Talk Write Strategy Research Articles

The Influence of Think Talk Write Learning Strategies on Critical Thinking Skills and Student’s Learning Outcomes of Islamic Religious Education Subjects

The purpose of this research is to determine the influence of the Think Talk Write strategy in learning Islamic Religious Education material about belief in the Last Day on critical thinking and student learning outcomes. The design of this research is a pretest and posttest control group design. The population of this study was class V of SD Negeri 1 Kuala Sungai Pasir, where the sample consisted of 2 classes using a random class technique (Simple Random Sampling). Class Va as an experimental class uses the Think Talk Write learning strategy, while class Vb as a control class uses conventional learning strategies. Data collection techniques use observation sheets and written tests, consisting of a pretest and posttest totaling 35 questions. Data were analysed using inferential statistical analysis. Based on the results of critical thinking research, for the t test it was found that t-count = 26.286 while t-table = 2.052. The learning results, for the t test, show that t-count = 31.745 while t-table = 2.052, which means that t-count > t-table so H0 is rejected and Ha is accepted. The conclusion from the results of this research is that there is an influence of the Think Talk Write learning strategy on critical thinking and student learning outcomes at SD Negeri 1 Kuala Sungai Pasir.

The Improvement Of Student Achievement In Writing Skill By Applying Think Talk Write Strategy At MTs Nurul Qur’an

Mastering writing skill is difficult for new learner of English. This paper focuses on analyzing the use of TTW (think talk write) strategy in enhancing students’ achievement in writing a greeting dialogue. The research was conducted in MTs Nurul Al-Qur'an Jombang. It involved first grade students that consist of 40 students. Action research design was used in conducting this research. The results showed that the use of TTW strategy in teaching writing skill can enhance students achievement in writing skill. The final score of students showed that they got a higher score in writing after applying this theory. Furthermore, based on the questionnaires results show that by using this theory in teaching writing students can enjoy and understand the material well. Junior High School students find it difficult to master the ability to write English. This paper focuses on analyzing the use of TTW strategy in improving students ability to write a dialogue about greeting. This study was conducted at MTs Nurul Al-Qur'an Jombang and involved 40 first graders. Class action research is the design used in this research. The results of this research indicate that the use of TTW strategy in teaching menuis can improve students ' ability to write. Furthermore, based on the results of the questionnaire showed that the use of this theory in learning to write can help students to enjoy the learning process and understand the material well.

PENGARUH PENGGUNAAN STRATEGI PEMBELAJARAN THINK TALK WRITE (TTW) TERHADAP HASIL BELAJAR SISWA PADA MATERI BUNYI KELAS VIII MTs NEGERI BATANG ANGKOLA

This study aims to find out the description of the use of Think Talk Write learning strategy in class VIII MTs NegeriBatangAngkola, to know the students' learning outcomes before and after the sound material using Think Talk Write strategy in class VIII MTs NegeriBatangAngkola, and to know the influence that Significance between Think Talk Write Learning Strategy to physics student learning result of Beep in class VIII MTs NegeriBatangAngkola. The method used in this research is experimental method. The population in this study is all students of class VIII MTs NegeriBatangAngkola consisting of 4 classes, amounting to 118 students. The sampling technique used is random sampling technique. So researchers only take one sample from class VIII-4 that amounted to 30 students. Based on the results of calculations on statistical analysis illustrates that the average value of the use of Think Talk Learning Learning Strategy on Sound Material in Grade VIII MTs NegeriBatangAngkola 3.5 with the category of "Very Good", while the results of student learning on sound material before the use of learning Think Talk Write obtained an average score of 38 with the category "Failed", and after the use of Think Talk Write learning obtained an average value of 81 with the category of "Very Good". In order to know the hypothesis that is enforced in this study accepted or rejected, then conducted inferential analysis by using the formula "t-test". From the results of research, the t-value is greater than t-table (23.06> 1.70). That means the alternative hypothesis enforced in this study can be accepted.

