The Improvement of Text Writing Results on Imaginary Stories about Environmental Damage with Think Talk Write Method

International Journal of Research and Innovation in Social Science (IJRISS) | Volume III, Issue XII, December 2019 | ISSN 2454–6186

The Improvement of Text Writing Results on Imaginary Stories about Environmental Damage with Think Talk Write Method

Endah Wihartati¹, Sumarwati², Budhi Setiawan^3
123Indonesian Education, Sebelas Maret University, Indonesia

Abstract: The goal of learning Indonesian, especially on text writing competence, has not been achieved yet. The result of the competency test on writing an imaginary text was below score 70 of the Minimum Criteria for Completion. Therefore, action is needed to improve it. The purpose of this study was to improve the ability of imagination stories text writing about environmental damage with the Think Talk Write method. The subjects of this study were students and teachers of the Indonesian language Warga Middle School of Surakarta. This study used data collection techniques in the form of documents and tests. Data validity was conducted by data sources triangulation and method triangulation. The data analysis technique was through fixed comparative analysis and critical analysis. The results showed that the Think Talk Write method could improve the competence of writing imagination stories text about environmental damage. The step of effective learning is to form groups; explain spelling, punctuation, and linguistic characteristics; watch videos of environmental damage; record problems and think of solutions; convey the core of the story orally; determine the character of the story; create a text outline; writing text; and editing (content and language).

Keywords: Think Talk Write method, competence in writing imagination stories, students

I. INTRODUCTION

The success of students in mastering the basic competencies taught is the goal of learning in Indonesian subject. The ability of teachers to use learning methods is one of the success factors in achieving learning goals. In this regard Suhara (2016: 36)[1] argues that teachers need to utilize various interesting methods to create conducive and effective learning activities so that learning is not boring. The learning method is a planning procedure for presenting subject matter to achieve learning goals Andayani (2015: 85-86)[2]. Learning problems according to Marzano as cited by Eggen and Kaucak (2012: 88)[3] only concern about topics that exist in textbooks or curriculum guides that are taught by a number of teachers.

Read More