THE IMPLEMENTATION OF THINK- TALK- WRITE IN TEACHING WRITING AT SMAN 7 KOTA KEDIRI

MERY ANGGRAINI, DINA and SULISTYANI, SULISTYANI and SUHARTONO, SUHARTONO (2023) THE IMPLEMENTATION OF THINK- TALK- WRITE IN TEACHING WRITING AT SMAN 7 KOTA KEDIRI. Undergraduate thesis, Universitas Nusantara PGRI Kediri.

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Abstract

For some students writing is not easy and students often find it difficult in learning to write. Not only students, teachers also experience difficulties when teaching writing. To help overcome these difficulties, the teacher uses Think- Talk- Write. Think- Talk- Write makes students think, talk, and share opinions and information before they write. This research focuses on how to implement Think- Talk- Write in teaching writing, what problems are experienced by the teacher when using Think- Talk- Write, and what are the solutions from the teacher so that this learning goes well. In this research, the writer used the qualitative approach to collect data. And the subject of the research is the English Teacher. The researcher used some instrtments, they are: observation, interview, and documentation to collect data in the same day. The data analyzed using; 1) organizing and familiarizing, 2) coding and reducing, and 3) interpreting and representing. Based on the collected data, the researcher found some results, they are; 1) The English teacher implemented TTW strategy in teaching writing which can help students to learn writing. Teaching and learning process started from teacher preparing the lesson plans and the materials. The teacher used stages: Think, Talk, and Write by presenting material from text books that are interesting to students.With Think- Talk- Write, students are very enthusiastic taking part in the class. 2) Problems faced by English teacher when teaching using Think- Talk- Write in teaching writing is that the biggest difficulty is in managing time and classroom conditioning. The difficulty was in unifying opinions in students’ discussion groups. 3) The teacher's solution to the problems in teaching using Think- Talk- Write itself is to continue to provide intense motivation and assistance to participate in each process of implementing this method. Therefore, the teacher can see the potential for self-development of students. Students who are less active in discussion forums can put forward existing ideas and actively participate in the forum. In conclusion, the application of Think-Talk-Write (TTW) in teaching writing is well implemented. Think-Talk-Write (TTW) can help students to explore and develop student ideas. The researcher suggests English teachers to use Think-Talk-Write (TTW) because it can create a process situation in increase student’s participation and skill in learning and teaching process.

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