Improving Students’ Reading Comprehension Improving the Students’ Writing Recount Text Ability by Using Think Talk Write and Self-Regulated Strategy Development

Based on research conducted at SMA Negeri 2 Alasa, researchers found that there were several problems in learning to write English faced by students at SMA Negeri 2 Alasa. Students often have difficulty composing a paragraph by writing down their own ideas. Therefore, researchers conducted research entitled "Improving the students' writing recount text ability by using Think Talk Write and Self-Regulated Strategy Development at the eleventh grade of SMA Negeri 2 Alasa North Nias". This research aims to observe the improvement of students' writing skills using Think Talk Write and Self-Regulated Strategy Development, whether there was an improvement in learning outcomes and what strategies were more effectively used between the two strategies. In this research, researcher used classroom action research which is applies treatments to improve learning outcomes that are better than before. From this research, the average pre-test score for class XI-IPS was 52.14% and class XI-IPA was 42.86%. After being given Think Talk Write strategy treatment in class XI-IPS, the average post-test score was 72.35% and in class XI-IPA using Self-Regulated Strategy Development with an average score of 73.57%. From these score, it can be seen that there has been a significant improvement in students' writing abilities, namely 20.21% in class XI-IPS and class XI-IPA 30.71%. Thus, it is concluded that using Think Talk Write and Self-Regulated Strategy Development can improve students' ability in writing recount texts and in this research Self-Regulated Strategy Development is more effective than Think Talk Write strategy.

PENGGUNAAN METODE PROBLEM BASED LEARNING (PBL) DENGAN STRATEGI (THINK TALK WRITE) UNTUK MENINGKATKAN KEMAMPUAN PENGGUNAAN KALIMAT EFEKTIF PADA TEKS BERITA

Problem Based Learning Learning Model Using Think Talk Write strategy and Power Point Media can be used to improve the ability to use effective sentences in news item text because the model, strategy, and media provide ideas to students to find and start news item text writing activities by paying attention to the use of effective sentences. The improvement of writing activities by paying attention to the use of effective sentences in the news item text can be seen from anthusiasm of the students and the writings they had created.

The Effect of Think Talk Write Strategy toward Students’ Information Literacy in Immune System Concept

Students' lack of information literacy skills are influenced by some factors, including educators' use of a learning strategy and their inability to link it to their students. The purpose of this study is to ascertain whether or not the Think Talk Write strategy enhances students' literacy abilities regarding immune system content. A non-equivalent pretest-posttest design and a quasi-experimental design were used in this research. Fifty-two of 11 th grade students dari MAS Raudhatul Akmal Batang Kuis served as the sample who was chosen by cluster random sampling technique. An information literacy questionnaire was used as research instrument which was developed by following the information literacy principles. The ANCOVA test was used to analyze the data. The implementation of Think Talk Write strategy had a significant impact on students' information literacy skills. Keywords: Think Talk Write strategy, information literacy, biology learning. Abstrak: Kurangnya keterampilan literasi informasi siswa dipengaruhi oleh beberapa faktor, salah satunya adalah penggunaan model pembelajaran oleh pendidik dan ketidakmampuan mereka menghubungkannya dengan siswa yang menjadi fokus pengembangan literasi informasi di sekolah. Tujuan penelitian ini adalah untuk mengetahui apakah strategi pembelajaran Think Talk Write dapat meningkatkan kemampuan literasi siswa terkait materi sistem imun. Metode penelitian menggunakan desain pretest-posttest non-equivalent dan quasi-experimental design. Penelitian ini menggunakan sampel sebanyak 5 2 siswa kelas XI di MAS Raudhatul Akmal Batang Kuis yang dipilih dengan teknik cluster random sampling . I nstrumen penelitian yang digunakan adalah angket informasi berdasarkan prinsip literasi informasi. Tes ANCOVA digunakan untuk menganalisis data. P enerapan strategi pembelajaran Think Talk Write memberikan pengaruh yang signifikan terhadap kemampuan literasi informasi siswa . Kata kunci: pembelajaran Think Talk Write , literasi informasi, pembelajaran biologi. DOI: http://dx.doi.org/10.23960/jpmipa/v24i1.pp01-12

PENINGKATAN KETERAMPILAN MENULIS TEKS PERSUASI DENGAN STRATEGI THINK TALK WRITE

The problem that arises in this classroom action research is the low learning outcomes of Indonesian in the remaining class VIII of SMPN One Roof 3 clan Jaya. The purpose of this study was to determine the increase in Indonesian learning outcomes for students through the Improvement of Persuasion Text Writing Skills with the Think Talk Write Strategy for Class VIII Students of SMPN One Roof 3 Marga Jaya in the Academic Year 2020/2021. This classroom action research was conducted in two cycles, each cycle consisting of 4 stages, namely: planning, action, observation, and reflection. The method of collecting research data is through observation and tests. While the research indicator is KKM 72%. From the research results indicate an increase in student achievement. Based on the results of data analysis and discussion, it can be concluded that pre-cycle learning completeness by 72% increases to cycle I which reaches 82% means an increase of 9%. From cycle I to cycle II there was also an increase in learning completeness, namely from 82% in cycle I to 86% in cycle II. Thus, from the initial condition to the final condition, learning completeness has increased by 14%.

