THE EFFECT OF APPLYING THINK-TALK-WRITE STRATEGY ON STUDENTS ACHIEVEMENT IN WRITING DESCRIPTIVE TEXT.

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THE EFFECT OF APPLYING THINK-TALK-WRITE STRATEGY ON STUDENTS’ ACHIEVEMENT IN WRITING

DESCRIPTIVE TEXT

A THESIS

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

Requirement for the Degree of Sarjana Pendidikan

By

INDAH PRATIWI Reg. Number 2103121023

ENGLISH EDUCATION AND LITERATURE DEPARTMENT FACULTY OF LANGUAGES AND ARTS

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DECLARATION

I have familiarized myself with the University’s Policy on Academic integrity. Except where appropriately acknowledged, this thesis is my own work, has been expressed in my own words, and has not been previously been submitted for assessment.

I understand that this paper may be screened electronically or otherwise for plagiarism.

Medan, September 2014

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ACKNOWLEDGEMENT

The greatest thankfulness is given to Allah SWT who always gives the writer strength, hope, and health during the completing of this thesis. This thesis has been written in fulfillment of the requirements for the degree Sarjana Pendidikan at English Department of Faculty of Languages and Arts, State University of Medan.

This thesis would not have been completed without the help, support, advice, guidance, suggestion and comments from several people for which the writer would like to extend her sincere and special thanks. Her special gratitude is especially extend to:

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

 Dr. Isda Pramuniati, M.Hum, the Dean of Languages and Arts Faculty.  Prof. Dr. Hj. Sumarsih, M.Pd, the Head of English Department, Rika, S.Pd.,

M.Hum the Secretary of English Department and Dra. Masitowarni Siregar, M.Ed, the Head of English Education Study Program.

 Prof. Dr. Lince Sihombing, M.Pd, her Thesis Consultant.  Drs. Elia Masa Ginting, M.Hum, her Academic Advisor.

 Ahmad Safwan, S.Sos.I., S.Pd.I, the Headmaster of SMA Swasta Al-Fattah Medan and the English teacher Yuni Shintya.

 Surya Dharma Sarif and Elfriana, her beloved parents, for their great patience, endless love, never ending support, care, advices, prayers and everything they have given to the writer in her entire life.

 Fahrul Rozy and Ega Ibra, her brothers for their everlasting love, care and support.

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 Last but not least, special thanks is given to all friends in English Department,

especially in class Reguler C 2010, who cannot be mentioned one by one, thanks for help, motivation and comment during academic years.

The writer hopes this thesis will be useful for those who read it, especially for the student of English and Literature Department.

Medan, August 2014 The Writer,

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ABSTRACT

Pratiwi, Indah, 2103121023. 2014. The Effect of Applying Think-Talk-Write Strategy on Students’ Achievement in Writing Descriptive Text. A Thesis. English and Literature Department. Faculty of Languages and Arts, State University of Medan.

This study is an attempt to discover the effect of applying Think-Talk-Write strategy on students’ achievement in writing descriptive text. The objective of this study were to find out whether applying Think-Talk-Write strategy affect

the students’ achievement in writing descriptive text. This study was an

experimental research. In conducting the research, the writer used 60 students of Al-Fattah Senior High School Medan as the sample. The 60 students were taken from two classes and they were divided into two groups namely the experimental group who was taught by using Think-Talk-Write strategy and the control group who was taught without Think-Talk-Write strategy. The data of the test were collected by administering written test. The data were analyzed by using t-test formula. The result of the analysis shows that the value of t-observed is higher than the value of t-table (2,3> 2,00 (α = 0.05)) with the degree of freedom (df) = N-2 = 58. It means that there is significant effect of applying Think-Talk-Write strategy on students’ achievement in writing descriptive text. So the alternative hypothesis (Ha) is accepted. The conclusion is that applying Think-Talk-Write strategy can encourage and increase the students’ achievement in writing descriptive text.

