THE EFFECT OF THINK TALK WRITE (TTW) STRATEGY ON THE STUDENTS WRITING ACHIEVEMENT IN DESCRIPTIVE TEX.

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THE EFFECT OF APPLYING THINK TALK WRITE (TTW)

STRATEGY ON THE

STUDENTS’ WRITING ACHIEVEMENT

IN DESCRIPTIVE TEXT

A THESIS

Submitted to English Department, Faculty of Languages and Arts State University of Medan, in Partial of the Requirement for the

Degree of Sarjana Pendidikan

By:

FADILLAH ALWI

Registration Number: 2101321003

ENGLISH AND LITERATURE DEPARTMENT FACULTY OF LANGUAGES AND ARTS

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ABSTRACT

Alwi, Fadillah. 2101321003. The Effect of Think Talk Write (TTW) Strategy

on the Students’ Writing Achievement in Descriptive Text. A Thesis. English

Department. Faculty of Languages and Arts. State University of Medan.

2014.

This study is an attempt to discover the effect of applying Think Talk Write (TTW) Strategy on students’ writing achievement in descriptive text. It was conducted by using experimental research design. The Population of this research was the tenth (X) grade students of SMAN 1 Tanjung Balai Asahan which consists of 4 parallel classes with the total number of students is 128. The samples of this research were taken by random sampling through lottery technique. The result was class X IPA 1 consisted of 30 students became the experimental group and class X IPA 2 consisted of 30 students became the control group. The experimental group was taught by using Think Talk Write (TTW) Strategy while the control group was taught by using Conventional Strategy. The instrument for collecting the data was writing test. The data were analyzed by using t-test formula. The result shows that the value of t-observed (4.362) is higher than the value of t-table (2.000) (α = 0.05) with the degree of freedom (df) = 58. It means that there is a significant effect of applying Think Talk Write Strategy on students’ writing achievement in descriptive text. So, the alternative hypothesis (Ha) is accepted.

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ACKNOWLEDGEMENTS

First of all the writer would like to express his highest gratitude to the Almighty Allah SWT for giving blessings and mercy, so that the writer could finally finish this thesis to fulfill one of the requirements for the degree (Sarjana Pendidikan/s1) at English Department, Faculty of Languages and Arts, State University of Medan.

This thesis could have not been accomplished without the guidance, suggestions and comments from several people. In this chance, the writer would like to express her appreciation and special thanks to :

 Prof. Dr. Ibnu Hajar Damanik, M.Si, as the Rector of State University of Medan

 Dr. Isda Pramuniati, M.Hum, the Dean of Faculty of Languages and Arts in State university of medan and all her staffs.

 Prof. Dr. Hj. Sumarsih, M.Pd., the Head of English Department, Dra. Meisuri, M.A, the Secretary of English Department. Dra. Masitowarni

Siregar, M.Ed., the Head of English Education Study Program.

 Dra. Tjut Ernidawaty, M.Pd, his Thesis Consultant for her advice, guidance, constructive comments and precious time she spent to revise this thesis

 Dra. Siti Aisah Ginting,M.Pd, his Academic Advisor, who has supported his throughout the academic years.

 Roban,S.Pd, the Head master of SMA Negeri 1 Tanjung balai Asahan for helping the writer to complete this thesis.

 His beloved Family, Mom and Dad, Grandma, brothers and sisters (Faisal putra, Fikri, Salwa annisa, Aulia Rahman, Mizwar effendi) for their

encouragements, prayer , material supports, and endless love during his academic years at University.

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Veronika napitu for love, moments, and nice fellowship during our

academic years.

 His best friends : Imran simatupang and Aminah Ari Fadhila for supports and for always being there during the writer completed this thesis.

 His friends at boarding house : Boy, Yudi, Iqbal, Mamat for cheering the writer on when he wrote this thesis.

 Students in Reg A, B, C, and especially for students regular B 2010 for being his friends, giving experiences, and for moments that were spent together.

 His best friend Rizal Maulana Fajarhari for supporting and fixing his computer when he completed this thesis.

Overall, the researcher hopes this thesis can give contribution to the English Education students and further pedagogical research. And also it can be useful for the readers.

Medan, November 2014 The Writer

Fadillah Alwi

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LIST OF TABLES

Page

Table 3.1 Research Design ... 24

Table 3.3 Teaching Descriptive Text in Experimental Group ... 26

Table 3.4 Teaching Descriptive Text in Experimental Group ... 27

Table 3.5 Scoring Aspect of in Writing Descriptive Text ... 29

Table 3.6 Example of Applying the Score Aspect ... 29

Table 3.5.1Criteria of Writing Mastery... 30

Table 4.1 The scores of pre-test and post-test in experimental group ... 32

Table 4.2 The scores of pre-test and post-test in control group ... 34

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LIST OF APPENDICES

Page

APPENDIX A. Pre-Test and Post-Test for Experimental

and Control Group ... 44 APPENDIX B. The Lesson Plan ... 45 APPENDIX C. The Scores of Pre-Test and Post-Test

(Experimental group) ... 62

APPENDIX D. The Scores of Pre-Test and Post-Test (Control group) ... 63 APPENDIX E. The Calculation of T-Test in Experimental and

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REFERENCES

Ary, D. 2002. Introduction to research in Education. NewYork. Rinehart and Winston

Best & Khan. 2002. Research in Education. New Delhi : Pentice-Hall of India Brown, H Douglas. 2004. Language Assesment Principles and Classroom

Practices. New York : Pearson Education

Brown, K. & Susan.H. 1993. Writing Skills and Strategies for Students of English. Hongkong : Wing King Tong Co

Harmer, J. 2004. How to Teach Writing. London: Longman Group.

