The Effectiveness of Think-Talk-Write (TTW) Strategy in Teaching Analytical Exposition Writing of the Second Graders Students at MAN Trenggalek

Keyword: Effectiveness, writing ability, Think-Talk-Write (TTW), analytical exposition text Writing is one difficult problem in English skill. When the students want to start to write, they are confused to express their idea. Think-Talk-Write (TTW) is one of strategies which suitable in teaching writing. Think-Talk-Write (TTW) includes think activities seen when the students read the text, then making a note about what they have read, talk activities occurs when students interact in groups to discuss the contents notes and write activities seen in the process of writing the results of think and talk. Think-Talk-Write (TTW) is used to develop writing and practicing the language fluently before writing. Research problems of this research were: 1) how is the students‟ ability in writing analytical exposition before being taught by Think-Talk-Write (TTW) strategy?, 2) how is the students‟ ability in writing analytical exposition after being taught by Think-Talk-Write (TTW) strategy?, 3) is there any significant different scores of the students‟ ability in writing analytical exposition before and after being taught by Think-Talk-Write (TTW) strategy? The purpose of this research were: 1) to know the students‟ ability in writing analytical exposition before being taught by Think-Talk-Write (TTW) strategy, 2) to know the students‟ ability in writing analytical exposition after being taught by Think-Talk-Write (TTW) strategy, 3) to know there is significant difference of the students‟ ability in writing analytical exposition before and after being taught by Think-Talk-Write (TTW) strategy. The research design in this research is pre-experimental research that uses one group pretest and posttest design in quantitative approach. The population of this research was all of second graders students of MAN Trenggalek. The sample was XI IPS 1 class consisting of 30 students. The sample was taken by using non probability sampling that is purposive sampling. The research instrument that was used is a writing analytical exposition test. Treatment that is used by Think-Talk-Write (TTW) strategy. The data of this research is students score in pretest and posttest, and to analysis the data the researcher used paired sample t-test at SPSS program. x The result of this research shows that the students score in writing analytical exposition before being taught by Think-Talk-Write (TTW) strategy is enough with the mean score 68.93. While the students‟ score in writing analytical exposition after being taught by Think-Talk-Write (TTW) strategy is good with the mean score 80.00. So, there is any significant difference of the students‟ ability in writing analytical exposition before and after being taught by Think-Talk-Write (TTW) strategy. The score after being taught by Think-Talk-Wrire (TTW) strategy is higher than the score before being taught by Think-Talk-Write (TTW) strategy. This research also show the result of Tcount was 5.189, whereas Ttable with significant level 5% was 2.045. This mean Tcount was higher than Ttable. So, it can be concluded that Ha which states that there is significant difference by using Think-Talk-Write (TTW) strategy to teach analytical exposition writing of the second graders students at MAN Trenggalek is accepted. Whereas, H0 which states that there is no significant difference by using Think-Talk-Write (TTW) strategy to teach analytical exposition writing of the second graders students at MAN Trenggalek is rejected. In other words, Think-Talk-Write (TTW) strategy can be used as an alternative for teaching writing