Abstrak
ABSTRACT Sonya Friska Olvi, 2321047 “The Effect of The Think Talk Write Strategy toward Writing Skill at MTsN 5 Lima Puluh Kota” A Thesis, English Education Study Program, State Islamic University of Sjech M. Djamil Djambek Bukittinggi, 2026. The Think Talk Write (TTW) strategy is an instructional approach that guides students through three interconnected stages: thinking individually, exchanging ideas through discussion, and presenting those ideas in written form. This sequence allows learners to develop critical thinking, organize information logically, and produce better-quality writing. Based on this concept, the present study investigated the effect of the Think Talk Write strategy on the writing skill of the eighth-grade students at MTsN 5 Lima Puluh Kota. This study adopted a quantitative approach using a quasi-experimental research design. The participants were selected from the eighth-grade students of MTsN 5 Lima Puluh Kota through cluster random sampling. Class VIII.5 was assigned as the experimental group, while class VIII.1 served as the control group. The experimental group received instruction through the Think Talk Write strategy, whereas the control group was taught using the conventional teaching method. Data were collected through writing tests administered before and after the treatment. Students’ writing performance was evaluated by applying Brown’s (2007) writing rubric, which measures organization, content, grammar, vocabulary, and mechanics. The collected data were analyzed using both descriptive and inferential statistics. Prior to hypothesis testing, the data met the assumptions of normality and homogeneity. The hypotheses were then tested by employing the Paired Samples t-test, the Independent Samples t-test, and the Independent Samples t-test on gain scores. The findings of the study revealed that the Think Talk Write (TTW) strategy had a significant effect on students' writing skill. The mean score increased from 55.13 on the pre-test to 66.87 on the post-test, with an increase of 11.74 points. The result of the Paired Samples t-test showed a significance value of 0.000 (p 0.05), indicating that the Think Talk Write strategy had a significant effect on students' writing skill. Furthermore, the Independent Samples t-test produced a significance value of 0.008 (p 0.05), indicating a significant difference in writing skill between the students who were taught using the Think Talk Write strategy and those who were taught through the conventional teaching method. In addition, the experimental group obtained a higher mean gain score (15.00) than the control group (8.19). Therefore, it can be concluded that the Think Talk Write strategy had a more significant effect on the writing skill of the eighth-grade students at MTsN 5 Lima Puluh Kota than the conventional teaching method