THE APPLICATION OF THINK-TALK-WRITE STRATEGY TO IMPROVE THE STUDENTS’ WRITING SKILL: A CLASSROOM ACTION RESEARCH
INOVISH JOURNAL, Vol. 2, No. 2, December 2017
ISSN: 2528-3804
THE APPLICATION OF THINK-TALK-WRITE STRATEGY TO
IMPROVE THE STUDENTS’ WRITING SKILL: A CLASSROOM
ACTION RESEARCH
Muhyiddin Aziz1 and Eda Maaliah2
English Department of Madiun State Polytechnic
Madiun State Polytechnic
Jl. Jl. Serayu No. 84 Madiun 63133 Telp. (0351) 452970 Fax (0351) 492960
Email: muhyiddinaziz@pnm.ac.id
1, 2
Abstract: The aims of the research were: (1) To know that Think-Talk-Write
Strategy can improve the students’ writing skill and (2) To describe the process
of Think-Talk-Write-Strategy in improving students’ writing skill. This
research was conducted at Madiun State Polytechnic at the Second Semester of
English Department in the Academic Year of 2016/2017. There were 30
students which consisted of 5 males and 25 females. The qualitative and
quantitative data were used in this research. The qauntitative data were taken
from the scores of the pre-test and post-test of all cycles. The qualitative data
were used to compare the result before and after the reseach. They were taken
through the observation, interview, and questionnaire. Based on the discussion
and conclusion, think-talk-write strategy is recommended to improve the
writing skill. It is suitable for the Second Semester of English Department
students at Madiun State Polytechnic.
Keyword: classroom action research, writing skill, think-talk-write strategy
INTRODUCTION
Writing takes a big role in the
situation which causes the use of
language learning process especially
language in the expression of the
for the English foreign language
students’ own meaning.
Writing can be classified into a
learners. It is very important to give
their students opportunity, guidance,
skill
direction and encouragement. So that
continuously through some steps and
they can learn effectively in the class
processes in order to get the maximum
and create a new things of the writing
goal of mastering writing. The steps
during their practical session including
should be based on strategy which is
the students’ imagination in devising
chosen to express the students’ ideas
24
that
should
be
trained
INOVISH JOURNAL, Vol. 2, No. 2, December 2017
systematically
and
create
the
lecturer
students
of
providing a teaching strategy called
Think-Talk-Write.
the most difficult subjects of their
and reflect and to organize ideas and
finish the exercises and practices.
to test the idea before students asked
They get difficulty to start their
to write (Huda, 2013: 218). This
writing and enlarge the imagination to
strategy facilitates the exercise of
finish their writing. They usually get
building
language
supporting
oral
and
written
steps before they express their ideas
and examples or tables to support their
and imagination in a paragraph or in a
topic sentence. As a result, they often
text. They can think the case in a few
write the short paragraph or text. They
minutes. Then, they talk or discuss it
seem only to fulfill the requirement
with their friend or partner. Finally
given when they do their tasks.
they express it in their writing.
The problems of writing lecture
The objectives of this research
do not only come from one factor that
are: (1) to know whether the Think
is the students but also come from
Talk Write Strategy can improve the
many factors such as strategy, lecturer
students’ writing skill at the Second
and class atmosphere. The students
Semester of English Department of
usually feel bored during writing
Madiun State Polytechnic in the
lecture as the strategy chosen create
Academic Year of 2016/2017 and (2)
the atmosphere which do not support
to describe improvement of students’
the writing lecture. Thus, there should
among
both
fluently. The students are given some
sentences, sub-supporting sentences,
synergy
Think-Talk-Write
is a strategy to build precisely to think
lectures. They need extra energy to
the
suitable
should be a solution. One of them is
semester suppose that writing is one of
be
the
issue encountering the students, there
English
department, especially the second
on
create
To address the aforementioned
the students.
stuck
to
atmosphere to teach writing.
interesting atmosphere of the class for
The
ISSN: 2528-3804
writing skill using Think Talk Write
strategy,
Strategy at the Second Semester of
material, strategy and the skill of the
English Department of Madiun State
25
INOVISH JOURNAL, Vol. 2, No. 2, December 2017
ISSN: 2528-3804
Polytechnic in the Academic Year of
language does, in fact, serve a similar
2016/2017.
range board functions as does spoken
language (1999: 275). It means that
Based on the background of this
there
research, the researcher proposes a
Think-Talk-Write
Strategy
Department
of
of
well. In short, the students of foreign
language should learn not only how to
English
Madiun
colaboration
make the result of communication
(A Classroom Action Research at the
Semester
a
writing to run together in order to
to
Improve the Students’ Writing Skill
Second
be
between the skills of speaking and
research entitled “The Implementation
of
should
speak but also how to write correctly.
State
Polytechnic in the Academic Year of
2.
2016/2017)”
The Purpose of Writing
The writing is the proces of
transfering the ideas, opinion and
REVIEW OF LITERATURE
imagination expressing in a paragraph
1.
and a text. There should be a close-
The Nature of Writing
relationship between the writer and the
Hornby states that language is
readers in uderstanding the scope of
human and a non-instinctive method
the text or paragraph.The goal of
of communicating ideas, feelings, and
writing is understanding between the
desires by means of a system of
writers and readers about the meaning
sounds and sound symbols (1987:
of text is. Reid (2000: 8) states that
473). By using language human
communicate
with
their
there are at least three purposes of
partners,
writing. They are as follows:
friends and people from different
countries
and
background
a. To explain: It means that writers
of
inform and educate for readers
languages and cultures all over the
about what his or her writing.
world.
b. To entertain: It means that writers
Raimes in Nunan states that
amuse reader through a story he or
writing was a subservient skill whose
function
was
the
c. To persuade: It means that writers
development of oral language (1999:
try to convince readers through his
271).
or her writing. writers try to
Nunan
to
adds
support
she write
that
written
26
INOVISH JOURNAL, Vol. 2, No. 2, December 2017
ISSN: 2528-3804
change the readers’ mind, from
b. Drafting
close to open mind.
In this stage, the writer should have
Based on the definition above, it
final writing before it is going to be
can be concluded that the writer
edited. Correcting is done in the next
should pay more attention to his or her
stages after drafting.
result of writing before publishing. It
c. Editing
create
between
In this stage, the writer reflects and
writer and reader in order to reach the
revises the final writing after it was
goal of writing.
edited. This stage is helped by editor
3.
The Process of Writing
(reader) who gives opinions and
A good writing is a result of a
suggestions of final writing.
good
relationship
complete proces of writing. when the
d. Final draft
writer obeys the rule of writing and
Final draft is the last process of
follows the steps of the writing proces,
writing. It is the result of writing
he or she can produce a good writing.
process through three previous stages.
Harmer (2004: 4) states that writing
While Meyer (2005: 10) states
process is the stages to produce
that writing steps can be classified into
something. There are at least four
six steps. They are as follows:
stages in the process of writing. they
a. Explore ideas
are as follows:
In this step, the writer has to consider
a.
Planning
the points. There are subject, purpose,
In this stage, the writer considers three
and audience.
aspects of planning. First aspect is
b. Pre-write
purpose. The writer gives attention of
The writer makes simple sentence or
information that he or she selects.
note words which are going to write.
Second, the writer has to know for
The writer uses some methods here.
whom he or she writes. The writing
They are brainstorming, clustering, or
influences for thinking of audience.
freewriting.
Third, the writer pays attention on the
c. Organize
content structure while writing. He or
The writer selects the points of pre-
she has to design the organization well
write. Then the writer makes the
including facts, ideas, or opinions.
outline.