THE USE OF THINK TALK WRITE STRATEGY IN TEACHING WRITING

“Think-Talk-Write (TTW)” Strategy is a cooperative learning mode to make teaching and learning process easier. This research used the qualitative research. The target population, in this study, was the English teacher and the Eighth grade students of MTs al-Azhar Toket Proppo Pamekasan the members of population is 20 students. Data were obtained firstly from the observation sheet. , the writer also collected the data by interviewing the English teacher of the Eighth Grade. In analyzing the data, the researcher used descriptive qualitative Strategy in order to make it easier for the readers to get the description about theuse of “Think Talk Write Model” and its strengths and weaknesses.The writer analyzed the data in three basic and simple steps. Some strengths teaching writing using TTW model such as: It makes students to be independent, it makes students to be cooperative, to build a good teamwork. So, they help each other, it makes students think smarter, speak fluent and write systematically. Meanwhile the weaknesses are, When students work in ground, some of them are easy to lose their own skill and confident because they are dominated by others.

STUDENTS’ RESPONSES TOWARD THINK TALK WRITE STRATEGY IN TEACHING WRITING

Writing skill is one of the skills that is difficult to learn because we have to know the correct sentence composition and also what we hear must be in accordance with what we write and therefore this skill is very important to learn. The objective of the research is to identify the sudents’ responses toward think talk write (TTW) strategy in teacihng writing skill. The research used descriptive qualitative design. The respondents of this research were eighth grade students of SMP Pasundan 1 Cimahi. The instrument of this research was questionnaire. The result of data analysis shows that students gave positive responses toward TTW strategy. The respondents agree that TTW strategy can increase students’ motivation, TTW Strategy can help students in improving their writing skill and TTW strategy can make teaching and learning process interesting. Keywords: Writing, Think Talk Write (TTW) Strategy, Student’s Responses

Developing Think Talk Write Strategy on Students’ English Literation Capability

This study aims to determine the effect of developing Think Talk Write (TTW) Strategy in increasing literation capability of English text for 4th semester students of the 2019/2020 academic year of English Study Program, Education Faculty (FKIP) - Simalungun University (USI). The development of the TTW Strategy consists of three phases, namely Think, Talk and the Writing Phase. These three phases are the independent variables of the study, while the dependent variable is literation capability. The research was conducted for 30 students. The sampling technique used saturated sampling technique. The type of data used is primary data. Data were analysed using multiple linear regression analysis method. The results of the analysis show that the Think, Talk and Writing Phases have a positive and significant effect on increasing students’ literation capability in English text, both partially and simultaneously. Thus, it can be concluded that the development of the TTW Strategy has a positive and significant effect in improving students' literation capability.

The Efficacy of Think Talk Write Strategy in Improving Writing Skill for Teeneagers at Batu Walenrang Palopo

This research about the efficacy of think talk write strategy in improving writing skill for teenagers at Batu Walenrang Palopo. The purpose of this research is to find out whether or not the use of think talk write strategy is effective in improving writing skill for teenagers (16th-17th) at Batu Walenrang Palopo. This research applied the pre-experimental method, the research is carried out in one class, the population of this research is teenagers at Batu Walenrang Palopo. The sample of this research are nine teenagers (16th-17th) at Batu Walenrang Palopo. The sampling technique in this research is the total sampling technique. The instrument of this research is writing test. The researcher gives pretest and post-test to the teenagers. the data are analyzed using Spss 20. The result of this research shows that the use of think talk write strategy is effective in writing. It could be proved from the result of the calculation that students score in the post-test is higher than students score in the pre-test. The mean score in Post-test is higher than the mean score of the pre-test P=0.003>0.005. It means that is the use of think talk write strategy is effective in improving writing skill for teenagers (16th-17th) at Batu Walenrang Palopo. The implementation of this research as an alternative for educators in developing students' understanding in learning.

