The Use of Think Talk Write Strategy in Improving Students’ Writing Spoof Ability on English Department FKIP USI Pematangsiantar

Abstract

The aims of the research were: (1) To know that Think-Talk-Write Strategy can improve the students’ writing Spoof ability and (2) To describe the process of Think-Talk-Write-Strategy in improving students’ writing Spoof ability. This research was conducted at English Department FKIP USI at the fifth Semester in the Academic Year of 2018/2019. The population were 21 students. The qauntitative data were taken from the scores of the pre-test and post-test. The total score is 1111, the mean 52, 9 thus, in the post test found the total score is 1701, the mean 81.Think-Talk-Write Strategy inspired both the students and the researcher in improving the ability of English especially on writing. The students could practice their skill of English in the different situation and treatment. They could express their idea or opinion freely as the researcher only became mediator during the activities of Think-Talk-Write Strategy as it was student-centred. In fact, the students’ cooperation increased. They helped each other, communicated using English, and built the idea, imagination and opinion that they wanted to compose in their writing during applying Think-Talk-Write Strategy.

Developing Think Talk Write Strategy on Students’ English Literation Capability

“…This TTW strategy is built through speaking and writing, starting with the involvement of students in thinking or having dialogue with themselves after the reading process, then speaking and sharing opinions with their friends before writing. TTW is classified as cooperative learning which means that students are put into group in which they are working together to reach the learning objectives (Purba and Girsang, 2020). There are two types of cooperative learning, namely Students Teams Achievement Division (STAD) and Teams Games Tournament (TGT) which is conducted in student groups consisting of 4-5 people per group (Ramadhani et al, 2020).…”

Exploring Innovative Strategies for Teaching English in Higher Education with the Support of Big Data

“…Compared with undergraduates, students in higher vocational institutions have certain disadvantages in employment, with a weaker knowledge and theoretical foundation, insufficient follow-up competitiveness, lack of innovation, and limited potential to be explored, all of which increase the employment pressure on higher vocational students [1]- [2]. Therefore, in higher vocational English teaching, teachers need to change traditional teaching ideas, carry out teaching work oriented to employment, consider the needs of employment positions comprehensively, innovate English teaching methods and approaches, and at the same time, strengthen school-enterprise cooperation, deepen the integration of industry and education, improve students' English expression ability and practical application ability in an all-round and multi-angle way, actively make up and improve students' deficiencies, and ensure that higher vocational students will be invincible in the fierce employment competition To ensure that the higher vocational students are invincible in the fierce employment competition [3]- [4].…”