THE EFFECTIVENESS OF USING THINK-TALK-WRITE (TTW) STRATEGY IN TEACHING DESCRIPTIVE WRITING FOR THE EIGHTH GRADE STUDENTS OF JUNIOR HIGH SCHOOL 1 CIAMPEL IN THE 2013/2014 ACADEMIC YEAR

heni aristiyani; martriwati, m. pd.; tri setyaningsih, m. pd.;

HENI AMALIA. 1001065090. The Effectiveness of Using Think-Talk-Write
(TTW) Strategy in Teaching Descriptive Writing for the Eighth Grade Students
of Junior High School 1 Ciampel in the 2013/2014 Academic Year. The paper:
Jakarta, The Study Programme of English Education, The School of Teachers’
Training and Education, The University of Muhammadiyah Prof. DR. Hamka,
Jakarta, 2014.
This research discusses the effectiveness of using think-talk-write (TTW)
strategy in teaching descriptive writing. The background of the study is the
students often face difficulties in writing descriptive text, thus the writer wants to
help the students to write a descriptive text well by using think-talk-write (TTW)
strategy. The study is aimed at responding the question: Is the think-talk-write
(TTW) strategy effective in teaching descriptive writing at the Eight Grade
Students of Junior High School 1 Ciampel in 2013/2014 Academic Year.
The method of the research is an experimental method with a preexperimental
design. The experiment had been done only in one class; it was
VIII-C class. The instrument used to collect the data was writing test or essay
test. The assessment of the test result was focused on the five elements of writing
(format, punctuation and mechanics, content, organization, grammar and
sentence structure). The technique to analyze the data was t-test formula. It was
used to determine whether there is or there is not effective if using think-talkwrite
(TTW) strategy to improve students’ descriptive writing.
The analysis on the empirical data has given the results of the average for
pre-test was 60. 23 and 76.4 for the post-test. Based on the calculation result of ttest
is obtained the tobserved was 13.04 while the ttable was 1.70. Since the tobserved
was higher than ttable, the null-hypothesis is rejected and the research hypotheses
is accepted. It means that there is effective if using think-talk-write (TTW)
strategy in teaching descriptive writing.