The Effect of Think-Talk-Write (TTW) Strategy on Students' Writing Ability in Descriptive Text of Eighth Grade Students of SMP Negeri 12 Seluma. The population of the study was students at Eighth Grade Students of SMP Negeri 12 Seluma.
INTRODUCTION
- Identification of the Problems
- Limitation of the Research
- Research Questions
- Objective of the Research
- Significant of the Research
- Definition of Key Terms
Therefore, the researcher used the Think-Talk-Write (TTW) strategy in teaching and learning English in writing descriptive texts. Based on the above problems, the researcher was interested in using the thesis proposal entitled “The Effect of Think-Talk-Write (TTW) Strategy on Students' Writing Ability in Descriptive Text in Eighth Grade Students of SMP N 12 Seluma ”.
LITERATURE REVIEW
- The Process of Writing
- The steps of writing
- Teaching Writing
- Think-Talk-Write (TTW) Strategy
- The Procedures of Think-Talk-Write (TTW) Strategy
- The Steps of Implementing Think-Talk-Write (TTW) Strategy
- Descriptive Text
- The Generic Structure of Descriptive Text
- The Language Features of Descriptive Text
- Example Model of Descriptive Text
- Previous of Research
- Hypothesis of Research
Through the Think-Talk-Write (TTW) strategy, students are asked to play an active role in the classroom. Knowing the Think-Talk-Write (TTW) strategy can have an effect on students' writing of descriptive texts about the teaching and learning process in the classroom. Several researchers have investigated the effect of the Think-Talk-Write (TTW) strategy on students' writing ability in descriptive text.
The first research was analyzed by Nofita Sari (2014) titled "The Effect of Using Think-Talk-Write Strategy in Teaching Writing an Analytical Exposition Text toward Grade XI Students' Writing Achievement at SMA N 10 Padang." The previous study is quantitative research and used quasi-experimental as design. It aims to determine the effect of using Think-Talk-Write (TTW) strategy in teaching analytical expository writing on students' writing performance. The effect of Think Talk Write (TTW) strategy and students' reading habits towards students' writing ability”.
The aim of the preliminary study is to determine the impact of the Think-Talk-Write (TTW) strategy on the reading habit of report text students on the writing ability of 3rd grade SMP IT students. Improving Students' Writing Skill in Descriptive Text Using Think-Talk-Write (TTW) Strategy (Classroom Action Research for Tenth Grade Senior High School MAN 2 Semarang in Academic Year The previous research was Classroom Action Research. Among those who are taught with the Think-Talk-Write (TTW) strategy and those who do not use it, there is a significant impact on students' writing ability in descriptive text.
There is no significant effect on students' writing ability in descriptive text between those who are taught using Think-Talk-Write (TTW) and those who are not.
RESEARCH METHODOLOGY
Population and Sample of the Research
- Population
- Sample
Research Instrument
Frequency Distribution of pre- and post-test score of Student in the Control Class. The result of normality data of pre-test and post-test score in experimental class. The result of normality tests of pre- and post-test scores of the experimental class showed in the following table 4.3.
Based on the results of the Kolmogorov-Smirnov normality tests used in table 4.3. The histogram of the normality data of pre-test and post-test scores of the experimental class showed on the following figure 4.5 and 4.6. The result of normality data of pre-test and post-test score in control class.
The result of normality tests of pre- and post-test scores of the control class is shown in the following table 4.4. Based on the results of the normality tests used Kolmogorov-Smirnov in table 4.4. The histogram of the normality data of pre-test and post-test scores of the control class is shown on the following figure 4.7 and 4.8.
Based on the result of the study which showed that the strategy used can improve students' writing skills in descriptive texts.
Technique for Collecting Data
Procedures of Research
The researcher conducts a pre-test to see how far the students' ability to write descriptive text. Both groups would be administered a pre-test to determine students' scores before receiving treatment. After giving the pretest to both in the class, the next step was to administer treatment.
The researcher carries out the treatment during teaching and learning activity with the students of experimental class (VIII A) in six meetings that existed twice in each week. It also asked about students' situation before the lesson started, the researcher prepared the material. After that, the researcher explained to them about generic structures of descriptive text which consisted of identification and description.
