The particular dialect or language that a person chooses to use on any occasion is called a code 2617 Copyright © 2024 The Author IDEAS is licensed under CC-BY-SA 4.0 License Issued by English study program of IAIN Palopo IDEAS Journal of Language Teaching and Learning, Linguistics and Literature ISSN 2338-4778 (Print) ISSN 2548-4192 (Online) Volume 12, Number 2, December 2024 pp. 2617 - 2624 Sustainability of the Implementation Think Talk Write (TTW) in Teaching Writing in Rural Area Fifi Dwi Pra Aditya1, Afrillia Anggreni2, Mochtar Marhum3, Budi4 1,2,3,4Tadulako University E-mail : fifyhanapi25@gmail.com1, afrillthe1st@gmail.com2, marhum_tadulako_uni@yahoo.co.id3 budi_lero73@yahoo.com4 Received: 2024-07-19 Accepted:2024-12-31 DOI: 10.2456/ideas. v12i2.5318 Abstract Discovering the sustainability of Think-Talk-Write (TTW) instructional strategy in enhancing students’ writing proficiency through pre – experimental design (one group pre-test and posttest) was objective of this research. The population was the eleventh- grade students of SMA Negeri Tolisu where located in rural area in Celebes-Sulawesi. The sample was the students of XI A, which consisted of 18 students who selected by using a purposive sampling technique. The focuses of this research were on organization, vocabulary, grammar, mechanic and limited in descriptive text. By applying paired samples test, it was found that the Sig. 0.000 is lower than (<) 0.05. It means that the hypothesis is accepted or the TTW strategy is statistically effective in improving writing skill of students of SMA Negeri Tolisu. This research implies that the implementation of TTW strategy can be practically defended as one of strategies in teaching writing in rural areas. It builds up students’ critical thinking in developing and organizing ideas, enriching vocabulary and provoking grammar knowledge. Keywords: Enhance; Grammar; Mechanic; Organization; Think Talk Write; Vocabulary Introduction As a productive skill, writing serves as a critical medium for the students to brainstorm their ideas, emotions, opinions, information, and experiences into a text. However, achieving proficiency in writing is a complex endeavor. Understanding and applying various elements such as organization, vocabulary, grammar, and mechanics are challenges for students. Lack of knowledge in one component will produce unqualified composition. Students can write and develop a composition http://u.lipi.go.id/1457703302 mailto:fifyhanapi25@gmail.com1 mailto:afrillthe1st@gmail.com2 mailto:marhum_tadulako_uni@yahoo.co.id3 mailto:budi_lero73@yahoo.com4 Fifi Dwi Pra Aditya fifi1, Afrillia Anggreni2, Mochtar Marhum3, Budi4 Sustainability of the Implementation Think Talk Write (TTW) in Teaching Writing in Rural Area 2618 fluently and accurately if they have a good knowledge about the element of writing (Perdana et al., 2023). System knowledge which involves vocabulary, grammar and mechanic is one of predictors for writing quality(Rofiqoh et al., 2022). Thus, the students must understand and master the elements of writing to create a good text In recent century with existence of technology and internet access, the students can easily find many sources and information to learn writing knowledge. In fact, this not happened for the students who live in rural areas. The limitation of internet network connectivity reduces opportunities for them to get valuable learning. Therefore, the teachers should work intensively to deliver deep understanding in teaching writing skill. They try to search a good medium, strategy and technique to help and encourage their students. In rural area, to stimulate students’ understanding about how to organize ideas and write grammatically or accurately, many teachers implement Think Talk Write (TTW). Suningsih et al. (2023) who have applied this strategy confirm that the implementation of Think talks Write for leaners in rural school environment is very effective to improve the students’ ability in analyzing information and developing a deep understanding of a concept. Furthermore, Amri & Hamzah, (2023) who have conducted a research about TTW in rural area also claim that this strategy help the students to compose a high quality of text, minimize the students’ error in grammar, enrich the students’ vocabulary and develop students ability in providing content. Therefore, referring to these finding, the researchers were interested in conducting a research to solve the students’ problem in SMA Negeri Tolisu as one of school who located