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LIST OF TABLES

Table 2.1 Example of Descriptive Text ... 15

Table 3.1 Research Design ... 23

Table 3.2 Teaching Procedure of Experimental Group ... 25

Table 3.3 Teaching Procedure of Control Group ... 26

Table 3.4 Scoring of Writing Test ... 30

Table 4.1 Pre-Test and Post-Test Score of Experimental Group ... 32

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APPENDIX A

Instruction for Pre-Test and Post-Test a. Experimental Group

- Write a good description text about your family or favorite actress!

b. Control Group

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APPENDIX B

a. Students’ score of pre-test and post-test of Experimental Group

No Students' Initial Name Pre-Test Post test

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b. Students’ score of pre-test and post-test of Control Group

No Students' Initial Name Pre-Test Post test

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APPENDIX C

The Calculation of t-test a. Experimental Group

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M

y

=

From the data above:

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t =

5,9 6,78

t =

5,9 2,6

t = 2,26

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APPENDIX D

LESSON PLAN

(EXPERIMENTAL GROUP)

School : SMA AL-FATTAH

Class : X

Subject : English

Topic : Descriptive Text

Time : 2 x 45 minutes

Meeting : 1

A. Standard Competency :

Expressing meaning in written text of descriptive text in the context of situation in daily life.

B. Basic Competency :

Expressing meaning in written text of descriptive text in the context of daily life in descriptive form.

C. Indicators :

1. Students are able to identify the social function, the generic structure, and language features of descriptive text.

2. Students are able to describe about people in written form.

D. Learning Objective :

At the end of the learning process, students are able to :

1) Identify the social function, the generic structure, and language features of descriptive text.

2) Describe about people in written form.

E. Teaching Material

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2) Generic structure of descriptive text

- Identification : identifies phenomenon that will be describe

- Description : describe about parts, qualities or characteristics of something or someone in detail.

3) Linguistics features of descriptive text.

- Using present tense, past tense to describe something in the past. - Using relating verbs in giving information

- Using adjective, adverb, and adverbial phrases 4) The example of simple descriptive text.

DORAEMON

Doraemon is one of cartoon character from Japan. Doraemons film usually show on sunday morning. Doraemon is a robot likes cat who come from 22nd century of the future.

Doraemons colour is blue. He doesn't had ear because a rat was eat his ears. Doraemon has round head and red nose likes chery fruit. Doraemon has a fourth-dimensional pocket on his abdomen frow which is can take out many amazing tools. Doraemon was send back to the 20th century because Nobita's grandson can't bear to see his grandfather suffer. So he sent Doraemon to help out Nobita's troubles with Doraemon miraculous pocket. Doraemons favorite food is dorayaki and he usually eat Dorayaki everyday.

Although Doraemon eat very much, his weight still 129,3 kg and his tall still in 129.3 cm since his born until the end.

Identification

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Teaching Method :

- Think-Talk-Write Strategy

F. Teaching and Learning activities :

ACTIVITES TIME

 Opening Apperception

 Greetings and checks absent.

 Teacher gives motivation and brainstorming

10 minutes

 Main Activity

 Teacher introduce the material “ descriptive text “

 Teacher gave explanation about a descriptive

text and generic structure of it.

 Teacher explains an example of descriptive

text and then asked the students to check their understanding.

 Teacher divides students into several group,

one group consisted of 3-5 students. Then the teacher gave a topic to be described.

“Member Family or Favorite Actress”

 Teacher asks student to think about the topic and made a small note individually. (Think)  Teacher asks the students to interact in their

group and talk about their opinion,

knowledge, and idea about the topic. (Talk)  Teacher asks students to write the result of

their discussion based on the generic structure of descriptive text. (Write)

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 Closing

 The teacher asks the students what they have

learned from descriptive text.

 The students summarize what they have

learned about descriptive text.  Enrichment

10 minutes

G. Source : Text book, Text from internet H. Media : Whiteboard, Marker,paper test I. Assessment

1. Form of pre – test : written test 2. Instrument :

1. Identify the social function, language features, and generic structure of the following text:

My Sphynx Cat

My Sphynx cat is the only pet I have. He has a little hair but is not totally hairless as he has a peach fuzz over much of his body. His coat is often a warm chamois. My Sphynx has a normal cat proportion.

I like his tail although my mom say that it is like a rats tail. I love his usual color varieties including, tortoiseshell, chocolate, black, blue, lilac, chocolate etc. He is really an amazing cat. Believe it or not, he is very intelligent cat. He can respond my voice commands.

He is really funny as well as my friends get a joke. I love him so much as I love my mother.

2. Choose one from these topics and write a good descriptive text!

a. President of Indonesia b. Syahrini

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J. Scoring :

Scoring Aspects

Criteria Indicator Score Max.

Score

Generic Structure

Identification The total of Generic

Language Features  present tense

Score

Organization (The Generic Structure)

Identification  Mention the special characteristics of being described.