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INOVISH JOURNAL, Vol. 2, No. 2, December 2017
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d. Write a first draft
a. Vocabulary
The writer writes sentences into
b. Content
paragraphs. The writer puts ideas in
c. Organization
first sentences as usual. The next
d. Style (syntactic structure and
sentences
are
the
vocabulary)
supporting
e. Language
sentences.
use
(mechanics,
e. Revise the draft
punctuation,
After the writer makes first draft, the
spelling, and grammar)
While
writer reads the writing aloud. The
capitalization,
Harmer
(2004:
177)
writer corrects the error grammatical,
explains more detail about the five
punctuation, or vocabulary.
criteria of good writing such as:
f. Produce the final copy
a. Organization
The writer checks the corrections and
This
edits them. After finishing, the final
reasonable topic with the sentences. It
copy is ready to print out or publish.
contains ideas, and it is supported by
characteristic
is
about
the
Based on the theories above, it
supporting sentences. Main sentences
can be concluded that the writer
and supporting sentences should be
should pass the steps, such as planning
organized well to make readers easy
(explore ideas, pre-write, organize),
understand the text.
drafting, editing, finaling draft and
b. Content
producing the final copy, in order to
The sentences are easy for readers.
get the good quality of the writing.
Readers can understand the meaning
The writer ought to obey them and
of writing.
follow the flow sistematically.
c. Grammar
4.
Grammar is to connect words into
The Criteria of Good Writing
good
Having good quality in writing
sentences.
Writer uses
the
is the aim of each writer. He / she tries
appropriate tenses to appear meaning
hard to make the writing judged as a
clearly.
good writing. Reid (1993: 27) states
d. Punctuation
that there are at least five criteria of
Punctuation
good writing especially in academic
sentences. Placing of punctuation is
field. They are as follows:
important for us to read text.
28
is
symbol
to
sign
INOVISH JOURNAL, Vol. 2, No. 2, December 2017
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e. Style
immediately. The talk phase of the
Style of writing is the selection of
think-talk-write strategy allows for
vocabulary
exploratory
before
combining
talk-“the
process
of
sentences should be organized well to
learning without the answers fully
make readers easy understanding text
intact”. The flow of communication
into
is
progresses from students engaging in
used
15 thought or reflective dialogue with
students while writing process. To
themselves, to talking, and sharing
have good writing, students have to
ideas with one another, to writing
have enough vocabulary to support
(2015: 82).
paragraphs.
foundation
that
Vocabulary
should
be
their writing.
5.
In conclusion, Think-Talk-Write
The Nature of Think-Talk-Write
Strategy is able to help the students
Strategy
use and practice the target language
Huinker and Laughlin state that
being learned in a systematic way.
Think-Talk-Write Strategy builds in
Think-Talk-Write
time for thought and reflection and for
provides three main characters to
the organization of ideas and the
transfer
testing of those ideas before students
paragraph and text. The students
are expected to write. The flow of
firstly think to find the idea related to
communication progress from the
the topic given. Then, they share with
students
or
their friends or in their group and
reflective dialogue with themselves, to
discuss to make their ideas organized
talking and sharing ideas with one
well. Finally they express them in a
another, to writing (1996:82).
paragraph and text based on the theory
engaging in
thought
the
Strategy
students’
also
ideas
into
of writing.
Gazden in Huinker and Laughlin
6.
adds that Think-Talk-Write Stategy
The Activities of Think-TalkWrite Strategy
builds in time for thought and
reflection and for the organization of
Huinker and Laughlin state that
ideas and the testing of those ideas
there are three steps of the process of
before students are expected to write.
using
when assigned a writing task, students
(1996: 83). They are as follows:
are often expected to begin writing
a. Think
29
Think-Talk-Write
Strategy
INOVISH JOURNAL, Vol. 2, No. 2, December 2017
ISSN: 2528-3804
In this step, the students are engaged
d. The students can construct their
in thought a reflective dialogue with
own knowledge from the result of
themselves. The students write down
discussion.
the ideas and anything they are
RESEARCH METHODOLOGY
thinking about something in their own
The research applied Classroom
language on a piece of paper.
b. Talk
Action
Research
In this step, the students are divided
(2003:
414)
into groups of four or five persons.
Research is the name given to a series
The students are allowed to discuss
of procedures teacher can engage in,
about what they have done in the first
perhaps because they wish to improve
step. The students reflect, arrange, and
aspects
share ideas in group discussion form.
alternatively, because they wish to
c. Write
evaluate
In this step, the students write the
appropriation of certain activities and
result of the discussion in the previous
procedures.
states
of
their
the
that
Harmer
Action
teaching,
success
or
and/or
Action research is described as a
step.
7.
(CAR).
The Advantages of Think-Talk-
spiral steps and there are four stages:
Write Strategy
planning,
acting,
observing,
and
Lutfiyah (2011: 31) states that
reflecting (Lewis in McNiff, 1998:
there are four advantages of Think-
22). In conducting this research, the
Talk-Write Strategy. They are as
design procedure was adapted to other
follows:
kind to fit the overall condition of this
a. The students participate actively in
research.
Basically
the
design
consisted of the four components as
exploring a problem.
the one Lewin has.
b. This method develops thinking,
Plan
talking, and writing process which
allow stimulus for students to study
Plan
Reflect
Reflect
Act
hard and find information from
Act
various sources.
c. The heterogenous group increases
Observe
the students’ social relationship.
30
Observe
INOVISH JOURNAL, Vol. 2, No. 2, December 2017
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A representation of Lewin’s
The activities or action of
Action Research Cycle (Mills, 2000:
Think-Talk-Write Strategy were done
17) is as follows:
in groups and individual session. The
1.
Planning
The
researcher observed the on going
students’
problem
in
process of implementing Think-Talk-
writing English was classified based
Write Strategy. The interview was also
on the interview and observation in the
done to know the students’ opinion
pre cycle of the second semester’s
during
students. There were three basic
Think-Talk-Write Strategy.
problems found such as the difficulty
3.
learning
English
through
Reflecting
to use English patterns, lack of
In this time, the researcher
vocabulary and composed a good
reflected and reviewed everything that
paragraph or text based on the theory
had done during the action of the
of unity and coherence of writing. The
activity. It was analyzed to find the
researcher decided to use Think-Talk-
strengths and weaknesses and evaluate
Write Strategy to solve the problems
the
above by implementing the activities
implementation of the Think-Talk-
as follows: 1) designing learning
Write Strategy to solve the students’
activities
problems. The weaknesses and failure
using
Think-Talk-Write
Strategy; 2) setting the objectives that
success
and
failure
of
the
were solved for the next cycle.
were achieved in observation; and 3)
There were two kinds of data
designing the tests that were used to
which were used in this research, the
know the success of the action.
quantitative and qualitative data. The
2.
Acting and Observing
quantitative data were in the form of
The observation was done
students’
scores.
The
data
were
along with the implementation or the
students’ scores from the beginning of
action. The researcher implemented
the research to the end of the research.
Think-Talk-Write Strategy through the
They were taken from the test. The
steps
were
qualitative data were collecting by the
designed and formed based on the
following techniques: observations,
students’ problems.
questionnaires, and interviews.
and
activities.
They
31
INOVISH JOURNAL, Vol. 2, No. 2, December 2017
meeting the researcher explained and
RESULTS AND DISCUSSIONS
1.
