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Journal of English Language and Learning, Vol. 2 No. 2, Mei 2015 ISSN : 2354-7340

THE EFFECTIVENESS OF TTW (THINK-TALK-WRITE) STRATEGY IN

TEACHING WRITING DESCRIPTIVE TEXT

by

Ratna Prasasti Suminar

Giska Putri

Department of English Education, Faculty of Teaching Educational Sciences

University of SwadayaGunungJati Cirebon

Abstract

This research entitled “The Effectiveness of TTW (Think-Talk-Write) Strategy in

Teaching Writing Descriptive Text. TTW (Think-Talk-Write) strategy is one of strategy in
teaching learning process, TTW (Think-Talk-Write) strategy one of cooperative learning.
Think-Talk-Write (TTW) Strategy is starting from involvement of students in thinking or
dialogue with it self after reading process. Then talk and share ideas (sharing) with friend
before writing. One group consist of 4-6 students, in this group of students requested
making notes, explaining, listening and sharing ideas with friends and express them
through writing. The problem of the research is “To find out the effectiveness TTW (Think-
Talk-Write) strategy in teaching writing descriptive text?” The population in the research
is the second grade students of UNSWAGATI CIREBON. The writer takes two classes of
the second grade students as the sample from this research which were divided into two
groups; experimental group (7AB) and control group (7CD). The instruments of collecting
data are tests; pre-test and post-test. To analyze of data, the writer used a quasi-
experimental design. The writer gave writing test to gather the data. There were pre-test
and post-test. The formula that was used analyze the data was t-test. It was used to
determine whether there was significance difference between students’ score in
experimental group and control group.

INTRODUCTION elementary school until university level. In

This research is the effectiveness of education context, teaching English
TTW (Think-Talk-Write) in teaching language have four aspects such as;
writing descriptive text at second grade of reading, writing, listening, speaking.
UNSWAGATI. English is international Writing skill is often needed to measure
language. English is used conduct knowledge in most exams, whether they
communication in the world. Based on the are testing in foreign language abilities or
Richards (2010) English is the major other skills (Harmer: 2004). Writing is the
language which is used by people in some process to tell something that is not real or
sectors. Consequently, many people tend to it could be our imagination and showcased
master English to competent in in writing, writing also express their ideas,
globalization. Therefore, English is taught opinions and organized them in simple
as the first foreign language as one of the sentence or in short paragraph.
important subject in Indonesia from

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Some of the above problems, express them through writing. A strategy

according to the writer it must be overcome learning that is expected to develop the
in order to write a paragraph description of ability problem solving is a Think-Talk-
capabilities do not stick to low ability. Write (TTW).
Strategy used to improve the ability to write According to Huinker and Laughlin
a paragraph description of the strategy in Zulkarnaini (2011), “The Think-Talk-
Think-Talk-Write by Huinker and Launglin. Write strategy builds in time for thought and
Statement this problem is TTW (Think-Talk- reflection and for the organization of ideas
Write) strategy effective in teaching writing and the testing of those ideas before students
descriptive text? TTW Activities as the are expected to write. The flow of
teaching strategy owned by teacher to communication progresses from student
teaching some material especially in engaging in thought or reflective dialogue
teaching writing. TTW (Think- Talk-Write) with themselves, to talking and sharing ideas
strategy can help students learning writing with one another, to writing”.
descriptive text. Teaching learning by using Activity think (think) can be seen
TTW (Think-Talk-Write) can help students from read something clue containing picture
more active in the classroom and the and make small note what has been thinking.
students can share problem with other In making or write a note after reading a clue
people. They feel relax and will be motivated the students differentiate and unify the ideas
in teaching learning activity. presented. Besides learning a routine to
This strategy can be facilities the make or write a note after reading stimulates
students in writing because the students the activity of thinking before, during, and
practice work together or cooperative after reading notes to enhance students'
learning. The student will be relax if they knowledge even enhance thinking and
work together, the student can think what writing skills. One benefit of this process is
they know and they share with a group, to make the record will be an integral part in
finally they can write on paper after they the learning setting. After the stage of
discussion with their group. "think" is completed followed by a phase of
"talk" that communicate using language and
LITERATURE REVIEW words they understand. Talk is important
TTW (Think-Talk-Write) Strategy because students use their own language to
Think-Talk-Write is a strategy present his idea to build a theory together.
introduced by Huinker and Laughlin (in Sharing strategy allows students to skilled
Ansari; 2003:36), these strategies basically talk. Process communication is done through
built through thinking, speaking, and writing. the students' lives. As individuals who
The flow advances Think-Talk-Write interact with the environment and easy to
strategy starting from involvement of social. In scientific communication process
students in thinking or dialogue with itself can be constructed and utilized before
after the reading process. Then talk and share writing class. The next phase of the "write"
ideas (sharing) with friend before writing. is writing the discussion or dialogue.
This atmosphere is more effective if done in Activity means constructing the idea of
group with 4-6 students. In this group of writing, because after a discussion or
students requested making notes, explaining, dialogue between friends, and later
listening and sharing ideas with friends and expressed through writing.

