The use of Think-Talk-Write (TTW) strategy and its effect on the tenth grade students’ ability in writing descriptive text
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Abstract
Common problems that EFL learners face in writing are lack of vocabulary, limited grammar understanding, and idea development. An alternative teaching strategy to help them alleviate these problems is a Think-Talk-Write (TTW) strategy. This study investigates whether the use of the TTW strategy along with audio-visual media gives a positive effect on the students’ descriptive writing ability. Forty-six tenth grade students at a private senior high school participated in this study, and they were divided into experimental and control classes, each consisted of 23 students. The experimental class was taught by using a TTW strategy, and the control class was taught by using a Mind Mapping (MM) strategy. Pre-test and post-test were administered before and after the students received the treatments. The data were analyzed quantitatively. The result of the pre-test shows that there was no statistically different writing score between the two groups of students (t = .58, p > .05). However, a significant difference in scores between the two groups emerged for the post-test (t = 4.42, p < .05). This result suggests that the TTW strategy combined with audio-visual media can be an effective strategy that can be used by English teachers in teaching descriptive writing.
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References
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