THE INFLUENCE OF USING THINK-TALK-WRITE (TTW) STRATEGY ON STUDENTS’ NARRATIVE TEXT WRITING ABILITY OF EIGHTH GRADE AT SMPN 2 KANDANGAN

BELLA CENDIKIA HAPSARI, 12203183074 (2022) THE INFLUENCE OF USING THINK-TALK-WRITE (TTW) STRATEGY ON STUDENTS’ NARRATIVE TEXT WRITING ABILITY OF EIGHTH GRADE AT SMPN 2 KANDANGAN. [ Skripsi ]

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Abstract

Abstract Hapsari, Bella Cendikia (12203183074). The Influence of Using Think-Talk-Write (TTW) Strategy on Students' Narrative Text Writing Ability of Eighth Grade at SMPN 2 Kandangan. Thesis. English Education Department. Faculty of Tarbiyah and Teacher Training, State Islamic University Sayyid Ali Rahmatullah Tulungagung 2022. Advisor: Dr. Susanto, SS., M.Pd. Keywords: Think-Talk-Write Strategy, Writing Ability, Narrative Text. Writing is one of complex skills in English learning context. When students want to start writing, they are confused to express their ideas. There are several strategies that can be used in teaching writing, especially in writing narrative text. One of the strategies is Think-Talk-Write (TTW) strategy. Think-Talk-Write (TTW) includes think activities where students read a text, then making a note from reading results individually. Then, talk activities occurs when students interact and collaborate with their friends to discuss the contents of the material and write activities that are seen in the process of writing the results of think and talk. Think-Talk-Write (TTW) is used to develop and practice language fluently before writing. The purpose of this study was to verify whether there is significant influence of using Think-Talk-Write (TTW) strategy on students’ narrative text writing ability of eighth grade at SMPN 2 Kandangan. This study used one group pre-test and post-test employing pre-experimental research with quantitative approach. The population was the eighth grade students at SMPN 2 Kandangan. The sample was 30 students chosen through purposive sampling technique. Quantitative data were taken from students’ score in writing narrative text. Research instrument of this study was pre-test and post-test. The treatment was done by employing the Think-Talk-Write (TTW) strategy. The researcher analyzed the data by using Paired Sample T-test with SPSS 16.0 for windows. The finding showed that there was different the gained score between the results of pre-test and post-test. The mean of post-test score (72.13) was higher than the mean of pre-test score (60.20). Also, the results of the statistical calculations, the results obtained from the value of Sign. (2-tailed) was 0.000 and it was lower than 0,05. Hence, there was significant influence before and after taught by using Think-Talk-Write (TTW) strategy. That is why the Null Hypothesis (H0) saying that there is no significant influence of using Think-Talk-Write (TTW) strategy on students’ narrative text writing ability before and after taught by using Think-Talk-Write (TTW) strategy was rejected and Alternative Hypothesis (Ha) saying that there is significant influence of using Think-Talk-Write (TTW) strategy on students’ narrative text writing ability before and after taught by using Think-Talk-Write (TTW) strategy was accepted. Thus, the use of Think-Talk-Write (TTW) strategy can give significant influence on students writing narrative text ability especially at the eighth grade students of SMPN 2 Kandangan.

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