Author (Penulis)

MUHAMMAD ALI SUBKHAN
Universitas Nusantara PGRI Kediri

Author Identity (NPM)

11.1.01.08.0130

Abstract

ABSTRACT Teaching writing is not easy, and students often feel difficult in writing they not only express their ideas but also describe the characteristic of subject matter. They get difficulties such as in their structure, mechanism (capitalization, punctuation), and vocabulary. To help the students with their difficulties, the teacher uses technique Think-Talk-Write (TTW). Think-Talk-Write makes students thinking, talking and share their ideas before they write. This research focus on the implementation of TTW in teaching writing, the students writing skill being thought using Think-Talk-Write, and the advantages and disadvantages of Think-Talk-Write (TTW). In this research, the researcher used descriptive qualitative research. Because this research describes the real condition on the implementation of Think-Talk-Write (TTW) in teaching writing to the first grade students of SMAN 1 Ngawen Blora especially in class X MIPA 2 in academic year of 2015-2016. The data was taken by researcher on August until September 2015. In this research, the researcher used some instruments, they are: observation, interview, and questionnaire to collect the data. Based on collected data, the researcher found some results, they are; 1) The implementation of Think-Talk-Write (TTW) in teaching writing to first grade student at SMAN 1 Ngawen Blora is good, the teaching and learning process started from the teacher by preparing lesson plan and the material, the teacher used three stages; Think-Talk-Write, the material is interesting and relevant with the students’ daily life, and the implementation of Think-Talk-Write (TTW) in teaching and learning process in the classroom, students are enthusiastic to the technique. 2) Students writing skill is obtained from the portfolio of students work. In structure, the student task is good. They did task well with work on the types in conditional sentence. Besides that, the mechanism as punctuation, capitalization is less they did not give attention to the word by word. Because they just did task until finish. And the vocabulary, students have different capability about vocabulary it looked that where they use dictionary for searching the word by word. 3) The advantages of using TTW for the students in affective component namely; they more feel enjoy, give good response to the teacher feedback. In addition, cognitive component the research concluded that they could understand the material well, memorize new writing sentence based on the topic that given by the teacher, and most of them felt that learning writing sentence through TTW is easy. But the students need more time to finish the work. Besides, the teacher faced problem that students are still confused because they have never learned writing using technique before. In conclusion, the implementation of Think-Talk-Write (TTW) in teaching writing is good. Think-Talk-Write (TTW) can help the students to explore and improve students’ idea. The researcher suggests to the English teacher to use think- talk-write (TTW) because it can make the situation of teaching and learning process enjoyable, active, and creative. Key words: Think-Talk-Write, Teaching Writing, Writing Skill

Keyword

a

Reference

PUBLISHED

2016-02-06

JOURNAL

Simki-Pedagogia

ISSN

2599-073X

ISSUE

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