INTRODUCTION
Background of Study
Problem Identification
Problem Limitation
Problem Formulation
The classification section is a simple way of presenting the parts of a topic. It begins with a topic sentence that tells what the section will be about. The body texts that follow present the categories along with specific details about each. Mechanic refers to the use of conventional graphics of the language, i.e. the step of arranging letters, words, paragraphs using knowledge of structure and some others related to each other. It refers to the traditional usage graphics of the language, ie. the steps to arrange letters, phrases, paragraphs using knowledge of structure and some others that are related to each other.
According to Huinker and Laughlin in Zulkarnaini, "The Think-Talk-Write strategy builds in time for thinking and reflection and for organizing ideas and testing those ideas before students are expected to write. From the table above, it could be seen that students' scores in post-test II was different Based on the graph above, it could be inferred that the TTW strategy could increase students' written expository paragraphs.
The researcher chose the Think Talk Write (TTW) strategy to increase the students' writing skills in the explanatory paragraph. Based on the table above, it can be concluded that the Think Talk Write (TTW) strategy can improve the writing skills of the students with explanatory paragraphs. People often think that all planets look alike, but there are actually three types of planets in the solar system. The terrestrial planets are made of rock and metal and are closest to the sun.
Objectives and Benefits of the Study
THEORITICAL REVIEW
The Concept of Expository Paragraph in Writing Skill
- The Definition of Expository Paragraph Writing Skill 9
- The Principle of TTW Strategy
- Teaching Writing Using of TTW Strategy
Action Hypothesis
Based on the result above, the researcher indicated that the learning process in cycle II was successful because the students' activity got a percentage >70%. The result of the pre-test showed that most of the students found it difficult to perform the test.
RESEARCH METHODHOLOGY
Setting of the Research
Subject of the Research
Procedure of the Research
The overarching goal of action research is to directly improve practice in one or a few classrooms or schools. 13 While Richard Sagor action research is a disciplined investigative process conducted by and for those who take action. The main reason for participating in action research is to help the actor improve or refine his or her actions.14 Meanwhile, Craig Mertler said action research is defined as any systematic research conducted by teachers, administrators and conselors or others with vested interests in the teaching and learning process or.
Furthermore, classroom action research is about working towards practical results, and also about creating new forms of understanding, since action without understanding is blind, just as theory without action is meaningless.16 This means that classroom action research is a form of inquiry that puts practitioners everywhere able to examine and evaluate their work in class. This research is a collaborative study. According to Donald Ary, Action Research is an activity to take an action based on research and analyze the action taken.17. Anne explains that Action Research must intervene in a conscious way in the problematic situation in order to create changes and even better improvements in practice.18 This means that action research is given by the teacher with instructions from the teacher, which is carried out by students. .
Action research is a process in which participants systematically and carefully examine their own educational practice, using the techniques of research. 19. From some opinion above, it can be concluded that classroom action research (CAR) is an obvious research that is used to investigate and evaluate their work in teaching and learning process in the classroom. The researcher used the cycle of Classroom Action Research (CAR) by Jean McNiff and Jean Whitehead as the figure below:20.
At this stage, the writer analyzed and evaluated what happened in the learning process by eliminating the non-useful action. The writer analyzed and discussed the results of students' work during teaching, such as the strength and weakness made by the writer and students during the teaching process using the Think Talk Write (TTW) strategy and the learning outcome in writing skills. If from cycle I, there are some students who are not successful, so the writer should do cycle 2.
The writer collected the students' work, the writer checks and grades the students' work. In this phase, the writer observes the process of teaching and learning by using an observation method to collect the data in Cycle 2.
Data Collecting Technique
Test is a test of question or exercise which is used to know the creativity, knowledge, ability or talent belonging to the individual or group. In this study, the author will use the test method to get information about the student's scores before and after treatment. The author was given a pre-test to know how the process of teaching and learning is held before giving treatments. The writer will pretest students by asking students to write or create an expository paragraph based on the given topic.
The post-test will be done after the treatment, after the treatment the students will have a post-test. The form and the procedure of the post-test is the same as pre-test where the students are asked to make an explanatory paragraph, but the topic given in the post-test is a different topic. The post-test was given in the last meeting after treatments to find out if the treatments made any contribution to the students' performance in the experimental.
Documentation is a technique used to obtain information from written sources or documents such as books, journals, regulations, notes. In this research, the writer looks at the data on the total number of students, teachers and the condition of the school. To get the data, the writer asked the English teacher of grade eight, the principal and the staff of SMP Negeri 3 Sekampung.
Field note is the different observation of aspects of learning in the classroom atmosphere, interaction of teachers in class management with students, interaction of students with students and some other aspects. A field note is a note that was used in research to record activities during the learning process. This note is used to check if there are any problems during the lesson, and from this note, the researcher can analyze what is the strength or weakness when the writer uses the Think Talk Write (TTW) strategy to improve students' writing skills.
Data Analysis Technique
In addition, the researcher prepared an observation sheet consisting of a list of student names and a list of students. Based on the results of the pre-test, post-test I and post-test II, it was known that there was an increase in the students' score.
The Indicator of the Success
RESULT OF THE RESEARCH
Result of the Research
- Description of Research Location
- Description of the Research
- Discussion
CONCLUSION AND SUGGESTION
Conclusion
The Think Talk Write (TTW) strategy can be used as an alternative way in the process of learning to write. Whereas, the Think Talk Write (TTW) strategy is also able to develop the score of expository paragraph writing skills. It can be seen in the progression from pre-test to cycle I and cycle II.
Suggestion
Nama Sekolah : SMPN 3 Sekampung Mata Pelajaran : Bahasa Inggris Kelas/Semester : VIII (Delapan) / II Type of text : Expository Paragraph. Expository paragraph is a type of writing used to explain, describe, give information or inform. The teacher gives the students the topics related to the basic competence in the lesson plan.
The teacher shows another example of the expository paragraph while explaining the elements (social function, general structure and language features). Instrument: choose one of the headings below and then write the explanatory paragraph based on the heading you chose. Comparison of pre-test, post-test I in cycle I and post-test II in cycle II expository paragraph writing.
Choose one of the headings below and then write an explanatory paragraph based on the heading you chose. Students' participation in monitoring the learning process was not enthusiastic, as most students did not pay attention to the teacher's explanation. In addition, most students were confused about how to use the TTW strategy set.
Afterwards, students' participation in asking and answering questions and proposing ideas was still low because they were ashamed to ask and answer a question verbally and they felt that the questions they were asked were difficult to answer. The students' participation in monitoring the learning process gradually took place enthusiastically, but there were still students who did not pay attention to the teacher's explanation, for example, making noise, chatting with friends, etc. Then, some students began to be brave and participate in asking and answering questions and proposing ideas, while others were still shy to ask and answer a question orally and felt that the questions they were asked were still difficult to answer .
In addition, some of the students started to be brave to give an idea during the discussion although it was not properly accepted. Then the students were brave and curious to ask when the teacher opened the opportunities for the students to ask about something they did not know related to the learning material being taught. The students were also brave to answer the question even though not all the questions could be answered accurately.
These improvements such as: the activity of the students to pay their attention to the teacher's explanations improved significantly in line with their enthusiasm to follow the learning process.
