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All Journal International Journal of Social Science, Educational, Economics, Agriculture Research, and Technology (IJSET) PIJAR: Jurnal Pendidikan dan Pengajaran Journal of English Language Teaching, Literatures, Applied Linguistics Jurnal Pendidikan dan Pengajaran
Bobby Pramjit Singh Dhillon
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Agriculture, Biological Sciences & Forestry Arts Humanities Computer Science & IT Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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THE EFFECT OF THE THINK-TALK-WRITE (TTW) STRATEGY ON THE ELEVENTH GRADE STUDENTS' DESCRIPTIVE WRITING SKILLS AT SMKS 1 TAMANSISWA PEMATANGSIANTAR Maretta Kesia Siadari; Bobby Pramjit Singh Dhillon; Siska Situmeang
International Journal of Social Science, Educational, Economics, Agriculture Research and Technology (IJSET) Vol. 4 No. 12 (2025): NOVEMBER
Publisher : RADJA PUBLIKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54443/ijset.v4i12.1260

Abstract

The purpose of this research was to determine whether there was a positive and significant effect of the Think-Talk-Write (TTW) strategy on students’ ability to write descriptive texts at the eleventh grade of SMKS 1 Tamansiswa Pematangsiantar. This study employed a quantitative research design. The population of the research consisted of all eleventh-grade students, while the samples were class XI AKL and XI KS. To collect the data the researcher used written test and observation. This research confirmed that students taught using the Think-Talk-Write (TTW) strategy achieved better results than those who were not. The study involved two classes: the experimental class (XI AKL) and the control class (XI KS). The post-test mean score of the experimental class was 75.96, which was higher than that of the control class, which scored 68.52. The result of the independent samples t-test showed a significance value (sig. 2-tailed) of 0.011, which was lower than the significance level of 0.05. Therefore, the alternative hypothesis (Ha) was accepted, and the null hypothesis (Ho) was rejected, indicating a significant difference in students’ post-test scores between the experimental and control classes. The results suggested that schools, teachers, and other researchers should use the Think-Talk-Write (TTW) strategy because it has been shown to effectively improve students’ descriptive writing skills.
Co-Authors Agnes prianti Damanik, Bernieke Anggita Ristia Dumaris Elseria Silalahi Henni Natalina Sijabat Joice Siadari Juni Sari Sianturi Maretta Kesia Siadari Masta Magdalena Siska Situmeang