THE EFFECT OF APPLYING THINK-TALK-WRITE STRATEGYON STUDENTS ACHIEVEMENT IN WRITING ANALYTICAL EXPOSITION TEXT

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1 THE EFFECT OF APPLYING THINK-TALK-WRITE STRATEGYON STUDENTS ACHIEVEMENT IN WRITING ANALYTICAL EXPOSITION TEXT *IrnaJunita **Rahmah ABSTRACT This study deals with The Effect of Applying Think-Talk-Write Strategy on the Students Achievement in Writing Analytical ExpositionText. The method of the research was quasi experimental design. The population of the research was grade XI of SMA Swasta Al-Fattah Medan. There were two classes namely XI IPA 1 and XI IPA 2 and each class consist of 30 students with the total number 60 students. This study uses total sample which these two classes were chosen as sampling.xi IPA 1 as the experimental group and XI IPA 2as the control group. The experimental group was taught by applying Think-Talk-Write Strategy and the control group without applying Think-Talk-Write Strategy. The data were acquired by administrated the pre test and the post test. The mean score of the experimental group in pre test = 57.7, Control Group = In the post test, mean score of the experimental group = 67.53, while the control group = 63.7 Keywords: Experimental Research, Think-Talk-Write Strategy, Writing Achievement, Analytical Exposition Text. * A graduate of English Language and Literature Department of UNIMED **A lecturer of English Language and Literature Department of UNIMED 1

2 2 Introduction Background of Study In learning English subject, there are four skills that should be learned by the students. They are listening, speaking, reading and writing skill. By mastering those four skills, students will be able to communicate, to share or convey their message, ideas, and feeling either in written and spoken form. And, the most required of those four skills in academic field is writing. Writing is the way of us to convey out ideas, thought, message and feeling in outcome way, available form, and permanent record. Writing is not just for communicating but also helps to develop analytical abilities, knowledge construction and retention (Taylor & Drury in Rijlaarsdam:2005). It also provides opportunities for students to develop clear thinking skill. Sharples (1999:6) states that writing is analytic, requiring evaluation and problem solving, yet it is also a synthetic, productive process.by writing, student will learn how to compile between information, ideas, thought and feeling become a unit product that available for everyone. Students of Senior High School are claimed not only to be able to speak but also to write in English. Based on Educational Unit-Oriented Curriculum, teaching and learning process requires teacher to teach by genre based approach. Students should be able to write various kinds of text. For the grade XI, students are expected to express the meaning of a short functional text and essay in the form of Report, Narrative, Analytical exposition, Hortatory exposition, and Spoof. 2

3 During conducting Observation in Al-Fattah Senior High School, the writer found that students have some difficulties to write well in English, especially in writing analytical exposition text. First, the students do not have enough vocabulary, ideas and fact to write. Second, the students cannot organize ideas and fact they have well. Analytical Exposition itself is a text that elaborates the writer s idea about the phenomenon surrounding. The purpose of this text is to inform, describe, and explain the author s point of you about a case or topic. Pardiono (2007: 215) states that Analytical Exposition is the effective way to argue that something is the case. Analytical exposition is the best matter for the students to share their idea, thought, and argument about a case in written text. In writing analytical exposition, student should take one position of the case, agree or not, pro or contra, positive or negative. In order to empower their position and also the arguments, it is necessary for students to be able to find so many ideas, facts, information, and thought about a topic or case that they are going to write and organize it based on the generic structure of analytical exposition. Due to the condition above, the teacher should be able to apply the appropriate strategy to teach analytical exposition to the students. Teacher needs applying an interesting and a helpful strategy that emphasized the thinking capability of students. In this case, the writer believes that Think-Talk-Write (TTW) is one of strategy that suitable to be applied in this teaching and learning process. 3

4 4 Think-Talk-Write is a cooperative learning strategy introduced by Huinker and Laughlin. This strategy basically built through thinking, speaking, and writing. Martinis (2008:84) states that Think-Talk-Write strategy is grouping 3 up to 5 students in one group involving student to think and discuss by themselves after read, then talk and share their ideas with their friend before they write it. Think-Talk-Write focuses on how the students thinking clearly about a case or topic is. By thinking, students learn to find so many ideas, facts, information, and knowledge related to the case or topic. All of the information, facts, idea, and knowledge by individually then will be talked in a discussion of group. By talking, each student in a group will learn how to share their idea and information and compile it in a written form by writing skill. Based on the previous explanation, this research will be implemented in orderto prove if the applying Think-Talk-Write is effective on students achievement in writing analytical exposition text. Research Question Is the students achievement in writing analytical exposition text taught by Applying Think-Talk-Write Strategy higher than the students achievement taught without Applying Think-Talk-Write Strategy? Conceptual Framework Writing is one of the skills which must be acquired in language learning. Experience, events, ideas, information, and feeling can be expressed through writing. Writing is demanding mental activity, where the writer should think what they are going to write deeply by clear thinking skill. 4

5 Writing is producing or reproducing oral message into written language. It involves the activity of think, organize, formulate and develop the ideas into a visible form so that the reader able to catch the message that going to deliver by the writer. Most writing involves deliberate planning, but it also makes use of chance discovery. Engaged writing produces texts that become the source material to inspire contemplation and constrain deliberate planning. In writing, writer should be able to find so many knowledge and idea in order to make a written information that easily comprehended by the reader. When the readers successfully comprehend the writing, it means that writer is success. Writing deals with text. Text is combinations of some paragraph which has a unity and coherence one another, with a clear conclusion. There are some types of text. Writing here is only focus on writing analytical exposition. Analytical exposition is a type of genre that has main function to persuade the readers that something is in the case. In this case, students feel difficult in writing because they are not able to organize idea and knowledge they have in to a good writing. So, teacher expected to choose a good strategy in order to make students more creative, capable, and also enjoyable in writing. Think-Talk-Write strategy will be good alternative to help teachers in this case. Think-Talk-Write is a strategy that facilitating the exercise of language both oral and written fluently. This strategy based on the interpretation that 5

