Facilitating Students’ Writing Performance by Using “Think-Talk- Write” Strategy: A Classroom Action Research
Sukmaantara, I Putu
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The research purpose was to improve the tenth grade students’ descriptive text writing achievement and students’ active participation at SMAN 1 by using “Think-TalkWrite” strategy. This research design was a classroom action research that was conducted collaboratively with the English teacher. The research participants of the study were the X Science 5 students. The result revealed that teaching writing by using “Think-Talk-Write” strategy could improve the tenth grade students’ descriptive text writing achievement and students’ active participation because the students who got score ≥ 75 or more increased from 77, 14% in the first cycle to 82,85% in the second cycle. The improvement of students’ active participation was also shown from 85,36% in the first cycle to 90,35% in the second cycle. “Think-Talk-Write” strategy could help the students’ in writing such as in finding, generating, expressing and exploring their ideas into a piece of writing.
- LSP-Jurnal Ilmiah Dosen