ISSN: 2528-3804
gave examples the use of the theories
Results
in the first and second meeting in
a. Cycle I
The first cycle was used to
order to compose sentences as a
describe the process of teaching and
paragraph or text. In the fourth
learning by using Think-Talk-Write
meeting, the researcher invited all the
Strategy in order to improve the
students to present the result of their
students’ skill on writing. It was done
writing in front of the class and
in four steps such as; 1) planning; 2)
discuss to find solution of difficulty
acting; 3) observing; and 4) reflecting.
and give suggestion. The researcher
1) Planning
also interviewed the students after
In this step, the researcher
presenting their recount text by using
planned the lesson plans in order to
Think-Talk-Write Strategy; and held
achieve the goal. The lesson plans
written test to know the improvement
were as follows: 1) designing the
of the writing indicators.
indicators achieved; 2) choosing the
3) Observing
The observation was aimed to
activities, a Recount Text on visiting a
tourism
know the influence of the method
place by using simple past
students’
applied during the process of teaching
experiences; 4) arranging the students’
and learning. The researcher focused
task;
the observation to the students who
tense;
3)
using
and
5)
the
designing
written
assessment.
had some difficulties in writing. the
2) Acting
researcher also paid attention to the
The action was done for four
students who were passive during the
meetings. The first meeting, the
process of teaching and learning by
researcher discussed about the pattern
using Think-Talk-Write Strategy.
and the usage of simple past on full
4) Reflecting
In the cycle I, the students said
verb and linking verb version. The
researcher
that the activities of Think-Talk-Write
explained the vocabularies and the
Strategy, Recount text based on the
different
experience, gave the chance for the
second
meeting,
functions
the
among
verbs,
students
adjective, noun and adverb. The third
32
to
learn
English
more
INOVISH JOURNAL, Vol. 2, No. 2, December 2017
ISSN: 2528-3804
The researcher made the lesson
especially on writing. They were
and
plans to solve the problems. They
cooperated well with their friends as it
were as follows: 1) designing the
was done in group of 4 or five
indicators achieved; 2) choosing the
students. They helped each other to
activities, Description by using simple
solve the difficulty and problems
present tense; 3) using some pictures
Think-Talk-Write Strategy in the cycle
consisting different places, objects or
I also gave them a new experience in
activities; 4) arranging the students’
learning English for writing subject as
task;
they could learn and practice their skill
assessment.
in a different situation. Think-Talk-
2) Acting
active
to
ask
each
other
and
5)
designing
written
an
The action was done for four
opportunity to think in a group,
meetings which were based on the
communicate in a group and write the
revised planning. The first meeting,
result individually.
the researcher discussed about the way
b. Cycle II
in choosing the suitable words based
Write
Strategy
provided
The researcher found some
on the function and category in their
students make mistakes on pattern
structure. The second meeting, the
during arranging words into sentences
researcher explained
especially
as
arrange the words with the different
determining the form of the verb 2,
category and function into sentences
using the wrong linking verbs was,
and paragraph. The third meeting the
were, changing the Verb 2 into verb 1
researcher explained
the way in
in
arranging
to
on
negative
verbs
and
such
interrogative
sentences
the way to
compose
sentences, and negative pattern on did.
paragraph into a text. In the fourth
They also got mistakes on organizing
meeting,
the sentences into paragraph and text.
opportunities to all the students to
The researcher continued the research
present the result of their writing in
to the third cycle which consisted of:
front of the class. The researcher also
1) revised planning; 2) acting; 3)
interviewed
observing; and 4) reflecting.
presenting their descriptive text by
1) Revised planning
using Think-Talk-Write Strategy; and
33
the
the
researcher
students
gave
after
INOVISH JOURNAL, Vol. 2, No. 2, December 2017
ISSN: 2528-3804
held the written test to know the
imagination individually based on the
improvement of the writing indicators.
topic and used the suggestion and
3) Observing
solution on the previous step to
The observation was aimed to
complete and make their writing well
know the influence of the method
on the step of WRITE. Think-Talk-
applied during the process of teaching
Write Strategy activities in the cycle II
and learning. The researcher focused
also gave them a new experience in
the observation to the students who
learning English as they could learn
had some difficulties in writing. the
and practice their skill in the different
researcher observed the students who
situation of the class.
had
c. Cycle III
high
and
low
scores.
The
researcher also paid attention to the
Based on the evaluation of the
students who were passive during the
second cycle, the researcher found
process of teaching and learning by
some students make mistakes on
using Think-Talk-Write Strategy.
structures during arranging words into
4) Reflecting
sentences especially on verbs such as
using the wrong linking verb is, am,
The students said that the
Think-Talk-Write
are, adding -s or -es and negative
Strategy in composing recount and
structures on does or do. They also got
descriptive text in the cycle II
mistakes on organizing the sentences
impressed them and
into
activities
of
made them
paragraph
and
text.
The
English
researcher continued the research to
especially on writing. They cooperated
the third cycle which consisted of: 1)
well with their friends and struggled
revised
by himself or herself as it was done in
observing; and 4) reflecting.
groups and individual. They helped
1) Revised planning
interested
in
learning
planning;
2)
acting;
3)
each other to dig the idea and
Some students faced some
imagination on the step of THINK.
difficulties in using structures during
They communicate each other to
arranging
complete their idea and imagination
especially on verbs such as using the
and solve the difficulties on the step of
wrong linking verb is, am, are, adding
TALK. They express their idea and
-s or -es and negative structures on
34
words
into
sentences
INOVISH JOURNAL, Vol. 2, No. 2, December 2017
ISSN: 2528-3804
does or do. They also got mistakes on
text on Air Pollution by using Think-
organizing
into
Talk-Write Strategy; and held the
paragraph and text. The researcher
written test to know the improvement
made the lesson plans to solve the
of the writing indicators.
problems. They were as follows: 1)
3) Observing
the
sentences
The observation was aimed to
designing the indicators achieved; 2)
Hortatory
know the influence of the method
Exposition on Air Pollution; 3) using
applied during the process of teaching
some pictures consisting different
and learning. The researcher focused
condition
air
the observation to the students who
pollution in the different places in the
had some difficulties in writing. the
world; 4) arranging the students’ task;
researcher observed the students who
and 5) designing written assessment.
had
2) Acting
researcher also paid attention to the
choosing
the
activities,
and
the
effect
of
high
and
low
scores.
The
The action was done for four
students who were passive during the
meetings which were based on the
process of teaching and learning by
revised planning. The first meeting,
using Think-Talk-Write Strategy.
the researcher reminded the structure
4) Reflecting
of simple present in full verb and
linking
verb
form.
The
The students said that the
second
activities
of
Think-Talk-Write
meeting, the researcher explained the
Strategy, Hortatory Exposition on Air
use of the structures in sentences and
Pollution, in the cycle III impressed
gave
third
them and made them interested in
meeting the researcher explained the
learning English especially on writing.
writing organization in composing
They cooperated well with their
paragraph and text. In the fourth
friends and struggled by himself or
meeting,
gave
herself as it was done in groups and
opportunities to all the students to
individual. They helped each other to
present the result of their writing in
dig the idea and opinion on the step of
front of the class. The researcher also
THINK.
interviewed
after
other to complete their idea and
presenting their Hortatory Exposition
opinion and solve the difficulties on
many
examples.
the
the
The
researcher
students
35
They communicate each
INOVISH JOURNAL, Vol. 2, No. 2, December 2017
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the step of TALK. They express their
the topic, completing the supporting
idea and opinion individually based on
sentences, and giving the concluding
the topic and used the suggestion and
sentence; 2) content. Most students
solution on the previous step to
could create the content of the
complete and make their writing well
composition as the topic; 3) structure.
on the step of WRITE. Think-Talk-
Some students could use the correct
Write Strategy activities in the cycle
structures on composing recount text,
III also gave them a new experience in
descriptive
learning English as they could learn
exposition text; 4) Mechanics. Most
and practice their skill in the different
students could use the format of
situation of the class.
writing in their compositions well; 5)
Discussions
vocabulary. Most of the students could
2.
text,
and
hortatory
choose the words which related to the
Based on the research finding,
topic being written.
there were some important points of
The
the improvements that could show the
students
writing
scores
target of the research. They were the
improved from cycle to cycle which is
improvement of: 1) organization; 2)
shown in the following tables.
content; 3) structure; 4) mechanics; 5)
The Score of Pre-test and Post-tests
vocabulary; 6) the strengths and
Strategy. The classifications are as
N
o
1
2
follows:
3
weakness
a.
of
Think-Talk-Write
Level
Highest
Averag
e
Lowest
Pre
test
76
61
Post
test
80
63
Post
test
84
67
Post
test
88
71
48
52
56
56
The Improvement of Students
The Students’ Passing Grade
Writing Skill
The observation of cycle 1, 2, and 3
N
o
showed the indicators of speaking
Passi
ng
grade
improvement during teaching and
learning process. The proofs of the
improvement
were
on:
1.
