<![CDATA[Tujuan penelitian ini adalah melihat apakah kemampuan menulis siswa meningkat setelah mereka belajar menulis melalui penggunaan strategi Think Talk Write dan aspek penulisan manakah yang paling meningkat melalui penggunaan strategi Think Talk Write. Data penelitian dianalisis menggunakan t-test dengan level signifikan p0.05. Tes menulis digunakan sebagai instrumen dalam pretest dan posttest. Hasil penelitian ini bahwa t-value (5.170) lebih tinggi dari t-tabel (2,030) dan nilai signifikansi two tail adalah 0,0000 0,05. Ini berarti bahwa ada peningkatan yang signifikan secara statistik pada kemampuan menulis siswa dalam teks recount menggunakan strategi Think Talk Write. Oleh karena itu, hipotesis penelitian diterima.. Selain itu, semua aspek penulisan meningkat berdasarkan hasilnya. Aspek yang paling meningkat adalah organization, kemudian diikuti oleh language use, content, vocabulary, dan mechanic. The aim of this research was to find out whether students’ writing increased after they learnt writing through the use of Think Talk Write strategy and which aspect of writing increased the most after they learnt writing through the use of Think Talk Write strategy. The data were analyzed by using t-test with the significant level p0.05. Writing test was used as instrument in pretest and posttest. The results of this research that t-value (5.170) was higher than t-table (2.030) and the value of two tail significance was 0.0000 0.05. It means that there is statistically significant improvement on students’ writing ability in recount text using Think Talk Write strategy. Therefore, the hypothesis of the research was accepted. Besides, all aspects of writing were improved regarding to the results. The aspect improved the most was organization, then followed by language use, content, vocabulary, and mechanic.Keywords: writing, recount text, Think Talk Write strategy.]]>
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