Hutchinson. E. 2005. Descriptive Writing. NewYork : Saddleback Educational Publishing

McDonald. C R. 2002. Teaching Writing. NewYork : Southern Illinois University Press

Pardiyono. 2007. Pasti Bisa. Yogyakarta : Andi Offset

Oshima, A. & Hague. 1991. Second language teaching and learning. Cambridge : Cambridge University Press

Sugiyono. 2010. Metode Penelitian Pendidikan (Pendekatan Kuantitatif, Kualitatif,dan R&D). Bandung: Alfabeta.

Taiwo, A. 1995. Fundamental of Classroom Testing. New Delhi : Vicas Publishing House PVT,LTD.

Verma. G.K. 2005. Researching Education. London : Taylor & Francis e-Library. Yamin, Martinis and Bansu I. Ansari. 2009. Taktik Mengembangkan Kemampuan

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CHAPTER I

INTRODUCTION

A. The Background of the Study

Language is an instrument to send or exchange information and to interact with the others. Language is used by all people in the world as means of communication. Anyone cannot interact with others without language, thus it is very important to learn language.

Writing holds an important role in daily communication, through writing people can express their experiences, events, stories, and ideas. So writing is central to our personal experience and identities which is focusing on the contents, ideas, and written products.

Writing skill has become a necessity for employment in some officers. The ability to write becomes the perquisite to get job. Therefore, writing subject as last skill of language lesson oblige student to achieve, starting from writing letter, writing for advertisement, announcement, poetry until writing an essay which related to the genre of writing. This refers to brown’s statement (2003:218) which is the ability to write has become an indispensable skill and writing skill is necessary condition for achieving employment in many walks in life.

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studying grammar, vocabulary, reading and listening comprehension and learn another references material to help them write and provoke well language development as students resolve problems which the writing puts into their minds. Unpredictably student can improve their ability in language as well as they write, as Wallace (2004:15) states writing skill for beginning students can benefit from learning and practicing one skill at a time. So, studying writing skill can benefit student to learn another aspect of language all at once.

As the fact that writing is necessary for student, standard based curriculum 2013 input writing in English subject as syllabus of the student senior high school, it is stated that some genres of writing have to be mastered by students, they are descriptive, recount, narrative, procedure, hortatory exposition, analytical exposition, and news item.

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stimulate their confidence to use English and could not get benefit, the students failed to express themselves adequately in speaking English.

Based on background above, the writer is interested in conducting a research

entitled “The effect of applying think talk write (TTW) strategy on the students’

writing achievement in descriptive text. The writer chooses this strategy because this strategy makes students interact and collaborate with their friends in discussion group so that students easily express the result of discussion in written text. Theoretically, the problem can be solved by applying TTW strategy, as the teaching strategy it involves the students in the teaching-learning process and it is student-centered activities.

B. The Problem of the Study

Based on the background of study above, the writer makes the identification of

study as: “is there any significant difference of the students’ achievement in writing

descriptive text taught by using TTW strategy and conventional strategy.

C. The Objective of the Study

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D. The Scope of the Study

Writing can be categorized such as report writing, essay writing, descriptive writing, etc. Descriptive writing achievement is dominantly improved by the strategy

being used. This research is basically limited to students’ skill particularly on

descriptive writing by applying one of the learning strategies, that is Think Talk Write (TTW) Strategy.

E. The Significance of the Study

The significances of the study is intended :

1. To give worthwhile experiences and improvement in teaching English especially for teaching writing

2. To add some knowledges about TTW strategy

3. To be helpful for improving students ‘skill in writing through TTW strategy

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CHAPTER V

CONCLUSIONS AND SUGGESTIONS

A. Conclusions

After analyzing the data, it was found that the scores of the students that were taught by applying Think Talk Write (TTW) Strategy was higher than those who were taught without applying TTW Strategy because there was a significant improvement of the student’s score in experimental group after the writer did

treatment, in treatment the writer brushed up on their knowledge not only in writing but also in thinking through reading and speaking through discussion group. The total score and the mean score in experimental group shows that there was a significant improvement of the students’ score between the pre-test and the

post-test score.

Since the value of t-observed was 4.362 with df (58) at the level significance (0.05) = 2.000, the alternative hypothesis (Ha) was accepted. So, from the calculation of the data, it can be concluded that Think Talk Write (TTW) Strategy significantly affected students’ achievement in writing descriptive text.\

B. Suggestions

The result of this study showed that the use of Group Investigation Method was able to improve the students’ achievement in writing descriptive text.

So, the writer’s points out some suggestions as in the following:

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also to improve their attitude and skill during the teaching and learning process.

2. By talking and sharing, students can be guided to be able to do more practices in writing especially in writing descriptive text.

3. The students can apply this strategy not only in learning descriptive text but also in learning other genres of text.