60
2.
60
1)
organization. Most of the students
could manage their sentences based on
the theory of writing such as stating
36
The
studen
ts’
score
Above
Passin
g
grade
Below
Passin
g
grade
The sum of students
Pr
Cyc
e- Cyc Cyc
le
tes le I le II
III
t
15
20
23
27
15
10
7
3
INOVISH JOURNAL, Vol. 2, No. 2, December 2017
b.
ISSN: 2528-3804
Think-Talk-Write Strategy also
The Benefits and the Weaknesses
had some weaknesses such as: 1)
of Think-Talk-Write Strategy
The application of Think-Talk-
crowded and noisy. The students
Write Strategy from cycle to cycle
sometimes lost control and were very
showed the strengths such as: 1)
noisy when they discuss and share
cooperative. It made the students
with their friends on the step of
cooperation increase as one of the
THINK and TALK. This situation
steps of Think-Talk-Write Strategy
disturbed the other students that have
being held in group before to the
perception writing is a serious subject
individual. They helped each other,
and in a quiet situation. Some students
communicated using English, and
also said that they could not think and
built the idea, imagination and opinion
imagine in the crowded situation of
that they wanted to compose in their
the class; 2) Lack of creativity. The
writing during applying Think-Talk-
students usually wrote the composition
Write
The
in monotonous sentences. They also
students changed their perception that
did not show their creativity in the
writing was difficult. They thought
composition by showing the individual
that writing was fun and interesting; 3)
style of writing because of the effect
Student-centered.
of group or team cooperation on the
Strategy;
2)
interest.
The
students
steps of THINK and TALK.
experienced the situation in which
they wrote based on 3 steps in which
two of the steps being practiced in
CONCLUSION
group or team. They could change
SUGGESTIONS
their mindset that writing was not
1.
Conclusion
Think-Talk-Write
always started individually but in
AND
Strategy
group or team in the process of
inspired both the students and the
digging the idea, imagination and
researcher in improving the ability of
opinion before expressing them in
English especially on writing. The
individual composition. They also
students could practice their skill of
learned English on writing lecture not
English in the different situation and
only from the teacher but also from
treatment. They could express their
their friends.
idea or opinion freely as the researcher
37
INOVISH JOURNAL, Vol. 2, No. 2, December 2017
ISSN: 2528-3804
only became mediator during the
could make the students change the
activities
perception
of
Think-Talk-Write
that
writing
was
not
Strategy as it was student-centred. In
difficult lecture and it was easy to
fact,
practice.
the
students’
cooperation
It
made
the
students
increased. They helped each other,
understand the material fast and
communicated using English, and
practiced it in a relax situation of the
built the idea, imagination and opinion
class.
that they wanted to compose in their
Based on the findings, it could
writing during applying Think-Talk-
be concluded that in general Think-
Write Strategy. The students changed
Talk-Write Strategy could improve the
their perception that writing was
writing skill of the students of the
difficult. They thought that writing
second
was fun and interesting. The students
Department students at Madiun State
also experienced the situation in which
Polytechnic.
they wrote based on 3 steps in which
2.
semester
of
English
Suggestions
two of the steps being practiced in
From the conclusion above, the
group or team. They could change
researcher would like to present some
their mindset that writing was not
suggestions as follows:
always started individually but in
1. For the lecturer
group or team in the process of
a. Lecturers can use Think-Talk-
building the idea, imagination and
Write Strategy to teach writing
opinion before expressing them in
to influence students ‘writing
individual composition. They also
skill.
learned English on writing lecture not
b. Lecturers have to consider that
only from the teacher but also from
Think-Talk-Write Strategy as
their friends.
an effective strategy that can
Furthermore, Think-Talk-Write
improve
writing
skill
and
Strategy inspired the researcher about
increase the students’ creativity,
a good strategy in teaching writing as
motivation,
they could be classified as an effective
interest in English.
cooperative,
and
strategy. This strategy had clear and
c. Lecturers have to consider that
easy procedure to use and practice. It
Think-Talk-Write Strategy can
38
INOVISH JOURNAL, Vol. 2, No. 2, December 2017
ISSN: 2528-3804
present the different situation
some steps before expressing
for the students in which the
their writing in final step.
writing class can be done with a
b. They can use the result of this
strategy containing speaking
research as the references to
steps.
provide the solution of teaching
d. Lecturers can used Think-Talk-
writing for the lecturers.
Write Strategy as the alternative
c. They can use the result of the
strategy in teaching writing or
research as the solution strategy
even speaking class.
for the institution in holding
learning-teaching process.
2. For the students
4. For the other researcher
a. The students have to change
their perception that writing is
a. They can use this result of the
the difficult skill in learning
research as the starting point to
English.
continue the next research by
using another research design
b. The students have to be more
and model.
active and confident in the
b. They can use the result of this
teaching learning process in
order to improve their writing
research
skill.
references in understanding and
as
additional
c. They can create better research
benefits of each steps of ThinkStrategy
the
mastering the writing skill.
c. The students should make the
Talk-Write
as
after they know the weaknesses
the
of this research.
chance to master their writing
skill in English.
3. For Polytechnic
REFERENCES
Brown, H. Douglas. (2000). Language
Teaching Methodology.New
York: Longman Pearson
Education Inc.
_________________ (2003). The
Practice of English Language
Teaching. Malaysia: Pearson
Education Limited
a. They can use the result of this
research as the example of relax
and fun situation of teaching
learning
process
that
can
influence the students to study
without any burden as they can
_________________
Language
cooperate with their friends in
39
(2004).
Assessment
INOVISH JOURNAL, Vol. 2, No. 2, December 2017
ISSN: 2528-3804
Huinker, D. and C. Laughlin. (1996).
Talk Your Way into Writing.
Available at: http://elemmath.wiki.educ.msu.edu/file/
view/huinker%26Laughlin_Y
rbkCh12_write.pdf [Accessed
16/05/2017]
Principles and Classroom
Practices.New
York:
Longman Pearson Education
Inc.
Burns, Acne. 2010. Doing Action
Research
in
English
Language Teaching: A Guide
for Practitioners. New York:
Routledge
Lutfiyah, Ismi. (2011). Perbedaan
Belajar IPS Siswa Dengan
Menggunakan
Metode
Pembelajaran Think Talk
Write and Numbered Head
Together di SMP Islamiyah
Ciputat. Published article:
Journal of English Language
Teaching vol.2 no.2 serie C
March 2014. E-journal UNP.
Chomsky, N. (1957). Syntactic
Structures.
The
Hague:
Mouton.