The Use of Think Talk Write Strategy in Improving Students’ Writing Spoof Ability on English Department FKIP USI Pematangsiantar

The aims of the research were: (1) To know that Think-Talk-Write Strategy can improve the students’ writing Spoof ability and (2) To describe the process of Think-Talk-Write-Strategy in improving students’ writing Spoof ability. This research was conducted at English Department FKIP USI at the fifth Semester in the Academic Year of 2018/2019. The population were 21 students. The qauntitative data were taken from the scores of the pre-test and post-test. The total score is 1111, the mean 52, 9 thus, in the post test found the total score is 1701, the mean 81.Think-Talk-Write Strategy inspired both the students and the researcher in improving the ability of English especially on writing. The students could practice their skill of English in the different situation and treatment. They could express their idea or opinion freely as the researcher only became mediator during the activities of Think-Talk-Write Strategy as it was student-centred. In fact, the students’ cooperation increased. They helped each other, communicated using English, and built the idea, imagination and opinion that they wanted to compose in their writing during applying Think-Talk-Write Strategy.

DEVELOPING STUDENT WORKSHEET BASED ON MISSOURI MATHEMATICS PROJECT MODEL BY USING THINK-TALK-WRITE STRATEGY OF CLASS VIII

This study aims to develop the worksheet based Learning Model Missouri Mathematics Project using Think Talk Write Strategy on cube and cuboid material, and to find out the quality of the worksheet developed in terms of validity and practicality. Subjects in this study are students of class VIII SMP N 11 Lubuklinggau in the even semester of the 2018/2019 school year. This research is a development research that refers to the 4-D development model (Define, Design, Develop, and Disseminate). Based on the analysis results, it was found that the quality of worksheets developed was based on the assessment of 3 validators, the validity aspect was in the Good category with an average score of 3.99, while the quality of worksheets from the practical aspect was in the Very Practical category with an average score of 0.903.

Improving the Students’ Reading Comprehension by Using Think Talk Write (TTW)

This research was designed to improve the students` reading comprehension through Think Talk Write at the first-grade students of SMKN 1 Lasusua. The research problem was “The reading comprehension of the first- grade students of SMKN 1 Lasusua is low”. The design of this research was collaborative Classroom Action Research (CAR).In this research, there were two cycles. The first cycle was not success because the result of the students’ test did not fulfill the KKM, so there was the next cycle. The second cycle was success because the result of the student test achieved the KKM mandatory by the school. In addition, this research must get score of 70 to fulfill the Minimum Mastery Criterion – Kriteria Ketuntasan Minimal (KKM). It could be seen in the average score, it was 68.6 in the first cycle, and there were only 17 students from 35 students got greater score than or equal 70. This score increased to be 74.77 in the second cycle, there were 26 from 35 students got score greater than or equal 70. It means that this research was successful. Based on the findings, the conclusion is Think Talk Write strategy could improve the students` comprehension in reading at the first-grade students of SMKN 1 Lasusua.

MOTIVASI DAN KETERAMPILAN PEMAHAMAN TEHADAP KEMAMPUAN PEMECAHAN MASALAH MATEMATIKA DENGAN STRATEGI THINK TALK WRITE

This study aims to analyze how the influence of 1) motivation on mathematical problem solving skills with TTW strategy, 2) skills of understanding of mathematical problem solving skills with TTW strategies, 3) motivation and skills understanding of mathematical problem solving skills with TTW strategies. Data collection techniques using tests, questionnaires, and observations. The test instrument for problem solving ability amounted to 10 items, the questionnaire amounted to 30 items, while the observation instrument amounted to 15 items. Test instruments and questionnaires were first tested in the trial class to determine validity and reliability. Data analysis using a simple linear regression test and multiple regression, with a significance level of 5%. The results were obtained 1) motivation influences the ability of mathematical problem solving with TTW strategy with a degree of influence 60.59%, 2) comprehension skills affect the ability to solve mathematical problems with TTW strategies with an effect of 59.3%, 3) motivation and comprehension skills affect the ability to solve mathematical problems with the TTW strategy with a 65.99% effect.Keywords: Motivation, Understanding Skills, Mathematical Problem Solving Ability, Think Talk Write Strategy

KEMAMPUAN BERPIKIR KRITIS SISWA BERBASIS MODEL MISSOURI MATHEMATICS PROJECT MENGGUNAKAN STRATEGI THINK TALK WRITE

This research aims to describe the critical thinking skills of students using the Missouri Mathematics Project learning model combined with Think Talk Write strategies on cube and block material. This research was conducted at Xaverius Junior High School Lubuklinggau grade VIII of the 2016/2017 academic year in the even semester. Before carrying out the research, the test questions were first tested to see validity, reliability, differentiation and the level of difficulty of the questions. Of the 5 questions tested, all the questions are valid with a moderate reliable level. The learning process uses the Missouri Mathematics Project learning model combined with the Think Talk Write strategy. The data collection technique uses a test of 5 questions which refers to the indicators of students' critical thinking abilities. Based on the results of the study, the results of students' critical thinking skills in the cube and block material grade VIII of Xaverius Junior High School Lubuklinggau in the academic year 2016/2017 with an average score of 89.53 included in the excellent category. The percentage of each indicator can be seen that: the indicator interprets as much as 69.44%, the analyzing indicator gets a percentage of 92.59% in the very good category. The evaluation indicator shows that the percentage of 99.07% is in the very good category. In the last indicator, which is input, the percentage of 96.53% is in the excellent category.