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Language Features (The Linguistic

Features )

 present tense  Relational Verbs  conjunction

adjectives 35

Mechanics

 Preposition  Articles  Capitalization  Punctuation  Spelling

25

Total Score 100

No Respondent’s Number

Component

O LU M Total Score

Where :

O = Organization , LU = Language Use , M = Mechanics

Medan, August 2014

Researcher as the teacher

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LESSON PLAN

Class : X

Meeting : 2

C. Indicators :

1) Descriptive Text is a text that describes the features of someone, something, or certain place.

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- Using adjective, adverb, and adverbial phrases 4) The example of simple descriptive text.

MY DESKMATE

Iklima Maharani is my classmate. I call her Hara. She is my best friend. She is the first child of Mr. Abdul Rozzak and Mrs. Titi Laeliyah. She lives in Kedawung village.

Hara is fair-skinned. She is a slim girl of average height. She is 16 years old on 19 November 2012. She has long hair, but she always wears headscarf and makes the other people can’t see he hair. She has medium nose. Her face is oval. She wears glasses because she has far-sighted eyes. She looks more pretty with her glasses.

Hara is an attractive and cheerful girl. She has an easy going personality and friendly. Hara isn’t stingy girl. She is generous. When she has food, she usually shares it to her friends. But, she is quick-tempered person when worry about something and didn’t care with the other people. But, actually she is a kind girl.

- Think-Talk-Write Strategy Identification

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10 minutes

 Teacher gave explanation about a descriptive

text and generic structure of it.

 Teacher explains an example of descriptive

text and then asked the students to check their understanding.

 Teacher divides students into several group,

one group consisted of 3-5 students. Then the teacher gave a topic to be described.

“Member Family or Favorite Actress”

 Teacher asks student to think about the topic

and made a small note individually. (Think)  Teacher asks the students to interact in their

group and talk about their opinion,

knowledge, and idea about the topic. (Talk)  Teacher asks students to write the result of

their discussion based on the generic structure of descriptive text. (Write)

70 minutes

 Closing

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G. Source : Text book, Text from internet H. Media : Whiteboard, Marker, paper test I. Assessment

Mrs. Debby Magdelena

Mrs. Debby Magdelena is one of the successful carrier woman. She is the new sales manager for Jakarta sales office of Le Meridean Nirwana Golf and Spa Resort.

Mrs. Debby Magdalena holds her new position as from Marc 2nd, 2009. Prior to her assignment at Le Meredian Nirwana Golf and Spa Resort, she was the sales manager at Novotel Nusa Dua’s Jakarta sales office. Prior to that, she worked at a number of reputable hotels such as Radison Hotel Jakarta, Aston Hotel Jakarta, and Novotel Nusa Dua Bali.

Born in Jakarta, she is a graduate of BPLP Bandung majoring hotel management and of Dwipa Wacana University in majoring management. With her strong background in reservations, front office and sales she will be a valuable asset to Le Meridian Nirvana Golf and Spa Resort. As the sales representative in Jakarta, she will be based at Le Meridian Jakarta Hotel.

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c. Mother J. Scoring :

Score

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Features )

adjectives 35

Mechanics

25

Component

O LU M Total Score

Where :

Medan, August 2014

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LESSON PLAN

Class : X

Meeting : 3

C. Indicators :

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E. Teaching Material :

Types of descriptive writing : 1) Description of place

The best way to describe the place is by presenting concrete. For example home and school. Further, it is essential to describe the size and agreement of space involved.

2) Description of people

To describe human beings appearances or physical point of view by their personalities, values, and motivation as well as by their looks and the sounds of their voices.

3) Description of thing ( Object )

The best way to describe an accurate object ( thing ) is by providing the physical characteristics of an object ( thing ) such as the colors, forms, shapes, and so on.

From the types of descriptive writing elaborate above the teacher only focuses on describing objects. In the case, the teacher will ask the students to describe a cartoon characters based on picture provided by the teacher.

- Think-Talk-Write Strategy F. Teaching and Learning Activities :

 Greetings and checks absent.  Teacher gives motivation and

brainstorming

10 minutes

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 Teacher gave explanation about a

descriptive text and generic structure of it.  Teacher explains an example of

descriptive text and then asked the students to check their understanding.