Cook, A.B. (1969). Introduction to the
English Language: Structure
and History. New York: The
Ronald Press Company.
Dornyei, Zoltan. 2001. Motivation and
Motivating in the Foreign
Language. PDF. [Accessed
29/01/2015]
McNiff,
Falk, J.S. (1973). Linguistics and
Language: A Survey of Basic
Concepts and Apllications.
Lexington, Massachusetts:
Xerox College Publishing.
Meyers, Alan. 2005. Gateways to
Academic Writing: Effective
Sentences, Paragraphs, and
Essays. New York: Pearson
Education, Inc.
Harmer, Jeremy. (1992). The Practice
of
English
Language
Teaching. Longman
Nunan, David. (1989). Designing Task
for
the
Communicative
Classroom.
London:
Cambridge University Press.
______________ (2004). How to
teach Writing. New York:
Pearson Education Limited
Hornby,
Huda,
Jean.
(1998).
Action
Research, Principle and
Practice.
Mac
Millan
Education Ltd.
Orr, Janet K. (1999). Growing up with
English. Washington, DC:
Office of English Language
Programs.
A.S.
(2000).
Oxford
Advanced
Learner’s
Dictionary.
New
York:
Oxford University Press.
Phillips, D.K. and K. Carr. 2010.
Becoming a Teacher through
Action Research. New York:
Routledge.
M. (2013). Model-Model
Pengajaran
dan
Pembelajaran. Yogjakarta:
Pustaka Belajar.
Reid, Joy M. (1994). The Process of
Paragraph Writing. USA:
Prentice Hall Regent
40
ISSN: 2528-3804
THE APPLICATION OF THINK-TALK-WRITE STRATEGY TO
IMPROVE THE STUDENTS’ WRITING SKILL: A CLASSROOM
ACTION RESEARCH
Muhyiddin Aziz1 and Eda Maaliah2
English Department of Madiun State Polytechnic
Madiun State Polytechnic
Jl. Jl. Serayu No. 84 Madiun 63133 Telp. (0351) 452970 Fax (0351) 492960
Email: muhyiddinaziz@pnm.ac.id
1, 2
Abstract: The aims of the research were: (1) To know that Think-Talk-Write
Strategy can improve the students’ writing skill and (2) To describe the process
of Think-Talk-Write-Strategy in improving students’ writing skill. This
research was conducted at Madiun State Polytechnic at the Second Semester of
English Department in the Academic Year of 2016/2017. There were 30
students which consisted of 5 males and 25 females. The qualitative and
quantitative data were used in this research. The qauntitative data were taken
from the scores of the pre-test and post-test of all cycles. The qualitative data
were used to compare the result before and after the reseach. They were taken
through the observation, interview, and questionnaire. Based on the discussion
and conclusion, think-talk-write strategy is recommended to improve the
writing skill. It is suitable for the Second Semester of English Department
students at Madiun State Polytechnic.
Keyword: classroom action research, writing skill, think-talk-write strategy
INTRODUCTION
Writing takes a big role in the
situation which causes the use of
language learning process especially
language in the expression of the
for the English foreign language
students’ own meaning.
Writing can be classified into a
learners. It is very important to give
their students opportunity, guidance,
skill
direction and encouragement. So that
continuously through some steps and
they can learn effectively in the class
processes in order to get the maximum
and create a new things of the writing
goal of mastering writing. The steps
during their practical session including
should be based on strategy which is
the students’ imagination in devising
chosen to express the students’ ideas
24
that
should
be
trained
INOVISH JOURNAL, Vol. 2, No. 2, December 2017
systematically
and
create
the
lecturer
students
of
providing a teaching strategy called
Think-Talk-Write.
the most difficult subjects of their
and reflect and to organize ideas and
finish the exercises and practices.
to test the idea before students asked
They get difficulty to start their
to write (Huda, 2013: 218). This
writing and enlarge the imagination to
strategy facilitates the exercise of
finish their writing. They usually get
building
language
supporting
oral
and
written
steps before they express their ideas
and examples or tables to support their
and imagination in a paragraph or in a
topic sentence. As a result, they often
text. They can think the case in a few
write the short paragraph or text. They
minutes. Then, they talk or discuss it
seem only to fulfill the requirement
with their friend or partner. Finally
given when they do their tasks.
they express it in their writing.
The problems of writing lecture
The objectives of this research
do not only come from one factor that
are: (1) to know whether the Think
is the students but also come from
Talk Write Strategy can improve the
many factors such as strategy, lecturer
students’ writing skill at the Second
and class atmosphere. The students
Semester of English Department of
usually feel bored during writing
Madiun State Polytechnic in the
lecture as the strategy chosen create
Academic Year of 2016/2017 and (2)
the atmosphere which do not support
to describe improvement of students’
the writing lecture. Thus, there should
among
both
fluently. The students are given some
sentences, sub-supporting sentences,
synergy
Think-Talk-Write
is a strategy to build precisely to think
lectures. They need extra energy to
the
suitable
should be a solution. One of them is
semester suppose that writing is one of
be
the
issue encountering the students, there
English
department, especially the second
on
create
To address the aforementioned
the students.
stuck
to
atmosphere to teach writing.
interesting atmosphere of the class for
The
ISSN: 2528-3804
writing skill using Think Talk Write
strategy,
Strategy at the Second Semester of
material, strategy and the skill of the
English Department of Madiun State
25
INOVISH JOURNAL, Vol. 2, No. 2, December 2017
ISSN: 2528-3804
Polytechnic in the Academic Year of
language does, in fact, serve a similar
2016/2017.
range board functions as does spoken
language (1999: 275). It means that
Based on the background of this
there
research, the researcher proposes a
Think-Talk-Write
Strategy
Department
of
of
well. In short, the students of foreign
language should learn not only how to
English
Madiun
colaboration
make the result of communication
(A Classroom Action Research at the
Semester
a
writing to run together in order to
to
Improve the Students’ Writing Skill
Second
be
between the skills of speaking and
research entitled “The Implementation
of
should
speak but also how to write correctly.
State
Polytechnic in the Academic Year of
2.
2016/2017)”
The Purpose of Writing
The writing is the proces of
transfering the ideas, opinion and
REVIEW OF LITERATURE
imagination expressing in a paragraph
1.
and a text. There should be a close-
The Nature of Writing
relationship between the writer and the
Hornby states that language is
readers in uderstanding the scope of
human and a non-instinctive method
the text or paragraph.The goal of
of communicating ideas, feelings, and
writing is understanding between the
desires by means of a system of
writers and readers about the meaning
sounds and sound symbols (1987:
of text is. Reid (2000: 8) states that
473). By using language human
communicate
with
their
there are at least three purposes of
partners,
writing. They are as follows:
friends and people from different
countries
and
background
a. To explain: It means that writers
of
inform and educate for readers
languages and cultures all over the
about what his or her writing.
world.
b. To entertain: It means that writers
Raimes in Nunan states that
amuse reader through a story he or
writing was a subservient skill whose
function
was
the
c. To persuade: It means that writers
development of oral language (1999:
try to convince readers through his
271).
or her writing. writers try to
Nunan
to
adds
support
she write
that
written
26
INOVISH JOURNAL, Vol. 2, No. 2, December 2017
ISSN: 2528-3804
change the readers’ mind, from
b. Drafting
close to open mind.
In this stage, the writer should have
Based on the definition above, it
final writing before it is going to be
can be concluded that the writer
edited. Correcting is done in the next
should pay more attention to his or her
stages after drafting.
result of writing before publishing. It
c. Editing
create
between
In this stage, the writer reflects and
writer and reader in order to reach the
revises the final writing after it was
goal of writing.
edited. This stage is helped by editor
3.
