This thesis presented research about “Improving Writing Ability in
Descriptive Text by Using Think-Talk-Write (TTW) Strategy at the Tenth Grade
Students of MAN 2 Bone”. The purpose of this research is to find out whether think-
talk-write strategy more effective than brainstorming strategy in improving students’
writing ability. This research used quasy experimental design. The sample of this
research was selected by using purposive sample. The total of sample was 42 students
from two groups of tenth grade students of MAN 2 Bone. There were 21 students
from X IBB as experimental group and 21 students of X MIA 1 as the control group.
Experimental group was given treatments by using think-talk-write (TTW) strategy
while control group was given treatments by using brainstorming strategy. The result
of the research shown that in experimental group, the students’ post-test was
(69.8571) > pre-test (48.8095) while in control group the students’ post-test was
(57.9524) > pre-test (49.3333). Therefore, it can be inferred that there was
improvement both of group after treatments, but the students’ post-test score of
experimental group was higher than the students’ post test score of control group
(69.8571 > 57.9524). It meant that think-talk-write strategy more effective improved
the students’ writing ability than brainstorming strategy. Then the data of pos-test in
experimental and control group showed that Sig (2-tailed) 0,05. It can be
inferred that there was significance different both of post-test. From the data could be
concluded that teaching writing by think-talk-write (TTW) strategy significantly
improve the students’ writing ability and the strategy is applicable in teaching writing
of the tenth grade students of MAN 2 Bone.
A. Conclusions
Based on the data analysis and discussion above, the researcher comes to
conclusion. They are as follows:
1. The use of think-talk-write strategy in teaching writing descriptive text
significantly improves the students’ writing ability of the tenth grade students
at MAN 2 Bone Academic Year 2018/2019. It’s proved by the students’ post
test is 69.8571 classified as “enough” higher than students’ pre-test is 48.8095
classified as “poor”.
2. The use of brainstorming strategy in teaching writing descriptive text doesn’t
significantly improve the students’ writing ability of the tenth grade students
at MAN 2 Bone Academic Year 2018/2019. It’s proved by the students’ post
test is 57.9524 classified as “poor” higher than the students’ pre-test is
49.3333 classified as “poor”. However, students’ post-test score higher than
pre-test but students’ score in post-test also classified as “poor”. It meant there
is no significance improvement in teaching writing by using brainstorming
strategy.
3. The use of think-talk-write (TTW) is more effective in improving the
students’ writing ability of tenth grade students at MAN 2 Bone Academic
Year 2018/2019 than the brainstorming. It’s proved by the students’ post test
score in experimental group is 69.8571 classified as “enough” higher than the
students’ post-test score in control group is 57.9524 classified as “poor’. Then
the significance t test in post test is 0.01 was smaller than 0.05. It means there
is significance improvement after treatments.
B. Suggestions
1. The teacher should be creative to manage the material and the classroom for
teaching writing.
2. The teacher should be creative in applying new strategies or methods for
students to improve students’ ability in writing. The teacher could use think-
talk-write strategy as a reference strategy to improve the students’ writing
ability.
3. The students of X IBB and X MIA 1 at MAN 2 Bone keep studying English
to be better.

ST20190133

133/2019

Perpustakaan Pusat

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