 Teacher divides students into several

group, one group consisted of 3-5 students. Then the teacher gave a topic to be

described. “Member Family or Favorite Actress”

 Teacher asks student to think about the

topic and made a small note individually. (Think)

 Teacher asks the students to interact in

their group and talk about their opinion, knowledge, and idea about the topic. (Talk)

 Teacher asks students to write the result of their discussion based on the generic structure of descriptive text. (Write)

70 minutes

 Closing

 The teacher asks the students what they

have learned from descriptive text.  The students summarize what they have

10 inutes

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I. Assessment

Irene Kharisma Sukandar

Irene Kharisma Sukandar is to be the most successful woman chess player in Indonesia. Just in her age of 17, she has become champions in many tournaments. She has got many trophies and medals from both national and international titles. She is the first Indonesia’s Woman Grand Master (WGM).

First she was drawn to play chess by her elder brother, Kaisar Genius Hakiki. Although she begins to play chess at relatively senior age of 7, her talent becomes evident early on.

For Irene, playing chess is something good to do. She disagrees with many Indonesian people who associate chess with a lack of productivity, for example as a game for the unemployed. She proves that she earns many things from that game. By playing she received Rp 500 million in bonus prize money for her contribution to her province at the national games.

Irene, who is still noted as a student at Nusantara Senior High School Jakarta, enjoys reading, swimming, and learning Mandarin Language. She does those activities when she is not notching up international chess titles.

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J. Scoring :

Score

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Features )

adjectives 35

Mechanics

25

Component

O LU M Total Score

Where :

Medan, August 2014

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LESSON PLAN

Class : X

Meeting : 4

C. Indicators :

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- Using adjective, adverb, and adverbial phrases

- Think-Talk-Write Strategy F. Teaching and Learning Activities :

 Greetings and checks absent.  Teacher gives motivation and

brainstorming

10 minutes

 Teacher gave explanation about a

descriptive text and generic structure of it.  Teacher explains an example of

descriptive text and then asked the students to check their understanding.

 Teacher divides students into several

group, one group consisted of 3-5 students. Then the teacher gave a topic to be

described. “Member Family or Favorite Actress”

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 Teacher asks student to think about the

topic and made a small note individually. (Think)

 Teacher asks the students to interact in

their group and talk about their opinion, knowledge, and idea about the topic. (Talk)

 Teacher asks students to write the result of

their discussion based on the generic structure of descriptive text. (Write)  Closing

 The teacher asks the students what they

have learned from descriptive text.  The students summarize what they have

11 inutes

Agnes Monica

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one sibling. His name is Steve Muljoto. He is about nine years older than Agnes. Despite her young age, Agnes has already released three albums, Si Meong, Yess, and Bala-Bala. She also became a TV presenter. When she was 15, she played a significant role in a TV series called Pernikahan Dini. She received several awards for her role as Dini. Agnes Monica continues producing more albums and acting. She become more famous everyday. Thousand of her fans attend her concerts.

a. David Beckham b. Krisdayanti c. Mickey Mouse

J. Scoring :

Score

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adjectives are found in the text

Total Score 100

Score

adjectives 35

Mechanics

Component

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Where :

Medan, August 2014

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APPENDIX E

LESSON PLAN ( CONTROL GROUP )

Class : X

Meeting : 1

C. Indicators :

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- Conventional Method

10 minutes

 Teacher gives question that relate prior

knowledge with material that will be studied  Teacher gives an example of descriptive text.  Teacher gives the test paper to each students  Teacher gives the instruction to do the test to

the students how to make a descriptive text  Teacher asked the students to analyze the

descriptive text.

70 minutes

 Closing

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 The students summarize what they have

10 inutes

Selena Gomez

Her name is Selena Marie Gomez. She's usually called Selena Gomez or Miss Gomez. She was born on 22 July 1992 in Grand Praire, Texas, USA. Selena Gomez is a singer, songwriter, and American Actress. She sings for some soundtracks, like Cinderella and Tinker Bell. Her performance as an actress can be seen at Cinderella Story DVD version. Miss Gomez has red hair, pointed nose, and slim body. She looks beautiful while she is smiling. She is also famous with her Latin face. Selena Gomez doesn't have siblings. She's the only child in her family. Her father's name is Ricardo Gomez and her mother's name is Mandy Cornett.

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b. Naruto c. Raisa

J. Scoring : Scoring Aspects

Score

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Features )

adjectives 35

Mechanics

25

Component

O LU M Total Score

Where :

Medan, August 2014

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LESSON PLAN

Class : X

Meeting : 2

C. Indicators :

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10 minutes

descriptive text.