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According to Silver and Smith (in made (talk). In this activity, Students
Yohana Faulina Tambunan, 2010) the role discuss the results of a collection of
and duties of teachers in an effort to make ideas that they make in individually in
effective use of strategic think-talk-write is the note about what they know of Lake
filed and provides tasks that allow students Toba. Example of a small note from a
to engage actively thinking, encourage and student in group: Lake Toba has cool
listen carefully presented ideas that water and cool air.
students orally and in writing, to consider 6. After students collect and discuss the
and provide information on what students results of any of their ideas. Students
explored in the discussion, and to monitor, concluded the results of their ideas into
assess, and encourage students to actively a paragraph description and then they
participate. Tasks that prepared students determine where the generic structure
are expected to be the trigger to work of the paragraph that they make (write).
actively. 7. The final activity the Students write
down the paragraph descriptive that
The Procedure of Think-Talk-Write in they make in a paper and from each
Descriptive paragraph group presentation their answer.
According to Silver and Smith (in
Yohana Faulina Tambunan) there are Teacher’s position in Think-Talk-Write
series that should be follow in setting up (TTW)
Think-Talk-Write Strategy. Based on Silver and Smith (in
1. The teachers decided classroom into Yamin and Ansari, 2009:90) teacher’s
several groups. In group consist of 4-6 positions in Think-Talk-Write (TTW)
students. strategy are:
2. Teachers explain about Descriptive a. Ask questions and give assignment
paragraph. (Generic structure and which is engage and challenge the
Languages Features). students to think.
3. The teacher divides the picture relating b. Listen carefully students‟ ideas.
to students' daily environment. c. Ask students to express their ideas in
Example: Picture of Lake Toba form of written text.
4. Students describe the picture in their d. As monitor and give score to the
imagination and make notes students participation in discussion,
Individually small (think). Each student and decided how to motivate the
in group describe the picture of Lake students to be active.
Toba with individually, what they think Based on the statement above, the writer
about lake Toba, This activity is concludes that teacher’s position in Think-
intended for students to distinguish or Talk-Write (TTW) as facilitator. Teacher
bring together the ideas contained in motivated the students to be active in
the readings for later translated into the teaching learning process.
language itself.
5. Students discuss with friends in groups
to discuss the contents of the note they