in rural area. The students frequently encountered difficulties in organizing their ideas in a unity and coherent. They also struggled with various aspects of writing, particularly in generating ideas and translating them into grammatical text. Other factors were also indicated as causes namely lack of vocabulary and grammar knowledge. Think talk write is a cooperative learning mode which enhances the students either in small or large group to think critically their ideas, share and communicate them and then write them into a paper. It involves high cognitive process in acquiring knowledge. Think talk write is a bright strategy to improve students’ writing skill and mathematical understanding because it provokes students to rigorously construct, share and summarize their ideas into meaningful understanding(Sadiyah & Ridlo, 2019). Think talk write makes students comfortable and brave to suggest their ideas, allows them to think and active in learning process and also gives changes for them to share and interact with their classmate to write the result of their discussion into a good composition (Hasibuan et al., 2018). Think talk write expands students-students, students-teachers to think and communicate ideas critically and creatively, and then collaboratively IDEAS, Vol. 12, No. 2, December 2024 ISSN 2338-4778 (Print) ISSN 2548-4192 (Online) 2619 consider meaningful understanding (Suwarto, M,.et al., 2021). To organize ideas into a good and grammatical text, a writer needs a critical thinking, enjoyable atmosphere, and collaborative work. Thus, think talk write seems effective to stimulate the students to do it. Method The research design used pre-experimental, one-group pretest and posttest. The population of this research was taken from eleventh-grade students of SMA Negeri Tolisu and the sample was 18 students of XI A which purposively selected. The instrument used was a test. It consists of a pretest and a posttest about writing descriptive text. The pretest was given before treatment, and the posttest was given after treatment. The aspects of the students writing were limited on organization, vocabulary, grammar and mechanic. For scoring each aspect of the students’ writing, the researchers implemented rubric as follow: Table 1. Scoring rubric of students’ writing Criteria Scores Category Description Organization 4 Very good If the ideas and messages of the text are completely or systematically, spatially organized and they are united using correct conjunction and sentence transition. 3 Good If the ideas and messages of the text are written systematically, orderly, spatially, and they use appropriate conjunction and sentence transition. 2 Poor If the ideas and message of the text are written systematically, use some conjunction and sentence transition present. 1 Very poor If the ideas and messages of the text are not organized systematically and spatially. Do not use conjunction and sentence transition. Grammar 4 Very good All the sentence are written grammatically 3 Good Two sentences are written ungrammatically 2 Poor Three or four sentences are written Fifi Dwi Pra Aditya fifi1, Afrillia Anggreni2, Mochtar Marhum3, Budi4 Sustainability of the Implementation Think Talk Write (TTW) in Teaching Writing in Rural Area 2620 ungrammatically. 1 Very poor Five or more sentences are written ungrammatically Vocabulary 4 Very good The texts use noun, adjectives and verbs. 3 Good The texts apply only adjective or adverbs. 2 Poor Some word choice is appropriately used. 1 Very poor Only a few words choice are correct. Mechanics 4 Very good Good in spelling, punctuation and capitalization 3 Good Error in spelling, punctuation and capitalization are few 2 Poor Error in spelling, punctuation and capitalization, and sometimes interfere with understanding 1 Very poor Error in spelling, punctuation and capitalization and severely interfere with understanding Then, the result was statistically calculated by using software SPSS 25 Results The result of pre-test and posttest of the students are presented in five tables. This is done to statistically analyze the effectiveness or the persistence of the Implementation of Think Talk Write (TTW) in improving students’ writing skills. The result can be shown as follow: Table 2. Pre-test and Post Test’ Mean Score N Minimum Maximum Sum Mean Pre-Test 18 31 69 740 41.11 Post-Test 18 56 94 1247 69.28 Valid N (listwise) 18 Table 2 portrays that the mean score of pre-tests is lower than the post-test. It indicates that the implementation