70 minutes

 Closing

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Barrack Obama

His full name is Barack Hussein Obama. People often calls him Barack Obama or Obama only. He is African-American. He was born on 4 August 1961 in Honolulu, USA. Obama is quite tall, 183 cm. He has oval face, baldheaded, and black skin. His face looks patient and strong. He always keep smiles when he gives speech. Obama has got married to Michelle. They have 2 daughters, Malia and Natasha Obama. Obama’s hobby is having sport. He likes playing golf in his spare time. Obama also loves blogging. He writes on his twitter quite often.

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c. Coboy Junior

Score

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Features )

adjectives 35

Mechanics

25

Component

O LU M Total Score

Where :

Medan, August 2014

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LESSON PLAN

Class : X

Meeting : 3

C. Indicators :

1. Identify the social function, the generic structure, and language features of descriptive text.

2. Describe about people in written form.

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10 minutes

descriptive text.

70 minutes

 Closing

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Ayu TingTing

She is very popular among Indonesian people as Indonesian Dangdut Singer called "Ayu Ting Ting". Ayu Ting Ting was born on 20 June 1990 in Depok, East Java. She works as a dangdut singer, presenter, and model. Ayu Ting Ting has Indonesian average body. Her height is 160 cm. She has long straight hair, oval face, thin lips and pointed nose. Ayu Ting Ting has won several awards during her life. She has got Sari Ayu Star 2006, Miss Depok 2006, and Mojang Depok. Ayu Ting Ting is very famous with song entitled "Alamat Palsu (Fake Address)". She has ever released Dangdut album entitled "Geol Ajeb-Ajeb"

a. Susilo Bambang Yudhoyono b. Jokowi

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J. Scoring :

Score

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Mechanics

25

Component

O LU M Total Score

Where :

Medan, August 2014

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LESSON PLAN

Class : X

Meeting : 4

C. Indicators :

1. Identify the social function, the generic structure, and language features of descriptive text.

2. Describe about people in written form.

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10 minutes

descriptive text.

70 minutes

 Closing

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Sule

His name full name is Entis Sutisna. People call him Sule. He is a famous comedian in Indonesia. Sule was born on 15 November 1976 in Bandung, West Java. He speaks Sundanese fluently. He also learn Javanese. Sule is very unique. His hair is long with brown and yellow colour. He has oval face, flat nose and slanting eyes. People knows Sule as a ridiculous man and full of jokes. He is very funny. His joke makes everyone smiling even belly laughing. Sule plays in several TV shows such as Opera Van Java (OVJ), Awas Ada Sule, PAS Mantab, and Saung Sule. He also can sing very well. He has very famous song entitled Susis (Suami Sieun Istri).

a. Caesar

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Score

25

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Features )

Mechanics

25

Component

O LU M Total Score

Where :

Medan, August 2014

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APPENDIX F

Table Critical Values of t:

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APPENDIX G

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1

CHAPTER I

INTRODUCTION

A. Background of the Study

English is an international language that is used all over the world. It is

important for people to master English in oral and written form, in order to be able

to communicate, to share or convey message, ideas and feeling. Since learning

English is becoming more and more important nowadays, it has been introduced

as the foreign language taught in every school in Indonesia. Teaching English will

be related to four skills, they are: listening skill, speaking skill, reading skill and

writing skill. Reading and listening are referred to the receptive skills, while

speaking and writing are referred to the productive skills. By mastering those four

skills, students will be able to express ideas, feelings, thoughts, opinions and the

most required of those four skills in academic field, that is writing.

Writing is very important to master since writing itself is an action to show

analytic activity, requiring evaluation and problem solving, yet it is also a

synthetic, productive process. Sharples (1999:6). By writing, student will learn

how to compile between information, ideas, thought and feeling become a unit

product that available for everyone. However, McCrimmon in Faulina (2013)

states that writing is the most difficult skill in learning process that allows the

writer to explore thoughts and ideas.

But, Reid in Nurussaniyah (2010) states that writing which consists of

process of talking, drafting, revising, and editing is usually easier, better and more

successful if it is done in groups. Nurussaniyah (2010) adds that written product

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2

is influenced by some elements such as vocabularies, grammar, organization,

spelling and punctuation. In the first year of Senior High School, the basic

competency that should be achieved in the writing English subject is that students

have abilities in developing and producing written simple functional text in the

form of procedure, descriptive, narrative, news item and recount. Students of

Senior High School are claimed not only to be able to speak but also to write in

English. Based on Educational Unit-Oriented Curriculum, teaching and learning

process requires teacher to teach by genre based approach. Students should be

able to write various kinds of text. For the grade X, students are expected to

express the meaning of a short functional text and essay in the form of Procedure,

Recount, Narrative, News Item, and Descriptive.