The Process of Writing
(reader) who gives opinions and
A good writing is a result of a
suggestions of final writing.
good
relationship
complete proces of writing. when the
d. Final draft
writer obeys the rule of writing and
Final draft is the last process of
follows the steps of the writing proces,
writing. It is the result of writing
he or she can produce a good writing.
process through three previous stages.
Harmer (2004: 4) states that writing
While Meyer (2005: 10) states
process is the stages to produce
that writing steps can be classified into
something. There are at least four
six steps. They are as follows:
stages in the process of writing. they
a. Explore ideas
are as follows:
In this step, the writer has to consider
a.
Planning
the points. There are subject, purpose,
In this stage, the writer considers three
and audience.
aspects of planning. First aspect is
b. Pre-write
purpose. The writer gives attention of
The writer makes simple sentence or
information that he or she selects.
note words which are going to write.
Second, the writer has to know for
The writer uses some methods here.
whom he or she writes. The writing
They are brainstorming, clustering, or
influences for thinking of audience.
freewriting.
Third, the writer pays attention on the
c. Organize
content structure while writing. He or
The writer selects the points of pre-
she has to design the organization well
write. Then the writer makes the
including facts, ideas, or opinions.
outline.
27
INOVISH JOURNAL, Vol. 2, No. 2, December 2017
ISSN: 2528-3804
d. Write a first draft
a. Vocabulary
The writer writes sentences into
b. Content
paragraphs. The writer puts ideas in
c. Organization
first sentences as usual. The next
d. Style (syntactic structure and
sentences
are
the
vocabulary)
supporting
e. Language
sentences.
use
(mechanics,
e. Revise the draft
punctuation,
After the writer makes first draft, the
spelling, and grammar)
While
writer reads the writing aloud. The
capitalization,
Harmer
(2004:
177)
writer corrects the error grammatical,
explains more detail about the five
punctuation, or vocabulary.
criteria of good writing such as:
f. Produce the final copy
a. Organization
The writer checks the corrections and
This
edits them. After finishing, the final
reasonable topic with the sentences. It
copy is ready to print out or publish.
contains ideas, and it is supported by
characteristic
is
about
the
Based on the theories above, it
supporting sentences. Main sentences
can be concluded that the writer
and supporting sentences should be
should pass the steps, such as planning
organized well to make readers easy
(explore ideas, pre-write, organize),
understand the text.
drafting, editing, finaling draft and
b. Content
producing the final copy, in order to
The sentences are easy for readers.
get the good quality of the writing.
Readers can understand the meaning
The writer ought to obey them and
of writing.
follow the flow sistematically.
c. Grammar
4.
Grammar is to connect words into
The Criteria of Good Writing
good
Having good quality in writing
sentences.
Writer uses
the
is the aim of each writer. He / she tries
appropriate tenses to appear meaning
hard to make the writing judged as a
clearly.
good writing. Reid (1993: 27) states
d. Punctuation
that there are at least five criteria of
Punctuation
good writing especially in academic
sentences. Placing of punctuation is
field. They are as follows:
important for us to read text.
28
is
symbol
to
sign
INOVISH JOURNAL, Vol. 2, No. 2, December 2017
ISSN: 2528-3804
e. Style
immediately. The talk phase of the
Style of writing is the selection of
think-talk-write strategy allows for
vocabulary
exploratory
before
combining
talk-“the
process
of
sentences should be organized well to
learning without the answers fully
make readers easy understanding text
intact”. The flow of communication
into
is
progresses from students engaging in
used
15 thought or reflective dialogue with
students while writing process. To
themselves, to talking, and sharing
have good writing, students have to
ideas with one another, to writing
have enough vocabulary to support
(2015: 82).
paragraphs.
foundation
that
Vocabulary
should
be
their writing.
5.
In conclusion, Think-Talk-Write
The Nature of Think-Talk-Write
Strategy is able to help the students
Strategy
use and practice the target language
Huinker and Laughlin state that
being learned in a systematic way.
Think-Talk-Write Strategy builds in
Think-Talk-Write
time for thought and reflection and for
provides three main characters to
the organization of ideas and the
transfer
testing of those ideas before students
paragraph and text. The students
are expected to write. The flow of
firstly think to find the idea related to
communication progress from the
the topic given. Then, they share with
students
or
their friends or in their group and
reflective dialogue with themselves, to
discuss to make their ideas organized
talking and sharing ideas with one
well. Finally they express them in a
another, to writing (1996:82).
paragraph and text based on the theory
engaging in
thought
the
Strategy
students’
also
ideas
into
of writing.
Gazden in Huinker and Laughlin
6.
adds that Think-Talk-Write Stategy
The Activities of Think-TalkWrite Strategy
builds in time for thought and
reflection and for the organization of
Huinker and Laughlin state that
ideas and the testing of those ideas
there are three steps of the process of
before students are expected to write.
using
when assigned a writing task, students
(1996: 83). They are as follows:
are often expected to begin writing
a. Think
29
Think-Talk-Write
Strategy
INOVISH JOURNAL, Vol. 2, No. 2, December 2017
ISSN: 2528-3804
In this step, the students are engaged
d. The students can construct their
in thought a reflective dialogue with
own knowledge from the result of
themselves. The students write down
discussion.
the ideas and anything they are
RESEARCH METHODOLOGY
thinking about something in their own
The research applied Classroom
language on a piece of paper.
b. Talk
Action
Research
In this step, the students are divided
(2003:
414)
into groups of four or five persons.
Research is the name given to a series
The students are allowed to discuss
of procedures teacher can engage in,
about what they have done in the first
perhaps because they wish to improve
step. The students reflect, arrange, and
aspects
share ideas in group discussion form.
alternatively, because they wish to
c. Write
evaluate
In this step, the students write the
appropriation of certain activities and
result of the discussion in the previous
procedures.
states
of
their
the
that
Harmer
Action
teaching,
success
or
and/or
Action research is described as a
step.
7.
(CAR).
The Advantages of Think-Talk-
spiral steps and there are four stages:
Write Strategy
planning,
acting,
observing,
and
Lutfiyah (2011: 31) states that
reflecting (Lewis in McNiff, 1998:
there are four advantages of Think-
22). In conducting this research, the
Talk-Write Strategy. They are as
design procedure was adapted to other
follows:
kind to fit the overall condition of this
a. The students participate actively in
research.
Basically
the
design
consisted of the four components as
exploring a problem.
the one Lewin has.
b. This method develops thinking,
Plan
talking, and writing process which
allow stimulus for students to study
Plan
Reflect
Reflect
Act
hard and find information from
Act
various sources.
c. The heterogenous group increases
Observe
the students’ social relationship.
30
Observe
INOVISH JOURNAL, Vol. 2, No. 2, December 2017
ISSN: 2528-3804
A representation of Lewin’s
The activities or action of
Action Research Cycle (Mills, 2000:
Think-Talk-Write Strategy were done
17) is as follows:
in groups and individual session. The
1.
Planning
The
researcher observed the on going
students’
problem
in
process of implementing Think-Talk-
writing English was classified based
Write Strategy. The interview was also
on the interview and observation in the
done to know the students’ opinion
pre cycle of the second semester’s
during
students. There were three basic
Think-Talk-Write Strategy.
problems found such as the difficulty
3.
learning
English
through
Reflecting
to use English patterns, lack of
In this time, the researcher
vocabulary and composed a good
reflected and reviewed everything that
paragraph or text based on the theory
had done during the action of the
of unity and coherence of writing. The
activity. It was analyzed to find the
researcher decided to use Think-Talk-
strengths and weaknesses and evaluate
Write Strategy to solve the problems
the
above by implementing the activities
implementation of the Think-Talk-
as follows: 1) designing learning
Write Strategy to solve the students’
activities
problems. The weaknesses and failure
using
Think-Talk-Write
Strategy; 2) setting the objectives that
success
and
failure
of
the
were solved for the next cycle.
were achieved in observation; and 3)
There were two kinds of data
designing the tests that were used to
which were used in this research, the
know the success of the action.
quantitative and qualitative data. The
2.
