3.7.1.4 Post-Test
Post-test were given in the end of cycle. To know the improvement of students‟
skill in writing, the researcher compared the result of pre-test and post-test.
3.7.2 Questionnaires
The questionnaires were given to obtain data by giving Yes No questions. The students checked in the available column according to their condition.
Table 3.4 Questionnaire
No Questions
Yes No
1. Do you like English?
2. Do you write narrative text happier?
3. Does list of vocabularies help you to write a text?
4. Do you prefer to discuss with your friends?
5. Do you always respond to teacher‟s question?
6. Does discuss make you writing a text easily?
7. Do you answer teacher‟s question confidently?
8. Do you ever get punishment if your answer is wrong?
9. Do you feel happy with Think, Talk, Write technique
in English? 10.
Do you ever get Think, Talk, Write before? 11.
Does Think, Talk, Write technique motivate you in writing text?
12. Does your writing ability improve after getting this
technique? 13.
Do you make narrative text by your own words after discussing?
14. Are you enthuasiastic to learn English with Think,
Talk, Write? 15.
Is Think, Talk, Write technique useful for you in learning English?
3.7.3 Observation Checklist
To observe the students‟ motivation, the researcher used the observation checklist in this research. The observation checklist could be drawn like the following table.
Table 3.5 Observation Checklist
S.N. Aspect of Students’ Attitude
Enthusiasm Activeness
Attention Participation Responsibility
1 2 3 4 1 2 3 4 1 2 3 4 1 2
3 4 1 2
3 4
1 2
3 4
5 6
7 8
9 10
11 12
13 14
15 16
17 18
19 20
21 22
23 24
25 26
27 28
29 30
31 32
3.8 Procedures of Collecting Data
This research was conducted through two cycles. Each cycle consists of four phases. The procedures of this research were described as follow:
3.8.1 Cycle I
This cycle consists of four phases. They are planning, acting, observing, and reflecting.
3.8.1.1 Planning
The planning phase of cycle I included the process of preparing the questionnaire and observation result and designing lesson plan using Think-Talk-Write strategy
in order to improve students‟ motivation in writing narrative texts.
3.8.1.2 Acting
In the acting phase, the researcher applied the lesson plan that was design in the previous phase.
3.8.1.2.1 Observing
1 The researcher as the teacher stimulated students by showing the text.
2 The students responded the teacher‟s stimulation.
3.8.1.2.2 Questioning
1 The students asked the teacher what text is about.
2 The teacher responded to the students‟ question.
3.8.1.2.3 Experimenting
1 The teacher explained Think-Talk-Write strategy
2 The teacher gave the topics related to narrative text.
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