of TTW successfully improve students’ system knowledge in writing. Furthermore, to categorize the majority level of students in pre-test and post-test, the researchers figure out in table 3 and 4 IDEAS, Vol. 12, No. 2, December 2024 ISSN 2338-4778 (Print) ISSN 2548-4192 (Online) 2621 Table 3. The percentage of students’ level in Pre-test Frequency Percent Valid Percent Cumulative Percent Valid Poor 3 16.7 16.7 16.7 Very Poor 15 83.3 83.3 100.0 Total 18 100.0 100.0 This table describes that most of the students were in very poor level. It means that the writing skill of the students were still categorized low in pre-test Table 4. The percentage of students’ level in Post-test Frequency Percent Valid Percent Cumulative Percent Valid Very Good 2 11.1 11.1 11.1 Good 4 22.2 22.2 33.3 Poor 12 66.7 66.7 100.0 Total 18 100.0 100.0 On the other hand, in post-test, most of the students are in poor, but there are some students categorized in good and very good. It means that there is an improvement of students’ skill in writing. Then after knowing this information, next the researchers did test of normality to know the normal distribution of the sample. The result is presented as follow: Table 5. Tests of Normality Kolmogorov-Smirnova Shapiro-Wilk Statistic df Sig. Statistic df Sig. Pre-Test .283 18 .001 .832 18 .004 Post-Test .215 18 .027 .904 18 .069 a. Lilliefors Significance Correction Based on the table 5, it can be interpreted that the pre-test and post-test significance values are more significant than 0.05. It indicates that that the data come from a sample with a normal distribution. Then, the researchers examined paired sample test and the result is provided as follow: Fifi Dwi Pra Aditya fifi1, Afrillia Anggreni2, Mochtar Marhum3, Budi4 Sustainability of the Implementation Think Talk Write (TTW) in Teaching Writing in Rural Area 2622 Table 6. Paired Samples Test Paired Differences t Df Sig. (2- tailed) Mean Std. Deviation Std. Error Mean 95% Confidence Interval of the Difference Lower Upper Pair 1 Pre-Test - Post-Test - 28.16 7 10.280 2.423 -33.279 -23.055 - 11.62 5 17 .000 Based on the results of the Paired Sample T-Test, the Sig. (2-tailed) is 0.000. By the decision-making rules in the Paired Sample T-Test, if the Sig. (2-tailed) is less than 0.05, the alternative hypothesis (Ha) is accepted, and the null hypothesis (H0) is rejected. Thus, it can be indicated that there is a significant difference between the average pretest and post-test results because the Sig. 0.000 < 0.05 or it reports that TTW brings an impact toward students’ writing skills. Discussion The implementation Think Talk Write (TTW) strategy in writing descriptive text is the focus of this research. After analyzing the pretest’ result, the researchers showed that the most difficulties of then students in writing descriptive test students is generate their ideas structurally and completely. They can relate their previous and next ideas. However, after implementing TTW, the students show their progress. They are inferred easy to connect their ideas because the "think" stage in this strategy meditates students to plan and arrange their ideas before writing. On the other hand, in “talk” stage, the students can support each other to collaborate their ideas. Working with group mates and support of the teacher in TTW strategy, the students are easy to think a concept or ideas and organized it well into a good text (Hasibuan et al., 2018). In TTW, the students learn in a group with different ability and it makes them easy to lay out their ideas (Suminar & Putri, 2018). Thus, this strategy supports them to develop a clear and structurally framework or strengthen the organization of their writing. In addition, the result also shows that it effectively boosts students’ skill in choosing word. When students are asked to think before writing, they have opportunities to consider the appropriate words. This process allows them to access new vocabulary to express their ideas. This strategy also helps them remember vocabulary and understand how and why words are used in certain contexts. TTW facilitates the students to remember many words not only the IDEAS, Vol. 12, No. 2, December 2024 ISSN 2338-4778 (Print) ISSN 2548-4192 (Online) 2623 meaning of words but also the use in fun way (Amalia, 2019). Vocabulary knowledge positively contributes to the students in improving their writing quality (Rofiqoh et al., 2022). In addition, with process of thinking, they also have opportunities to discuss and