Acting and Observing
quantitative data were in the form of
The observation was done
students’
scores.
The
data
were
along with the implementation or the
students’ scores from the beginning of
action. The researcher implemented
the research to the end of the research.
Think-Talk-Write Strategy through the
They were taken from the test. The
steps
were
qualitative data were collecting by the
designed and formed based on the
following techniques: observations,
students’ problems.
questionnaires, and interviews.
and
activities.
They
31
INOVISH JOURNAL, Vol. 2, No. 2, December 2017
meeting the researcher explained and
RESULTS AND DISCUSSIONS
1.
ISSN: 2528-3804
gave examples the use of the theories
Results
in the first and second meeting in
a. Cycle I
The first cycle was used to
order to compose sentences as a
describe the process of teaching and
paragraph or text. In the fourth
learning by using Think-Talk-Write
meeting, the researcher invited all the
Strategy in order to improve the
students to present the result of their
students’ skill on writing. It was done
writing in front of the class and
in four steps such as; 1) planning; 2)
discuss to find solution of difficulty
acting; 3) observing; and 4) reflecting.
and give suggestion. The researcher
1) Planning
also interviewed the students after
In this step, the researcher
presenting their recount text by using
planned the lesson plans in order to
Think-Talk-Write Strategy; and held
achieve the goal. The lesson plans
written test to know the improvement
were as follows: 1) designing the
of the writing indicators.
indicators achieved; 2) choosing the
3) Observing
The observation was aimed to
activities, a Recount Text on visiting a
tourism
know the influence of the method
place by using simple past
students’
applied during the process of teaching
experiences; 4) arranging the students’
and learning. The researcher focused
task;
the observation to the students who
tense;
3)
using
and
5)
the
designing
written
assessment.
had some difficulties in writing. the
2) Acting
researcher also paid attention to the
The action was done for four
students who were passive during the
meetings. The first meeting, the
process of teaching and learning by
researcher discussed about the pattern
using Think-Talk-Write Strategy.
and the usage of simple past on full
4) Reflecting
In the cycle I, the students said
verb and linking verb version. The
researcher
that the activities of Think-Talk-Write
explained the vocabularies and the
Strategy, Recount text based on the
different
experience, gave the chance for the
second
meeting,
functions
the
among
verbs,
students
adjective, noun and adverb. The third
32
to
learn
English
more
INOVISH JOURNAL, Vol. 2, No. 2, December 2017
ISSN: 2528-3804
The researcher made the lesson
especially on writing. They were
and
plans to solve the problems. They
cooperated well with their friends as it
were as follows: 1) designing the
was done in group of 4 or five
indicators achieved; 2) choosing the
students. They helped each other to
activities, Description by using simple
solve the difficulty and problems
present tense; 3) using some pictures
Think-Talk-Write Strategy in the cycle
consisting different places, objects or
I also gave them a new experience in
activities; 4) arranging the students’
learning English for writing subject as
task;
they could learn and practice their skill
assessment.
in a different situation. Think-Talk-
2) Acting
active
to
ask
each
other
and
5)
designing
written
an
The action was done for four
opportunity to think in a group,
meetings which were based on the
communicate in a group and write the
revised planning. The first meeting,
result individually.
the researcher discussed about the way
b. Cycle II
in choosing the suitable words based
Write
Strategy
provided
The researcher found some
on the function and category in their
students make mistakes on pattern
structure. The second meeting, the
during arranging words into sentences
researcher explained
especially
as
arrange the words with the different
determining the form of the verb 2,
category and function into sentences
using the wrong linking verbs was,
and paragraph. The third meeting the
were, changing the Verb 2 into verb 1
researcher explained
the way in
in
arranging
to
on
negative
verbs
and
such
interrogative
sentences
the way to
compose
sentences, and negative pattern on did.
paragraph into a text. In the fourth
They also got mistakes on organizing
meeting,
the sentences into paragraph and text.
opportunities to all the students to
The researcher continued the research
present the result of their writing in
to the third cycle which consisted of:
front of the class. The researcher also
1) revised planning; 2) acting; 3)
interviewed
observing; and 4) reflecting.
presenting their descriptive text by
1) Revised planning
using Think-Talk-Write Strategy; and
33
the
the
researcher
students
gave
after
INOVISH JOURNAL, Vol. 2, No. 2, December 2017
ISSN: 2528-3804
held the written test to know the
imagination individually based on the
improvement of the writing indicators.
topic and used the suggestion and
3) Observing
solution on the previous step to
The observation was aimed to
complete and make their writing well
know the influence of the method
on the step of WRITE. Think-Talk-
applied during the process of teaching
Write Strategy activities in the cycle II
and learning. The researcher focused
also gave them a new experience in
the observation to the students who
learning English as they could learn
had some difficulties in writing. the
and practice their skill in the different
researcher observed the students who
situation of the class.
had
c. Cycle III
high
and
low
scores.
The
researcher also paid attention to the
Based on the evaluation of the
students who were passive during the
second cycle, the researcher found
process of teaching and learning by
some students make mistakes on
using Think-Talk-Write Strategy.
structures during arranging words into
4) Reflecting
sentences especially on verbs such as
using the wrong linking verb is, am,
The students said that the
Think-Talk-Write
are, adding -s or -es and negative
Strategy in composing recount and
structures on does or do. They also got
descriptive text in the cycle II
mistakes on organizing the sentences
impressed them and
into
activities
of
made them
paragraph
and
text.
The
English
researcher continued the research to
especially on writing. They cooperated
the third cycle which consisted of: 1)
well with their friends and struggled
revised
by himself or herself as it was done in
observing; and 4) reflecting.
groups and individual. They helped
1) Revised planning
interested
in
learning
planning;
2)
acting;
3)
each other to dig the idea and
Some students faced some
imagination on the step of THINK.
difficulties in using structures during
They communicate each other to
arranging
complete their idea and imagination
especially on verbs such as using the
and solve the difficulties on the step of
wrong linking verb is, am, are, adding
TALK. They express their idea and
-s or -es and negative structures on
34
words
into
sentences
INOVISH JOURNAL, Vol. 2, No. 2, December 2017
ISSN: 2528-3804
does or do. They also got mistakes on
text on Air Pollution by using Think-
organizing
into
Talk-Write Strategy; and held the
paragraph and text. The researcher
written test to know the improvement
made the lesson plans to solve the
of the writing indicators.
problems. They were as follows: 1)
3) Observing
the
sentences
The observation was aimed to
designing the indicators achieved; 2)
Hortatory
know the influence of the method
Exposition on Air Pollution; 3) using
applied during the process of teaching
some pictures consisting different
and learning. The researcher focused
condition
air
the observation to the students who
pollution in the different places in the
had some difficulties in writing. the
world; 4) arranging the students’ task;
researcher observed the students who
and 5) designing written assessment.
had
2) Acting
researcher also paid attention to the
choosing
the
activities,
and
the
effect
of
high
and
low
scores.
The
The action was done for four
students who were passive during the
meetings which were based on the
process of teaching and learning by
revised planning. The first meeting,
using Think-Talk-Write Strategy.
the researcher reminded the structure
4) Reflecting
of simple present in full verb and
linking
verb
form.
