

standart score. Most of them got low score in writing. The students felt difficulty

in their writing skill, because they frequently confused of what to write and how

to start, they also do not know how to recognize their ideas in writing. Here is the

students’ writing score in the first and second semester.

Table 1.1

The Percentage of Grade XI IPA 1 Students’ Score in Writing

Semester KKM Score Students Percentage Mean

1st Semester Negeri 6 Pematangsiantar academic year 2014/2015

Corresponding to the statements and the percentage of students’ writing

score like the data above, it was show that the students’ achievement in writing

still low. It is shown by the percentage of students’ writing score under KKM is

higher than over KKM.

In the line of this percentage, it is assumed that the students of senior

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which cover the five dimension of good English writing text. The difficulties are

first, the students were difficult to comprehend the relevance of the topic with the

substance of the task. Second, the students admitted that it was difficult to find

ideas how to write in a good arrangement. Third, the students found the obstacle

in using the effectiveness of sentences and grammar accuracy. Fourth, about

vocabulary, especially the choosing of words that they are going to use to describe

what they mean. And fifth, they seen difficult in implementing the adherence of

writing rules, the use of punctuation marks, and the appropriate of spelling. The

fact that the students were faced by a large amount of the difficulties, may lead

them become poorly motivated and uninterested in English. As a result, there are

under the mastery learning of writing competency, involves the eleven grade

students of SMA 6 Pematangsiantar.

The teacher needs a strategy to develop learning and teaching writing in

the classroom how to write a text well and to be more effective. In this case the

writer was chosed to use Think Talk Write Strategy. Think talk write has been

proposed by various experts as one of the ways in Teaching English.

Huinker dan Laughlin (1996:82) said that the Think Talk Write strategy

builds in time for thought and reflection and for the organization of ideas and the

testing of those ideas before students are expected to write. The flow of

communication progresses from student engaging in thought or reflective dialogue

with them selves, to talking and sharing ideas with one another, to writing.

The writer choosed Think Talk Write Strategy, because in this strategy

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students were divided into groups of 4-6 students for each group. In this case, the

students involved with thinking to maked a small note after the process of reading,

then talk to shared ideas with their friends before writing a text.

In this study the writer was identify the effectiveness of teaching learning

process of using the Think Talk Write Strategy based on four indicators, they are

students activity, the application of lesson plan, students responsed, and students

achievement in writing text, in this case the ability in creating report text.

All this time the teacher just teach the students and asked them to do the

exercise. It was maked students felt bored and they didn’t know how to do their

tasks. The strategy which is used the teacher cannot influence student’s ability in

writing, especially in writing report text.

The writer was choosed Think-Talk-Write Strategy, because it has

activities that can solved students problem above. By thinking activity, students

were able to differ the ideas that the test presents with their ideas after students

reading the test. By talking activity, students did the communication with their

friends by using of their own language, they also share the ideas which they was

discuss. It maked students got confidents to wrote their ideas because they are

sure that ideas which they discuss in talking activity are good.

As cited in Aida (2012) said that there is significant effect of TTW

Strategy on students achievement in writing descriptive text, it can make them

easily to understand the component and process of writing, and also can motivate

them to solve their difficulties and problem in writing descriptive text. In order,

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is effective to be used as an alternative strategy in order to teach writing. The use

of TTW strategy can minimize the students’ difficulties in writing and help the

teacher in teaching writing, especially writing descriptive text. In addition,

Simaremare (2013) said that there is significant effect of Think Talk Write

Strategy on students’ achievement in writing hortatory. It can motivate the

students to write and make them easily to understand the component and process

of writing.

This strategy also help the students in writing report text, to build their

own knowledge to communicated their minds with their friends, and wrote the

result of their discussion. after talk their ideas with their friend, they just connect

the ideas and opinion that they maked with the new ideas and opinion that they

got from their friends. It stimulated good ideas.

By applied this strategy, the writer expected that students are able to

complated their writing in a report systematically and meaningfully. It will make

students to be better in their writing skill and an alternative teaching strategy

especially in writing report text. It means this strategy is effectived to use in

teaching learning process of students achievement in writing report text. Next, the

writer was hoped this strategy can be applied to make an effective on students

writing skill easily.

B. The Problem of the Study

Based on the background of the study, the problem of the study was

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“Is the students’ achievement in writing report text taught by using Think

Talk Write Strategy higher than that taught by using Group Investigation

Strategy?

C. The Objective of the Study

This study is intended to find out whether the students’ achievement

taught by using Think Talk Write Strategy was higher than the students’

achievement taught by using Group Investigation Strategy.

D. The Scope of the Study

In teaching learning process of observation, the writer focuses on

applying Think Talk Write (TTW) Strategy as teacher ways in teaching writing

report text.

E. The Significances of the Study The significances of the Study are :

1. For the English teachers, it is better to applying Think Talk Write strategy

because this strategy helps the students in understanding the report text

much better.

2. For the students, with this strategy can improve their writing achievement

especially in writing report text. And it is better for they thinking

individually before they talk and discuss and share their ideas in discussion

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CHAPTER V

CONCLUSION AND SUGGESTION

A. Conclusion

Based on the result of the data analysis, it was concluded that teaching

English by using Think Talk Write Strategy, was affected the students’

achievement in writing report text. It was found that the score of the students that

taught by using Think Talk Write Strategy is higher after treated than the taught

by using Group Investigation Strategy. It was proved by the result of t-test. The

result of test calculation showed that observed value (2.75) was higher than

t-table value (2.004) with α =0.05 and df= 58. It means that Ha was accepted.

B. Suggestion

The writer point out some suggestions as follows :

1. For the English teachers, it is better to applying Think Talk Write strategy

because this strategy helps the students in understanding the report text

much better.

2. For the students, with this strategy can improve their writing achievement

especially in writing report text. And it is better for they thinking

individually before they talk and discuss and share their ideas in discussion

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THE EFFECT OF THINK TALK WRITE (TTW) STRATEGY ON STUDENTS’ ACHIEVEMENT IN WRITING REPORT TEXT.