ENHANCING SIXTH GRADERS' WRITING SKILLS USING THINK-TALKWRITE STRATEGY: A CLASSROOM ACTION RESEARCH

Bayu Fauzan, Akhmad (2025) ENHANCING SIXTH GRADERS' WRITING SKILLS USING THINK-TALKWRITE STRATEGY: A CLASSROOM ACTION RESEARCH. Undergraduate thesis, UIN Kiai Achmad Siddiq.

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Abstract

Writing is a complex and essential skill for elementary students, particularly in
producing coherent and descriptive texts. In the Indonesian educational context,
writing instruction tends to emphasize grammatical accuracy rather than idea
development and creativity. At Kebonagung 02 State Elementary School,
preliminary observations revealed that 75% of sixth-grade students experienced
difficulties in generating ideas, selecting vocabulary, and organizing sentences.
These issues were exacerbated by limited English exposure at home, low parental
involvement, and conventional teacher-centred methods. This research aimed to
enhance the descriptive writing skills of sixth-grade students through the
implementation of the Think-Talk-Write (TTW) strategy.
The focus was to improve students’ abilities in organizing ideas, using appropriate
vocabulary especially nouns and constructing coherent paragraphs through a
structured and collaborative process. The research question addressed was: ―How can
sixth-grade students’ writing skills in descriptive text be improved through the
Think-Talk-Write strategy?‖
The study employed classroom action research based on Kemmis and
McTaggart’s model, consisting of two cycles over an eight-week period. Each cycle
included four phases: planning, action, observation, and reflection. The participants
were 28 sixth-grade students, and the success criterion was set at 50% of students
demonstrating improvement in grammar, participation in TTW phases, and written
output quality. Data collection techniques included observation sheets, field notes,
interviews, writing tests, and document analysis. The data were analysed using both
qualitative and quantitative methods.
The findings showed significant improvement in students’ writing performance. In
Cycle I, 42.8% of students showed progress, which increased to 71.43% in Cycle II.
Students demonstrated better idea organization, with grammar scores rising from an
average of 2.9 to 3.6. Vocabulary usage improved from 3–4 appropriate nouns per
text in Cycle I to 5–6 in Cycle II. Paragraph structure also advanced from simple and
disconnected sentences to more cohesive and detailed compositions. Additionally,
the Talk phase in Cycle II received an average score of 4.0, indicating excellent
student participation. Qualitative data further revealed increased student engagement,
improved collaboration during discussions, and higher confidence in writing. These
results confirm that the Think-Talk-Write strategy is effective in improving students’
descriptive writing skills by fostering critical thinking, peer interaction, and
structured writing practice.

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