share with their classmates about the words that they will use in their composition. Furthermore, Think-talk-write process encourages students to think critically about the material they are studying. TTW is effective strategy to stimulate the students to think critically (Suningsih et al., 2023). Thus, Students gradually expand and enrich their active vocabulary. Furthermore, TTW strategy enhances students' grammar and mechanic knowledge because doing discussion with the teacher and peers, students can clarify and obtain input to revise their error in grammar such the tense, subject- verb agreement and spelling of the word. TTW upgrades the students to diminish their error in grammar(Amri & Hamzah, 2023). Therefore, when students write their ideas, they directly consistent apply the mechanics skills they have learned and they have friends to correct their grammar mistake. Conclusion After conducting and analyzing the data, the researchers found that the Sig. 0.000 is lower than (<) 0.05. It means that the hypothesis is accepted or TTW strategy is statistically effective in improving writing descriptive text of students of SMA Negeri Tolisu. It can be concluded that Thin Talk Write can be sustained as a good writing strategy for students in rural area. References Amalia, Y. (2019). TEACHING ENGLISH VOCABULARY THROUGH THINK TALK WRITE METHOD. IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature, 7(1). https://doi.org/10.24256/ideas.v7i1.733 Amri, H., & Hamzah, H. (2023). The Effect of Think-Talk-Write (TTW) Strategy on Writing Descriptive Text Ability at SMA Negeri 1 X Koto Diatas. Journal of English Language Teaching, 12(1), 122–130. Hasibuan, S. F., Dirgeyasa, I. W., & Murni, S. M. (2018). Improving Students’ Achievement in Writing Narrative Text Through Application of Think Talk Write Strategy. Proceedings of the 3rd Annual International Seminar on Transformative Education and Educational Leadership (AISTEEL 2018). Proceedings of the 3rd Annual International Seminar on Transformative Education and Educational Leadership (AISTEEL 2018), Medan, Indonesia. https://doi.org/10.2991/aisteel-18.2018.116 Ismayanti, D., Said, Y. R., Usman, N., & Nur, M. I. (2024). The Students Ability in Fifi Dwi Pra Aditya fifi1, Afrillia Anggreni2, Mochtar Marhum3, Budi4 Sustainability of the Implementation Think Talk Write (TTW) in Teaching Writing in Rural Area 2624 Translating Newspaper Headlines into English A Case Study. IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature, 12(1), 108-131. Masruddin, Hartina, S., Arifin, M. A., & Langaji, A. (2024). Flipped learning: facilitating student engagement through repeated instruction and direct feedback. Cogent Education, 11(1), 2412500. Masruddin, M., & Nasriandi, N. (2022). Lexical and Syntactical Errors Performed by Junior High School Student in Writing Descriptive Text. IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature, 10(1), 1094-1100. Masruddin, M. (2019). Omission: common simple present tense errors in students' writing of descriptive text. Ethical Lingua: Journal of Language Teaching and Literature, 6(1), 30-39. Perdana, I., Bungai, J., Wihastyanang, W. D., Budhiono, R. H., & Tanate, V. L. (2023). The Relationship between Undergraduate Students' Writing Knowledge and Writing Performance. International Journal of Language Education, 7(2), 291- 303. Rofiqoh, R., Basthomi, Y., Widiati, U., Puspitasari, Y., Marhaban, S., & Sulistyo, T. (2022). Aspects of writing knowledge and EFL students' writing quality. Studies in English Language and Education, 9(1), 14-29. Sa'diyah, U. K., Ridlo, S., & Wardono, W. (2019). Think talk write (TTW) learning model by using realia towards mathematical communication ability of elementary school students. Journal of Primary Education, 8(3), 254-261. Suminar, R. P., & Putri, G. (2018). The effectiveness of TTW (Think-Talk-Write) strategy in teaching writing descriptive text. Academic Journal Perspective: Education, Language, and Literature, 2(2), 300-305. Suningsih, A., Ketut Budayasa, I., & Ismail. (2023). Think Talk Write: Efforts to Improve Students’ Critical Thinking In A Rural School Environment. BIO Web of Conferences, 79, 05007. https://doi.org/10.1051/bioconf/20237905007 Suwarto, Marwan, Komalasari, G., & Yatimah, D. (2021). The Effectiveness of Think Talk Write Learning Model to the Students’ Writing Skills in Indonesian Elementary School. International Journal of Multicultural and Multireligious Understanding, 8(6), 115–132. http://dx.doi.org/10.18415/ijmmu.v8i6.2724