Pengaruh Strategi Think Talk Write (TTW) terhadap Pemahaman Konsep Matematika Siswa Kelas VIII SMP Negeri 2 Lubuklinggau

This research aims to determine the influence of Think Talk Write (TTW) strategy to understand of mathematical concept students class VIII SMP Negeri 2 Lubuklinggau. The method used in this research is pure experiment. The population is the entire class VIII SMP Negeri 2 Lubuklinggau academic year 2016/2017 which amounts to 444 students, as the sample is class VIII.9 as experimental class and class VIII.7 as a control class taken at random. Data collection is done by test technique. Collected data was analyzed using t-test at significant level α = 0,05, obtained tcount > ttable that is 3,48 > 1.67, so it can be concluded that there is significant influence of Think Talk Write (TTW) strategy to understanding of mathematical concepts student class VIII SMP Negeri 2 Lubuklinggau. The average score of students' understanding of mathematical concepts in the final test of the experimental class is 25.23 and the control class is 17.44.
 
 Keywords: Think Talk Write strategy (TTW), Understanding of Mathematical Concepts.

PENINGKATAN KEMAMPUAN PEMAHAMAN MATEMATIS MELALUI PEMBELAJARAN DENGAN STRATEGI THINK TALK WRITE (TTW) DI SEKOLAH DASAR

This study aims to examine improving students' mathematical understanding through Think Talk Write learning strategy. The method is a quasi-experiment with experimental class research design and the pretest-posttest control class. The experimental class implemented the Think Talk Write learning strategy and the control class by direct learning model. The population of this study is a fourth-grader of one elementary school in Bandung. The sample in this research is 50 students, two classes. The instrument used in data collection is a test of the mathematical understanding ability of the description form. The result data were N-gain score analyzed by using independent-test t-test and Mann-Whitney test. From this research, I obtained the conclusion, improving students’ mathematical understanding ability who get learning with Think Talk Write strategy is better than students who gain learning by direct learning.

Think Talk Write Strategy toward Students’ Writing Ability

The objective of this research was to find out whether or not the implementation of Think Talk Write (TTW) strategy improves students’ writing ability. The researcher applied quasi-experimental method. The population of this research is the second semester students of English Language Education. There were two classes and it consists of 60 students. The researcher used cluster random sampling technique and divided the class into two groups, one group as experimental group and another as control group. Therefore, each group consisted of 30 students. Based on the students’ result obtained and stated in findings, the researcher used t-test in inferential statistic through SPSS to test the hypothesis. It showed that the probability value is lower than alpha (α) (0.000 < 0.05). It means that H1 was accepted and H0 was rejected. Therefore, it can be concluded that the implementation of Think Talk Write (TTW) strategy improves students’ writing achievement.

Think Talk Write Strategy on Economics Subject

Abstract This research was conducted in order to determine how the application of learning technic Think Talk Write (TTW) on activity and learning outcomes of student in economic subjects x IIS 3 in SMA Laboratorium UM. This research uses qualitative approach by class action research, which was done in 2 cycles. Every cycle consists of 3 meetings through 4 steps, that is planning, doing, observing, and reflecting. The subject of this research is students of X IIS 3 that consists of 32 students. Based on the results of the study, it showed that the enforceability of the implementation of the Think Talk Write (TTW) technic has increased from the first cycle that was 83% to 93% in the second cycle. The student's activity increased from the first cycle of 67,79% to 81,27% in the second cycle. Cognitive aspects of learning outcomes of a student in the first cycle of 25% with an average value of 60 increased by 100% with an average value of 86. From this analysis, it is concluded from the results that the feasibility study technic Think Talk Write (TTW) on The students activity and learning outcomes of students increased in the second cycle compared to the first cycle that is very appropriate implementation of learning applied to economic subject for the X grade students of Social Studies 3 in SMA Laboratorium UM. Keyword: Think Talk Write, Activity, Learning Outcome DOI: 10.17977/um013v1i12017p028