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All Journal Pendidikan Bahasa dan Sastra Indonesia PREMISE: Journal of English Education and Applied Linguistics Language Literacy: Journal of Linguistics, Literature, and Language Teaching Pendas : Jurnah Ilmiah Pendidikan Dasar
Agustisa, Mutia
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Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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PENERAPAN MODEL PEMBELAJARAN THINK TALK WRITE UNTUK MENINGKATKAN KETERAMPILAN MENULIS TEKS DESKRIPSI SISWA KELAS V UPTD SD NEGERI 1 SAMALANGA Rahmah, Nailul; Nurmina; Agustisa, Mutia
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 No. 03, September 2026 Processed
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.63275

Abstract

  The background of this study is based on the low writing skills of fifth-grade students at UPTD SD Negeri 1 Samalanga, which are caused by learning activities that do not actively engage students and the use of monotonous teaching methods. This study aims to improve students' descriptive writing skills, identify teacher and student activities, and determine students' responses through the implementation of the Think Talk Write (TTW) learning model in the fifth grade of UPTD SD Negeri 1 Samalanga. This study employed a qualitative approach using Classroom Action Research (CAR) consisting of two cycles. The participants were 30 fifth-grade students of UPTD SD Negeri 1 Samalanga. Data were collected through tests, observations, and questionnaires to determine students' responses.The results showed that the implementation of the Think Talk Write (TTW) learning model improved students' descriptive writing skills. In Cycle I, 17 students achieved mastery learning with a percentage of 56.67%, while in Cycle II, the number increased to 26 students with a percentage of 86.66%. Teacher and student activities also improved during the implementation of the TTW model. Teacher activity increased from an average of 80% in Cycle I to 97% in Cycle II, while student activity increased from 75% in Cycle I to 95.5% in Cycle II. In addition, students' responses to learning descriptive writing through the TTW model across the two cycles were generally categorized as very good. Based on these findings, it can be concluded that the implementation of the Think Talk Write (TTW) learning model successfully improved students' descriptive writing skills in each cycle and encouraged more active and participatory learning.
PENERAPAN MODEL PEMBELAJARAN THINK TALK WRITE UNTUK MENINGKATKAN KETERAMPILAN MENULIS TEKS EKSPLANASI KELAS V UPTD SD NEGERI 27 PEUSANGAN Islami, Najiwa; Nurmina; Agustisa, Mutia
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 No. 03, September 2026 Processed
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.63910

Abstract

This study aimed to describe the improvement of students' explanatory text writing skills, teacher activities, student activities, and students' responses through the implementation of the Think Talk Write (TTW) learning model in Grade V students at UPTD SD Negeri 27 Peusangan. This research was motivated by the low level of students' explanatory text writing skills and their lack of active participation in the learning process. Therefore, an appropriate learning model was needed to improve students' writing abilities. This study employed a Classroom Action Research (CAR) design, which was conducted in two cycles involving 20 Grade V students as the research subjects. The data were collected through tests, observations, questionnaires, and documentation. The collected data were analyzed using descriptive qualitative and quantitative techniques. The results of the study indicated that the implementation of the Think Talk Write (TTW) learning model successfully improved students' explanatory text writing skills. The percentage of students achieving mastery increased from 30% in Cycle I to 90% in Cycle II. Teacher activity improved from 61.87% to 91.87%, while student activity increased from 69.37% to 91.25%. Furthermore, students' responses toward the implementation of the TTW learning model were highly positive, with 47.5% of students strongly agreeing, 50% agreeing, 2.5% disagreeing, and 0% strongly disagreeing. Therefore, it can be concluded that the Think Talk Write (TTW) learning model is effective in improving the explanatory text writing skills of Grade V students at UPTD SD Negeri 27 Peusangan
Co-Authors Alfata, Muhammad Alfi Syahrin, Alfi Anilza, Riska Astuti, Nia Ezmar, Ezmar Intan Zuhra Islami, Najiwa Khaira, Nizaul Maulana, Riska Muh. Darwis Mustaqim, Muhammad Haris Nabila Afra Nurjannah Nurjannah Nurmina Nurmina, Nurmina Nurul Hidayati Rahmah, Nailul Riska Putri S, Listiani Wiwik Handayani Zahria Amalina