The Effectiveness of Think Talk Write Model in English Essay Writing

Istiara, Febriyantina

doi:10.4108/eai.19-10-2018.2282613

Cited by 2 publications

(3 citation statements)

References 3 publications

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“…The results suggest that students may have recorded evidence of tighter correction between their revised skill assessments and their actual performance after self-regulated strategy development instruction. Also in Istiara (Istiara, 2019) Based on the research results, Think Talk Write and Self-Regulated Strategy Development were effective in improving students' ability to write recount texts and are proposed to be applied to the teaching process.…”

Section: Discussionmentioning

confidence: 99%

Improving Students’ Reading Comprehension Improving the Students’ Writing Recount Text Ability by Using Think Talk Write and Self-Regulated Strategy Development

Zebua,

Sipayung,

Sinambela

2023

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Based on research conducted at SMA Negeri 2 Alasa, researchers found that there were several problems in learning to write English faced by students at SMA Negeri 2 Alasa. Students often have difficulty composing a paragraph by writing down their own ideas. Therefore, researchers conducted research entitled "Improving the students' writing recount text ability by using Think Talk Write and Self-Regulated Strategy Development at the eleventh grade of SMA Negeri 2 Alasa North Nias". This research aims to observe the improvement of students' writing skills using Think Talk Write and Self-Regulated Strategy Development, whether there was an improvement in learning outcomes and what strategies were more effectively used between the two strategies. In this research, researcher used classroom action research which is applies treatments to improve learning outcomes that are better than before. From this research, the average pre-test score for class XI-IPS was 52.14% and class XI-IPA was 42.86%. After being given Think Talk Write strategy treatment in class XI-IPS, the average post-test score was 72.35% and in class XI-IPA using Self-Regulated Strategy Development with an average score of 73.57%. From these score, it can be seen that there has been a significant improvement in students' writing abilities, namely 20.21% in class XI-IPS and class XI-IPA 30.71%. Thus, it is concluded that using Think Talk Write and Self-Regulated Strategy Development can improve students' ability in writing recount texts and in this research Self-Regulated Strategy Development is more effective than Think Talk Write strategy.

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Section: Discussionmentioning

confidence: 99%

Improving Students’ Reading Comprehension Improving the Students’ Writing Recount Text Ability by Using Think Talk Write and Self-Regulated Strategy Development

Zebua,

Sipayung,

Sinambela

2023

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“…Many studies (e.g., Darmawangsa, Mutiarsih, Karimah and Racmadhany, 2020; [5] Herlina, Rahman, and Abdul, 2022; [8] Istiara, 2018; [10] Kamilia, 2019; [12] Kurniaman, Yuliani and Mansur, 2018; [13] Laoli and Harahap, 2021; [14] Muna, Aziz, and Muthalib, 2020; [18] Nova, Umara, and Ginting, 2022; [19] Qomariyah and Nafisah, 2020; [21] Rahmah, 2017) [23] confirmed that TTW strategy is useful and successful as a teaching strategy. It also revealed that a few studies have been conducted to investigate the effect of TTW strategy on students' writing performance at school and university level.…”

Section: Discussionmentioning

confidence: 99%

“…Istiara (2018) [10] investigated the impact of TTW strategy as a learning model on English essay writing ability. The participants of the study were 22 semester IV students.…”

Section: Review Of the Related Literaturementioning

confidence: 99%

The Effect of “Think-Talk-Write” Strategy on EFL Tenth-Grade Students' Writing Performance

Mohammad,

Abdallah

2023

j. of int. educ. and pract.

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This study investigated the effect of “Think-Talk-Write strategy” on English as a Foreign Language (EFL) tenth-grade students' writing performance. A quasi-experimental design with two groups was employed. The researcher randomly assigned two whole sections of grade 10 from Al-Kharaj Secondary School for Boys. The first section was chosen as the experimental group with (20) students, and the second as the control group with (20). To achieve the purpose of the study, a pre/post writing performance test was designed. In addition, Think-Talk-Write (TTW) strategy was used to teach the experimental group, whereas a control group was taught by the conventional teaching strategies, as suggested in the teacher's book. Results revealed that TTW strategy enhanced students’ writing performance. In light of the research results, the researcher recommends to use TTW strategy on other genres of writing.

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The Effectiveness of Think Talk Write Model in English Essay Writing

Cited by 2 publications

References 3 publications

Improving Students’ Reading Comprehension Improving the Students’ Writing Recount Text Ability by Using Think Talk Write and Self-Regulated Strategy Development

Improving Students’ Reading Comprehension Improving the Students’ Writing Recount Text Ability by Using Think Talk Write and Self-Regulated Strategy Development

The Effect of “Think-Talk-Write” Strategy on EFL Tenth-Grade Students' Writing Performance

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