The Think-Talk-Write Method on Students' Writing Skills in Recount Text

Nur Aulia, Sonny Elfiyanto, Henny Rahmawati

Abstract


Writing is one of the important language skills that allows students to express their thoughts, experiences, and ideas in a structured form. However, many students consider writing in English a difficult and uninteresting activity. The Think-Talk-Write (TTW) method is a cooperative learning strategy that facilitates students to think critically, express their thoughts in discussion, and reveal them in writing. This study used a mixed-methods with explanatory sequential design, quantitative data from 12 students in class 8I was analyzed with a paired sample t-test and ANOVA, while qualitative data from student interviews was analyzed with thematic analysis. The findings showed significant improvement in writing performance, especially in content, organization, and vocabulary. Qualitative results supported these findings, highlighting increased organizational ideas and more enjoyable learning. Challenges included difficulties in idea generation and outline. It is recommended that English teachers implement the TTW method and complement it with explicit instruction in aspects of language and mechanics. Further research is suggested to explore its application in other text genres and digital learning contexts.

Keywords: writing skills; recount text; Think-Talk-Write (TTW) method


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References


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