THE EFFECTIVENESS OF THINK-TALK-WRITE (TTW) STRATEGY TO STUDENTS’ WRITING DESCRIPTIVE TEXT AT THE FIRST GRADE OF JUNIOR HIGH SCHOOL IN IJEN-BONDOWOSO

Dinda, Fatimah (2025) THE EFFECTIVENESS OF THINK-TALK-WRITE (TTW) STRATEGY TO STUDENTS’ WRITING DESCRIPTIVE TEXT AT THE FIRST GRADE OF JUNIOR HIGH SCHOOL IN IJEN-BONDOWOSO. Undergraduate thesis, UIN KIAI HAJI ACHMAD SIDDIQ.

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Abstract

Key Word: Think-Talk-Write (TTW), descriptive text.
This study addresses the challenges faced by junior high school students in learning
English writing, particularly in composing descriptive texts. Writing is considered one of
the most difficult skills in English because it requires mastery of grammar, vocabulary, and
the ability to structure ideas logically. Many students struggle with expressing their thoughts
in written English due to limited exposure and passive learning environments. Therefore, a
more engaging strategy such as Think-Talk-Write (TTW) is needed to improve students’
writing performance.
The objective of this research is to determine whether the Think-Talk-Write (TTW)
strategy significantly affects students' ability to write descriptive texts. The central research
question is: Is there any significant effect of the TTW strategy on students’ descriptive
writing at the first grade of junior high school in Ijen? The study aims to explore how the
structured stages of thinking, discussing, and writing within TTW can support the
development of students’ descriptive writing skills.
This research applied a quantitative method with a quasi-experimental design involving
two groups of seventh-grade students at SMP Negeri 1 Ijen, Bondowoso. The experimental
group was taught using the TTW strategy, while the control group received conventional
instruction. Both groups were given pre-tests and post-tests to measure writing improvement.
The reason for choosing this method was to compare the effectiveness of TTW under real
classroom conditions without random assignment.
The results showed that the TTW strategy had a significant positive effect on students’
writing performance. The experimental group improved by an average of 19.75 points,
compared to only 9.75 points in the control group. Statistical analysis using an independent
sample t-test confirmed that the difference was significant (Sig. 2-tailed = 0.000). This
indicates that the TTW strategy is an effective approach to enhance students’ descriptive
writing ability, and it is recommended for use in English language classrooms

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