The researcher asked the students to discuss in their group and mentioned a part of the text that includes identification and description. After the discussion, please write a descriptive text in your book of at least 150 words related to the topic given by the teacher, for example about a person, a place, an animal or your feelings.
Data Analysis Techniques
The t-test is an inferential statistic used to determine whether there is a significant difference between the means of two classes. The researcher used the t-test to calculate data from the pre- and post-test. The researcher was used t-test formula and compared the first data (pre-test) with the other data (post-test) to know if there was a significant effect after giving the treatment.
The aim of comparing the pre-test and post-test results was to determine whether the Think-Talk-Write (TTW) Strategy had a major impact on students' descriptive writing ability.
Validity and Reliability Test
The pre- and post-test results of the students are distributed in the table below to analyze the knowledge of the students before and after in the control group without treatment. Based on table 4.5 that the post-test result of the control class did not increase in importance because in this class the Think-Speak-Write (TTW) Strategy treatment is not given. It can be concluded whether there was a difference in the mean scores of students who write descriptive text results in the experimental class versus the control class.
It can therefore be concluded that there is a significant difference on students' results score of the experimental between control class. Based on the result finding of the research, the result showed that there is Think-Speak-Write (TTW) strategy gives significant difference on students'. The result of the test in the study interpreted that Ha (alternative hypothesis) was accepted because the treatment given was effective regarding students' writing ability in descriptive text and Ho (null hypothesis) was rejected.
So it can be concluded that there is a significant difference in the students' result scores for the experimental between control classes. The effectiveness of the Think-Talk-Write (TTW) strategy on students' writing skills of tenth grade students at SMKN 1 Sukasada in the academic year 2019/2020.
Assessment of Writing Test
RESULT AND DISCUSSION
Result
So it can be concluded that the pre-test and post-test results of the experimental class are normally distributed. It means that Ho was accepted because the pre-test score was higher than the significance value (sig.) = 0.05. It means that Ho was accepted because the post-test results were higher than the significance value (sig.) = 0.05.
The table below shows the results of test homogeneity of pre-test and post-test of experimental and control classes. It can therefore be concluded that the homogeneity of deviations in pre-test score was both from group the same data (homogeneous). It can therefore be concluded that the homogeneity of deviations in post-test score was both from group the same data (homogeneous).
It can be seen from the descriptive statistics table that the post-test score of experimental was higher than control class. For more details to see if there was a significance difference between experimental and control class in the following table below.
Discussion
It means that the mean score of the frequency distribution of the students in the experiments was higher than the mean score of the frequency distribution of the students in the control class. The result of the t-test calculation using IBM SPSS version 20.0 showed that the significance of the value of sig. The goal of increasing student writing using the Think-Talk-Write (TTW) treatment strategy can be achieved by implementing several steps.
Based on the above explanations, the researcher briefly concludes that the implementation of the TTW strategy was an appropriate strategy because it can increase students' writing descriptive text. It could see if Ha (alternative hypothesis) was accepted because the given treatment was effective against students' writing ability in descriptive text and Ho (null hypothesis) was rejected. Based on the result and discussion of the previous chapter, it can be concluded that there was a significant effect on students' writing ability in descriptive text of students who were taught using Think-Talk-Write (TTW) strategy, those who were not that.
The effect of using artwork on students' descriptive writing ability in the first grade of SMAN 7 Bandar Lampung. Improving students' writing skills in descriptive text using the Think-Talk-Write (TTW) strategy.
CONCLUSSION AND SUGESTION
Suggestion
Students are attentive and focused when the researcher explains the material during the teaching and learning process. The researcher forms a group for the students to discuss with their group partner. It makes students more active and can improve their writing such as content, organization, grammar, vocabulary and mechanics.
It is difficult to apply the appropriate strategy in teaching and learning activities because of the different skills of each of the students so that they can absorb the lesson well. According to the result above, the researcher recommends that the English teacher can use TTW strategy in the English class. Hopefully this research is useful for the next research who want to do this research related to writing in descriptive text as their references.
Diperoleh dari http://ejournal.unp.ac.id/index.php/selt/article/view/100155 Anastasi, A., & Urbina, S. Prosedur Penelitian Pendekatan Praktis.
