Fourth, the advantages for the researcher are that she could get the special experience when she is supposed to teach the students in Senior High School. The
researcher can apply a better teaching skill for the students.
1.6 Definition of Terms
This part discusses the definition of Think-Talk-Write, the definition of motivation, the definition of writing, the definition of narrative text, and the
definition of action research in general. It is used to avoid misunderstanding about the main problems.
1.6.1 Think-Talk-Write
According to Huinker and Laughin in Zulkarnaini 2011 in Maulidah: 2013, “the think, talk, write strategy builds in time for thought and reflection and for the
organization of ideas and the testing of those ideas before students are expected to write. The flow of communication progresses from students engaging in thought
or reflective dialogue with themselves, to talking and sharing ideas with one another, to writing”.
1.6.2 Motivation
Based on Dornyei 2001: 73, “motivation is as cyclic, going up and down the
atmosphere of feelings , affecting language achievement and being affected by it”.
1.6.3 Writing
According to Harmer 1991: 53, writing is “When teaching writing, therefore,
there are special considerations to be taken into account which include the organising of sentences into paragraphs, how paragraphs are joined together, and
the general organization of ideas into a coherent piece of discourse”.
1.6.4 Narrative Text
Based on Gerot and Wignell 1994: 204 , “Narrative text is to amuse, entertain,
and to deal with actual or vicarious experience in different ways; Narrative deal with problematic events which lead to a crisis or turning point of some kind,
which in turn finds a resolution ”.
1.6.5 Action Research
According to Burns 2010: 2, “Action Research is part of a broad movement that
has been going on in education generally for some time. It is related to the ideas of „reflective practice and „the teacher as researcher‟. Action research involves
taking a self-reflective, critical, and systematic approach to exploring your own teaching contexts”.
1.7 Outline of the Report