RESEACH METHODOLOGY

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The sample used in this research consists stated by James H. McMillan and
of two classes of the second grade of Schumacher (2001: 617) as follows:
UNSWAGATI. Class VII AB was the = 1− 2
experimental group and class VII CD was 1− 2
the control group. Both of classes consisted Where:
of 42 students. The characteristics are: they t = the t test statistic
are native Indonesian, their age is around 1 = the mean of the first group
19 until 20 years old, most of the students 2 = the mean of the second group
learn English just at school, and they are 1− 2 = the standard error of the
lack of English. difference in means
After the data from pre and post
Data Collection Techniques test were counted. It is continued to
The data was collected through three calculate the effect size. The effect size is
instruments of test, pre-test, post-test. used to verify the influence of independent
Pre - test variable and to know how well the
Muijs (2004:18) described that pre test is treatment worked. According to
used to assess the effect of the experiment Cohen.et.al (1988:276) the formula is
(e.g. a test) before the treatment is given. described as follow :
The pre test is given to the experimental
and control group. It is given before the = −
teacher gives the treatment to find out the
students’ scores in learning writing.
Post – test In which :
Muijs (2004:18) also stated that post test is d = Effect Size
usually used on the same instrument, after 1 = Mean of Experimental
the treatment has been given. The post test =Mean of Control
carried out after the treatments of teaching
writing by using TTW (Think-Talk-Write) To know that the effect of
strategy for the experimental group. The treatment weak, modest, moderate, or
test given to both the experimental and the strong, the table below show the
control groups. classification of effect size as follow:
Technique of Analyzing the Data The Classification of Interpretation
Analyzing the data is the most important Effect Size Raw Score
part in research method. The data of pre- Weak effect
0-0,20
test and post-test will be analyzed by using
021,0,50 Modest effect
statistical analysis. To differentiate
0,51-1.00 Moderate effect
whether the students’ result of writing
>1.00 Strong effect
descriptive text using Think-Talk-Writing
(TTW) strategy and without using Think-
Talk-Write (TTW) strategy is effective or
not. The writer used the t-test formula

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DISCUSSION student can work together with a group

This research aimed to find out the because all students not all students can be
effectiveness Think-Talk-Write (TTW) active and can learn together with a group.
strategy in teaching writing descriptive text. Not only student is important but also
Based on the research the result of teaching teacher is important in teaching learning by
writing descriptive text by using Think-Talk- using Think-Talk-Write strategy. Not all
Write strategy is effective because the result teachers can be teaching by using Think-
in the research score pre-test, post test Talk-Write strategy because teacher ability is
control and experimental class different. different. Teacher must be understand how
Score pre-test, post test in experimental class the implementation of Think-Talk-Write
> score of pre-test, posttest in control class, strategy in teaching learning in the
so the result shown that this research has classroom. The teachers choose teaching
positive influence. So, the hypothesis material appropriate the Think-Talk-Write
alternative (Ha) in this research was strategy because not all material can by using
accepted. Many factors can help teaching Think-Talk-Write strategy. Some material
learning by using Think-Talk-Write strategy can by using Think-Talk-Write strategy is
can effective in writing descriptive text such descriptive text, narrative text, and procedure
as: The writer must be adapt standard of text. The material also must be appropriate
competencies and basic competence. In with student ability because if the material
teaching writing by using Think-TalkWrite appropriate with student ability, students feel
strategy standard of competencies is to enjoy and not hard for answer the exercise. If
express meaning in written functional text the material match with strategy in teaching
and short essay of descriptive text that is in learning process can effective. For example
everyday life and then basic competence is the writers teaching writing descriptive text
to express the meaning on short essay by by using Think-Talk-Write strategy can
using a variety of language is good and true effective because the strategy in teaching
of descriptive text. Not only standard of learning match the material so can effective.
competencies and basic competence but also In teaching learning by using Think-Talk-
some facilities can support teaching learning Write strategy the writer given students
by using Think-Talk-Write strategy can be exercise. The exercise given the students is
effective such as: large classroom because in rearrange the jumbled sentence and make
teaching learning by using ThinkTalk-Write simple descriptive text on paper. The
strategy students make a group. So, if large assessment in teaching learning by using
classroom student feel enjoy and fun in Think-Talk-Write strategy not focus in the
learning English. Using picture about the result test students but also given score to
material will be given in meeting. Need students each meeting. Each meeting
classroom comfortable, not noisy around the students always work together with a group,
classroom. Using some facilities in the when the student work together the teacher
classroom is marker, white board. Some given score students ability what the students
facilities in above can make learning to be active or passive in a group. Based on the
effective. Students very important in research finding teaching by using Think-
teaching by using Think-Talk-Write strategy Talk-Write strategy can effective to students’
because in teaching learning using Think- skill especially in writing descriptive text.
Talk-Write strategy must be active students, This strategy can encourage their learning
students who have a broad knowledge and process.

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