The implementation of think talk write (TTW) in teaching writing descriptive text

Zahrotun Nasihah; Husni Mubarok

doi:10.17509/e.v24i3.89954

The implementation of think talk write (TTW) in teaching writing descriptive text

Zahrotun Nasihah, Husni Mubarok

Abstract

The purpose of this study is to investigate the application of the Think-Talk-Write (TTW) strategy in teaching descriptive writing and to identify the challenges encountered by teachers during its implementation. This qualitative descriptive study involved an English teacher and 35 tenth-grade students at MA Miftahul Ulum. Data were gathered through interviews, classroom observations, and student questionnaires. The findings reveal that the TTW strategy significantly improves students’ writing skills, particularly in organizing ideas, expanding vocabulary, and developing grammatically accurate sentences. It also enhances students’ critical thinking and collaborative abilities during the learning process. The teacher played a key role in facilitating discussions and guiding students through structured stages of thinking, talking, and writing. Additionally, the TTW approach fosters an engaging classroom environment where students feel more confident to express their ideas and participate actively. The study concludes that TTW is an effective and adaptable method to improve descriptive writing performance. Future research is encouraged to integrate TTW with digital tools to boost student motivation and learning outcomes.

Keywords

Teaching strategy; think talk write; teaching writing; descriptive text

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