THE EFFECT OF THINK-TALK-WRITE STRATEGY IN TEACHING STUDENTS’ EXPOSITORY TEXT WRITING ABILITY

AULA, WIRDA (2026) THE EFFECT OF THINK-TALK-WRITE STRATEGY IN TEACHING STUDENTS’ EXPOSITORY TEXT WRITING ABILITY. Diploma thesis, UIN RADEN INTAN LAMPUNG.

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Abstract

ABSTRACT At MA Darul Hufaz, students experienced difficulties in writing expository texts, particularly in organizing ideas, developing logical arguments, applying grammar accurately, and using appropriate vocabulary. In addition, the teaching process tended to be teachercentered, limiting students’ active participation in writing activities. Therefore, this study aimed to investigate whether the Think-Talk-Write (TTW) strategy had a significant effect on students’ expository text writing ability. This study employed a quasi-experimental research design involving 31 eleventh-grade students at MA Darul Hufaz in the 2025/2026 academic year. The participants were divided into an experimental class consisting of 16 students taught using the ThinkTalk-Write (TTW) strategy and a control class consisting of 15 students taught using the conventional teaching method. Data were collected through pre-test and post-test writing tasks and assessed using an analytic writing rubric covering content, organization, vocabulary, language use, and mechanics. The data were analyzed using descriptive statistics and an independent samples t-test. The findings revealed that the experimental class improved from a mean score of 63.06 in the pre-test to 83.50 in the post-test, while the control class improved from 62.60 to 69.60. The independent samples t-test showed a significance value (Sig. 2-tailed) of 0.000, which was lower than 0.05, indicating a significant difference between the experimental and control classes. Therefore, it can be concluded that the Think-Talk-Write (TTW) strategy was effective in improving students’ expository text writing ability. However, this study was limited to one school and involved only 31 participants, which may limit the generalizability of the findings. Therefore, future researchers are encouraged to involve larger and more diverse samples, conduct similar studies in different educational settings, and examine the longterm effectiveness of the Think-Talk-Write (TTW) strategy in improving students’ writing ability.

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