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 Haji 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-TalkWrite (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 ThinkTalk-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 sixthgrade 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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