During the writing of the paragraph, the students must know the general structure of the text and make grammatically and structurally correct sentences. It is indicated by students' marks in the first semester daily exam taken in each material, especially in the review text material. Usually students are not able to start writing and then develop it into systematic writing.
The third problem is that students do not arrange the text with the correct generic structure. It happened because the students did not understand the text and the overall structure of the text. In this research, the writer uses the Think-Talk-Write strategy to overcome students' improvement or problems in writing.
Therefore, the researcher tries to use the think-speak-write strategy in teaching text narration in order to increase students' writing performance. Can the Think-Talk-Write strategy improve the students' writing performance in repeating the text in the eighth grader of SMP N 5 Metro in the academic year. This means that students at this initial stage of learning to write must acquire basic knowledge.
Therefore, students write down what they want to learn the mechanics of writing.
The concept of Think-Talk-Write Strategy
Roger explains that 'cooperative learning is group learning activity organized in such a way that learning is based on the socially structured exchange of information between students in a group in which each student is held responsible for his or her own learning and is motivated to enhance the learning of others'. 22. Moreover, Roberti argues that "Cooperative learning refers to many types of teaching methods in which students work in small groups to help each other in the learning material".23 On the other hand, the methods used in the teaching process and learning where students work and act. together in a group in producing the product or performing the task can be called as cooperative learning. From this elaboration, the experts created several methods that are more specific to support the cooperative learning application such as Cooperative Learning Method (Johnson and Johnson), Group Inquiry Method (Sharan), Student Team Learning Method (Slavic) and others.
According to Heather Wolpert Gawron Think-Talk-Write is a strategy I first learned from the California Writing Project. Working with partners and reading/talking about what we are learning or what they have written helps students retain information and helps them learn how to improve their communication. But especially with teenagers, brainstorming and discussion is essential to improve higher-level (or appropriate) ideas for writing. 24.
According to Edith Babin and Kimberly Harrison, Think-Talk-Write is often seen as an alternative to the cognitive model of composing. He opposes the "think-write" writing metaphor and describes his method as based on the "responsive man paradigm" as opposed to the "metalistic man paradigm." Therefore, the think-speak-write model pays attention to the observed behavior of students, which can be changed. 25.
Give the students the reasons for the work, then state the targets that students will achieve and lastly make your thinking transparent, show students how. Think-Speak-Write is a strategy introduced by Huinker and Laughlin, these strategies are basically built by thinking, speaking and writing. 27.
The Principle of Think-Talk-Write Strategy
Each student's performance is regularly assessed and the results are given to the group and the individual. Groups need specific time to discuss how they will achieve their goals and maintain effective working relationships between members.
In this step, students write the result of the discussion they got from the previous step. According to Silver and Smith, think-talk-write is archived and provides a task that enables students to actively think, encourage and listen carefully to presented ideas that students have orally and in writing, to consider and provide information about what students explored in the discussion, and monitor, assess, and encourage students to actively participate.30. According to Silver and Smith, there are sequences to follow when setting up (steps) Think-Talk-Write Strategy :31.
30 Yohana Faulina Tambunan and Amrin Saragih, Improving Student Performance in Writing Descriptive Paragraphs Using Think-Talk-Write Strategy p.2-3. This activity is intended for students to distinguish or bring together the ideas contained in the readings and then translate them themselves into their own language. e) The students discuss with their friends in the groups the content of the note they have made (talk). In this activity, students discuss the result of a collection of ideas that they create individually in the note about what they know about the zoo. f) After the students collect and discuss the results of their ideas, they conclude the results of their ideas into a text narrative, and then decide where the generic structure of the text they create (write). g).
The final activity is for the students to write down the text they have read, which they do on paper.
Action Hypothesis
RESEARCH METHOD
Setting
Object of Study
Action Plan
G consisting of 25 students because the students in the class have low scores in writing performance. In conducting a research, there are goals that the researcher wants to achieve, including this classroom action research. To develop democratic attitude in students and teachers to understand and solve their problem.
To develop the ability and understanding among administrators to improve and adapt school conditions and make them more favorable. From the quotes, the writer concludes that classroom action research is conducted to improve and correct the teaching and learning process in the classroom. 4 Jean McNiff with Jack Whitehead, Action Research: Principles and Practice Second Edition, (London and New York: Routledge, Falmer Taylor, and Francis Group, 2002), p.15.
Observe3
Observe2
Observe
Act3 Act2 Act Reflect Reflect2 Reflect3
Plan
Plan2
Plan3
- Cycle 1 a. Planning
- Cycle 2 a) Planning
- Data Collection Method
- Test
- Observation
- Documentation
- Data Analysis Technique
- Indicators of Succes
In classroom action research, the author must also implement the good procedure. In this research, one of the procedures is that the author must perform at least two cycles. In this action, the author made pre-test, treatment and post-test to the students.
The writer instructs the students before taking the pre-test to write about their activity that was done in the past. The writer explains the text of Recounting to the students and gives his example. i) Students discuss it with their friend in the group and ask their friend if they have difficulty understanding the material. j) Each group is asked to make a recount text. k) After the treatment, the writer gives the students a post-test. The crucial things in the teaching and learning process are noted by the writer.
The last step in this process is reflection where the author analyzes and discusses the observation sheet and result of teaching and learning process. The author analyzed and evaluated the amounts of data from assignment scores and collected the data from teaching and learning process. Then the writer was reflected by seeing the results of the observation sheet, assignment score and teachers' comments.
The writer and collaborator discuss and analyze all the results to know the strength and weakness of the action by comparing the score of pre-test and post-test. The writer was given the student test to know the improvement of their writing performance. Before conducting the treatment, the writer pre-tested the students by asking the students to write a recount text based on the given topic.
In this research, the author uses observation to see the state of the teaching-learning process. By conducting the observation, the author creates the observation sheet that contains a list of the students' activities. In this research, the author performed the data analysis by taking the average from the result or score from the pre- and post-test.
To know the improvement, the author also compares between pre-test and post-test scores. If there are some students who are not successful in cycle 1, it means that the writer has to complete cycle 2.