The
The students said that the
second
activities
of
Think-Talk-Write
meeting, the researcher explained the
Strategy, Hortatory Exposition on Air
use of the structures in sentences and
Pollution, in the cycle III impressed
gave
third
them and made them interested in
meeting the researcher explained the
learning English especially on writing.
writing organization in composing
They cooperated well with their
paragraph and text. In the fourth
friends and struggled by himself or
meeting,
gave
herself as it was done in groups and
opportunities to all the students to
individual. They helped each other to
present the result of their writing in
dig the idea and opinion on the step of
front of the class. The researcher also
THINK.
interviewed
after
other to complete their idea and
presenting their Hortatory Exposition
opinion and solve the difficulties on
many
examples.
the
the
The
researcher
students
35
They communicate each
INOVISH JOURNAL, Vol. 2, No. 2, December 2017
ISSN: 2528-3804
the step of TALK. They express their
the topic, completing the supporting
idea and opinion individually based on
sentences, and giving the concluding
the topic and used the suggestion and
sentence; 2) content. Most students
solution on the previous step to
could create the content of the
complete and make their writing well
composition as the topic; 3) structure.
on the step of WRITE. Think-Talk-
Some students could use the correct
Write Strategy activities in the cycle
structures on composing recount text,
III also gave them a new experience in
descriptive
learning English as they could learn
exposition text; 4) Mechanics. Most
and practice their skill in the different
students could use the format of
situation of the class.
writing in their compositions well; 5)
Discussions
vocabulary. Most of the students could
2.
text,
and
hortatory
choose the words which related to the
Based on the research finding,
topic being written.
there were some important points of
The
the improvements that could show the
students
writing
scores
target of the research. They were the
improved from cycle to cycle which is
improvement of: 1) organization; 2)
shown in the following tables.
content; 3) structure; 4) mechanics; 5)
The Score of Pre-test and Post-tests
vocabulary; 6) the strengths and
Strategy. The classifications are as
N
o
1
2
follows:
3
weakness
a.
of
Think-Talk-Write
Level
Highest
Averag
e
Lowest
Pre
test
76
61
Post
test
80
63
Post
test
84
67
Post
test
88
71
48
52
56
56
The Improvement of Students
The Students’ Passing Grade
Writing Skill
The observation of cycle 1, 2, and 3
N
o
showed the indicators of speaking
Passi
ng
grade
improvement during teaching and
learning process. The proofs of the
improvement
were
on:
1.
60
2.
60
1)
organization. Most of the students
could manage their sentences based on
the theory of writing such as stating
36
The
studen
ts’
score
Above
Passin
g
grade
Below
Passin
g
grade
The sum of students
Pr
Cyc
e- Cyc Cyc
le
tes le I le II
III
t
15
20
23
27
15
10
7
3
INOVISH JOURNAL, Vol. 2, No. 2, December 2017
b.
ISSN: 2528-3804
Think-Talk-Write Strategy also
The Benefits and the Weaknesses
had some weaknesses such as: 1)
of Think-Talk-Write Strategy
The application of Think-Talk-
crowded and noisy. The students
Write Strategy from cycle to cycle
sometimes lost control and were very
showed the strengths such as: 1)
noisy when they discuss and share
cooperative. It made the students
with their friends on the step of
cooperation increase as one of the
THINK and TALK. This situation
steps of Think-Talk-Write Strategy
disturbed the other students that have
being held in group before to the
perception writing is a serious subject
individual. They helped each other,
and in a quiet situation. Some students
communicated using English, and
also said that they could not think and
built the idea, imagination and opinion
imagine in the crowded situation of
that they wanted to compose in their
the class; 2) Lack of creativity. The
writing during applying Think-Talk-
students usually wrote the composition
Write
The
in monotonous sentences. They also
students changed their perception that
did not show their creativity in the
writing was difficult. They thought
composition by showing the individual
that writing was fun and interesting; 3)
style of writing because of the effect
Student-centered.
of group or team cooperation on the
Strategy;
2)
interest.
The
students
steps of THINK and TALK.
experienced the situation in which
they wrote based on 3 steps in which
two of the steps being practiced in
CONCLUSION
group or team. They could change
SUGGESTIONS
their mindset that writing was not
1.
Conclusion
Think-Talk-Write
always started individually but in
AND
Strategy
group or team in the process of
inspired both the students and the
digging the idea, imagination and
researcher in improving the ability of
opinion before expressing them in
English especially on writing. The
individual composition. They also
students could practice their skill of
learned English on writing lecture not
English in the different situation and
only from the teacher but also from
treatment. They could express their
their friends.
idea or opinion freely as the researcher
37
INOVISH JOURNAL, Vol. 2, No. 2, December 2017
ISSN: 2528-3804
only became mediator during the
could make the students change the
activities
perception
of
Think-Talk-Write
that
writing
was
not
Strategy as it was student-centred. In
difficult lecture and it was easy to
fact,
practice.
the
students’
cooperation
It
made
the
students
increased. They helped each other,
understand the material fast and
communicated using English, and
practiced it in a relax situation of the
built the idea, imagination and opinion
class.
that they wanted to compose in their
Based on the findings, it could
writing during applying Think-Talk-
be concluded that in general Think-
Write Strategy. The students changed
Talk-Write Strategy could improve the
their perception that writing was
writing skill of the students of the
difficult. They thought that writing
second
was fun and interesting. The students
Department students at Madiun State
also experienced the situation in which
Polytechnic.
they wrote based on 3 steps in which
2.
semester
of
English
Suggestions
two of the steps being practiced in
From the conclusion above, the
group or team. They could change
researcher would like to present some
their mindset that writing was not
suggestions as follows:
always started individually but in
1. For the lecturer
group or team in the process of
a. Lecturers can use Think-Talk-
building the idea, imagination and
Write Strategy to teach writing
opinion before expressing them in
to influence students ‘writing
individual composition. They also
skill.
learned English on writing lecture not
b. Lecturers have to consider that
only from the teacher but also from
Think-Talk-Write Strategy as
their friends.
an effective strategy that can
Furthermore, Think-Talk-Write
improve
writing
skill
and
Strategy inspired the researcher about
increase the students’ creativity,
a good strategy in teaching writing as
motivation,
they could be classified as an effective
interest in English.
cooperative,
and
strategy. This strategy had clear and
c. Lecturers have to consider that
easy procedure to use and practice. It
Think-Talk-Write Strategy can
38
INOVISH JOURNAL, Vol. 2, No. 2, December 2017
ISSN: 2528-3804
present the different situation
some steps before expressing
for the students in which the
their writing in final step.
writing class can be done with a
b. They can use the result of this
strategy containing speaking
research as the references to
steps.
provide the solution of teaching
d. Lecturers can used Think-Talk-
writing for the lecturers.
Write Strategy as the alternative
c. They can use the result of the
strategy in teaching writing or
research as the solution strategy
even speaking class.
for the institution in holding
learning-teaching process.
2. For the students
4. For the other researcher
a. The students have to change
their perception that writing is
a. They can use this result of the
the difficult skill in learning
research as the starting point to
English.
continue the next research by
using another research design
b. The students have to be more
and model.
active and confident in the
b. They can use the result of this
teaching learning process in
order to improve their writing
research
skill.
references in understanding and
as
additional
c. They can create better research
benefits of each steps of ThinkStrategy
the
mastering the writing skill.
c. The students should make the
Talk-Write
as
after they know the weaknesses
the
of this research.
chance to master their writing
skill in English.
3. For Polytechnic
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research as the example of relax
and fun situation of teaching
learning
process
that
can
influence the students to study
without any burden as they can
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