THE EFFFECTIVENESS OF USING THINK-TALK-WRITE THROUGH SMALL GROUP DISCUSSION TO TEACH RECOUNT TEXT TO THE TENTH GRADE STUDENTS OF SMKN 1 KEDIRI IN ACADEMIC YEAR 2019/2020

Puspitasari, Dhian Ayu and KENCANAWATI, DEWI and RIWAYATININGSIH, RIKA (2020) THE EFFFECTIVENESS OF USING THINK-TALK-WRITE THROUGH SMALL GROUP DISCUSSION TO TEACH RECOUNT TEXT TO THE TENTH GRADE STUDENTS OF SMKN 1 KEDIRI IN ACADEMIC YEAR 2019/2020. Undergraduate thesis, Universitas Nusantara PGRI Kediri.

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Abstract

Writing is one of the most important skill besides three other skills in English that is, listening, speaking and reading that have to be mastered by the students. So that, writing is the another way to express minds, ideas, opinions and feelings and communicate beside speak.However, students feel writing is the most difficult skill to be aced. The reason are the students confused to start writing, they also have difficulty in determining ideas in written form. Therefore, the teacher need a new technique to teach writing more interesting. To help the students and the teacher in the writing process, to solve the problems, using Think-Talk-Write asone of the teaching techniques that can be applied in the teaching writing. The purpose of this study was to find out how effective Think-Talk-Write technique for teaching writing and determine the students result when Think-Talk-Write technique was applied in writing skill to students writing abilities in recount text in the tenth grade students of SMKN 1 Kediri in academic year 2019/2020. The design of this study was a pre-experimental design and using a quantitative approach. The research sample was class X TITL 1 consisting of 34 students. This research was conducted in three meetings involving pre-test, treatment, and post-test. The researcher used the written test form to write recount text as an instrument to collect data. To analyze the data, the writer applies the writing scoring rubric and uses t-test to find out the results of the study. The results of this study indicate that teaching and learning using Think-Talk-Write has significant increase 16,70% on students' writing abilities. The results of the pre-test data are 65.50, post-test 85.53 and for the t-test that the t-score (4,092)> t-table as a significant level of 5% (2,034515). It can be concluded that there is significant effect. In other words, Think-Talk-Write technique is effective for teaching writing to senior high school students, especially in finding idea, developing idea.

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