Pardiyono (2006:165) states that descriptive text is a text which is contain

a description about an object, whether it is living thing or unliving thing including

human and animals. Its purpose is to describe a particular person, place or thing

by using adjectives. According to Siahaan and Shinoda (2008:89), the generic

structures of descriptive text are identification and description. In identification,

the writer identifies phenomenon to be described. In description, the writer

describes parts, qualities and characteristics.

During conducting observation in Al-Fattah Senior High School, the writer

found that students have some difficulties to write descriptive text well in English.

First, the students do not have enough vocabulary and ideas to write. Second, the

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3

Due to the condition above, the teacher should be able to apply the

appropriate strategy to teach descriptive text to the students. Teacher needs apply

an interesting and a helpful strategy that emphasized the thinking capability of

students. In this case, the writer believes that Think-Talk-Write (TTW) is one of

strategy which is appropriate to be applied in this teaching and learning process.

Think-Talk-Write is a cooperative learning strategy introduced by Huinker

and Laughlin. This strategy basically built through thinking, speaking and writing.

Martinis in Rahmawati (2013:28) states that Think-Talk-Write strategy is

grouping 3 up to 5 students in one group involving student to think and discuss by

themselves after read, then talk and share their ideas with their friend before they

write it. Think-Talk-Write focuses on how the students thinking clearly about a

topic. By thinking, students learn to find so many ideas and information related to

the topic. All of the information by individually then will be talked in a discussion

of group. By talking, each student in a group will learn how to share their idea and

information and compile it in a written form by writing skill.

Based on the previous explanation, this research will be implemented in

order to prove if the applying Think-Talk-Write is effective on students’

achievement in writing descriptive text.

B. The Problem of the Study

In relation to the background, the problem of the study is formulated as

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4

“Is there any significant effect of using Think-Talk-Write Strategy on

students’ achievement in writing Descriptive Text?”

C. The Objective of the Study

In line with the problem, the objective of the study is to find out if there is

a significant effect of using Think-Talk-Write Strategy on students’ achievement

in writing Descriptive Text.

D. The Scope of the Study

The scope of study is limited to writing descriptive text particularly

describing people and cartoon characters which covers the generic structure and

the language features.

E. The Significance of the Study

The result of this study is expected to be useful and meaningful for:

1. Teachers who may apply this as one of the alternative strategy in

improving the quality of teaching writing, especially teaching writing

descriptive text.

2. Students who want to enlarge their knowledge in writing a descriptive text.

3. Other researchers who are interested in doing further research related to

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CHAPTER V

CONCLUSION AND SUGGESTIONS

A. Conclusion

Having analyzed the data, it was found that Think-Talk-Write strategy

significantly affects the students’ ability in writing descriptive text, since obs>

t-table (p=0.05) df=58, or, 2.3 > 2.00 (p=0.05) df=58. The using of

Think-Talk-Write strategy in teaching descriptive text writing in the classroom enables the

students’ to write systematically and guided to write the text of description, to

gather all the information about the subject, process the information they have in

mind and develop it into good writing.

The students who were taught by applying Think-Talk-Write strategy have

a higher achievement than the students who were taught by using conventional

method. In other words, Think-Talk-Write strategy gives significant effect to the

students’ achievement in writing descriptive text as they become more systematic

in writing the text.

B. Suggestion

The result of this research findings by applying of Think-Talk-Write

strategy significantly affects on students’ writing ability especially descriptive

text. Therefore, the following suggestions are offered to the following:

1. English teachers, to apply Think-Talk-Write strategy because this strategy

helps the teacher in teaching writing descriptive text.

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2. Students, to share ideas and information before they write by applying

Think-Talk-Write strategy because it can help the students to write their

descriptive text well.

3. For all the readers, may this research contribute a good understanding and

information of how to improve their achievement on writing descriptive text

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REFERENCES

Brown, H. Douglas. 2001. Teaching by Principles: An Interactive Approach to

Language Pedagogy. England: Longman

Fransisca, Mirna. 2012. The Effect of Applying Brainstorming Technique On The Students’ Achievement In Writing Descriptive Paragraph. Journal of English Language Teaching of FBS, Vol.1 (1). Unimed

Harmer, Jeremy. 2004. How to Teach Writing. England: Longman

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