THE IMPLEMENTATION OF THINK TALK WRITE (TTW) IN TEACHING WRITING DESCRIPTIVE TEXT
Abstract
The purpose of this study was to investigate the application of the Think-Talk-Write strategy in teaching descriptive writing and to identify the challenges faced by teachers during its implementation. This qualitative descriptive study involved an English teacher and 30 tenth-grade students at MA Miftahul Ulum. Data were collected through interviews, classroom observations, and student questionnaires. The findings show that this method significantly improves students' writing skills, especially in organizing ideas, expanding vocabulary, and developing grammatically accurate sentences. As a result, about 75% of students showed improvement in critical thinking and collaborative skills during the learning process. The study concludes that Think Talk Write is an effective and flexible method for improving descriptive writing performance. Further research is recommended to integrate Think Talk Write with digital tools to increase student motivation and learning outcomes.
Tujuan penelitian ini adalah untuk menyelidiki penerapan strategi Think-Talk-Write dalam pengajaran penulisan deskriptif dan mengidentifikasi tantangan yang dihadapi guru selama implementasinya. Penelitian deskriptif kualitatif ini melibatkan seorang guru bahasa Inggris dan 30 siswa kelas X di MA Miftahul Ulum. Data dikumpulkan melalui wawancara, pengamatan kelas, dan kuesioner siswa. Temuan menunjukkan bahwa metode ini secara signifikan meningkatkan keterampilan menulis siswa, terutama dalam mengorganisir ide, memperluas kosakata, dan mengembangkan kalimat yang secara gramatikal akurat. Akibatnya, sekitar 75% siswa menunjukkan peningkatan dalam keterampilan berpikir kritis dan kolaboratif selama proses belajar. Studi ini menyimpulkan bahwa Think Talk Write adalah metode yang efektif dan fleksibel untuk meningkatkan kinerja menulis deskriptif. Penelitian lebih lanjut disarankan untuk mengintegrasikan Think Talk Write dengan alat digital guna meningkatkan motivasi siswa dan hasil belajar.
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DOI: https://doi.org/10.17509/e.v24i3.89954
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