6 6 learning is a social action. Think-Talk-Write Strategy encourages the students to think, talk, and write based on the particular topic. Think-Talk-Write Strategy is used to develop the writing fluently and exercise the language before write them. In this case, the students involve with themselves to think or make dialogue after reading process, then talk by sharing ideas with their friends before writing. For more effective, firstly, students are divided into groups consist of 4-6 students for each group. In teaching and learning process, there is a big that students are able to construct their own ideas and thoughts to produce a good text. This strategy expected to be a good strategy in teaching and learning Analytical Exposition. Methodology This research was conducted by applying experimental research. Experimental research involves a study of the effect of the systematic manipulation of one variables (s) on another variable. The manipulated variable is called the experimental treatment or the independent variable. The observed an measured variable is called the dependent variable. The experimental group was received treatment by Think-Talk-Write Strategy while the control group is though without using Think-Talk-Write Strategy. The design of the research is presented in table 3.1. Table 3.1 Research Design 6

7 Pre-test Treatment Post-Test Experimental Applying Think-Talk- Experimental Group group Write Strategy Control Group Without Applying Think- Talk-Write Strategy Control group The population of this study was students of grade XI of SMA Swasta Al- FattahMedan which were divided into two parallel classes. Each class had 30 students.the total numbers of the grade VIII students were 60 students. Technique of Analyzing the Data In this research, the data was from the experimental and control group. The data was analyzed by using t-test for independent sample. The formula of t-test was presented as follow: t = Mx-My dx2+ dy2nx+ny-21nx+ 1NY In which: Mx = mean value of the experimental group 7

8 8 My= mean value of the control group X 2 = deviation square of the experimental group Y 2 = deviation square of the control group Nx= the number of the students in the experimental group Ny= the number of the students in the control group Result and Discussion According the calculation (see appendix B), the researcher consulted the critical value on the t-table to check whether the difference was significant or not. Before the experiment was conducted, the level of significance to be used in the experiment had been divided first. For this experiment, the researcher used 5% (0, 05) alpha level of significance as usually used in psychological and educational research. Based on the data analysis, the two scoreof both experimental and control groups were different after giving different treatment. The mean score of the experimental group was higher than control group (10,1>6,1). The result of the t-test calculation also showed that t-observed value (3.43) was higher than t-table value (2.00) with α = 0.05 and df = 58, so 8

9 Hypothesis Alternative is accepted. It indicates that Think-Talk-Write Strategysignificantly affects that students writing achievement. From the result, it could be concluded that difference was statistically significant. Therefore, based on the computation there was significant difference between teaching writing analytical exposition text by applyingthink-talk-write Strategy and without Think-Talk-Write Strategy. Teaching writing analytical expositiontext by applying Think-Talk-Write Strategywas more effective than without applying Think-Talk-Write Strategy. It could be seen by the result of the test where the students score was higher after giving the treatment. Both the tests, pre-test and post-test were aimed at measuring the students achievement in learning writing by applying Think-Talk-Write Strategy. The postest was given after applied the Think-Talk-Write Strategy. The researcher can distinguish and compare the result of the test. By calculating the result of the test, it can be distinguish between the pre-test and post-test which showed that the applying of Think-Talk-Write Strategy can improve the students achievement in writing analytical exposition text. Conclusion and Suggestions Conclusion Based on the result of the data analysis, it was concluded that applying Think-Talk-Write Strategysignificantly affect the student s ability in writing analytical expositiontext (t-calculated > t-table, p=0.05). The applying Think- Talk-Write Strategymade the students write analytical expositiontext 9

10 10 grammatically than without applying Think-Talk-Write Strategy. The calculation of t-test is 3.43 > 2.00 with df 58 and the level of significance It means that the applying Think-Talk-Write Strategyhas significant effect on writing analytical exposition text. From the result of the data, it can be seen that the highest score of experimental group was 85 and the lowest score was 50 in post-test. Meanwhile the highest score of control group was 80 and the lowest score was 50 in post-test. Suggestions The writer point out some suggestion as following: 1. English Teacher should apply Think-Talk-Write strategy in teaching writing because it can improve students achievement especially in writing analytical exposition text. Think-Talk-Write focuses on how the students thinking clearly about a case or topic is. 2. Student or English learners should apply Think-Talk-Write strategy to improve their writing skill, especially in writing analytical exposition. Think-Talk-Write strategy helps the student in building a text through thinking, talking and writing activity. 3. For all the readers; may this research contribute a good understanding and information of how to improve their achievement on writing analytical exposition text. 10

11 References Ary, Donald Introduction to Research in Education. Singapore: Wardswirth Hornby, A.S Oxford advanced learners dictionary of current English. Oxford: Oxford University Huinker, D., & Laughlin, C. (1996). Talk your way into writing. In P. C. Elliott (Ed.), Communication in mathematics K-12 and beyond (pp ). Reston, VA: National Council of Teachers of Mathematics Pardiono Teaching Genre-Based Writing. Yogyakarta: CV Andi Offset. Rijlaarsdam, G Effective Learning and Teaching of Writing.Boston : Kluwer Academic Publisher. Sharples, Mike How We Write. London and New York :Routlegde Yamin, Martinis dan Ansari, B. I TaktikMengembangkanKemampuanIndividuSiswa. Jakarta: GaungPersada Press 11