THE IMPLEMENTATION OF THINK TALK WRITE (TTW) STRATEGY TO TEACH ENGLISH IN SMP MUHAMMADIYAH 2 MALANG
| Main Author: | NURIA, FARIHATUN |
|---|---|
| Format: | Thesis NonPeerReviewed Book |
| Bahasa: | eng |
| Terbitan: |
, 2017
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| Subjects: | |
| Online Access: |
http://eprints.umm.ac.id/35699/1/jiptummpp-gdl-farihatunn-48213-1-introduc-n.pdf http://eprints.umm.ac.id/35699/2/jiptummpp-gdl-farihatunn-48213-2-chapteri.pdf http://eprints.umm.ac.id/35699/3/jiptummpp-gdl-farihatunn-48213-3-chapter-i.pdf http://eprints.umm.ac.id/35699/4/jiptummpp-gdl-farihatunn-48213-4-chapter-i.pdf http://eprints.umm.ac.id/35699/ |
Daftar Isi:
- The aims of this study are to identify the steps of Think Talk Write strategy implemented by English teacher, explore the English teacherÂ’s problems as well as find out the solutions during the implementation. Besides, the researcher interest in this study because TTW strategy is implemented by the English teacher, meanwhile, the other previous studies TTW strategy is implemented by the researcher itself. This research used qualitative research design in order to develop and generalize the data broader in relation with TTW strategy implementation. The subject of the study involved one teacher taught English by using TTW strategy in second grade at SMP Muhammadiyah 2 Malang. The data were taken during four meetings. Additionally, the researcher employed non-participant observation, semi-structured interview, and document analysis as the instruments for collecting the data. After analyzing the data, it is found that the English teacher implemented TTW strategy that involved several steps, namely: (1) Preparing the worksheets, (2) Explaining the instruction, (3) Finishing the worksheet individually during 30 minutes, (4) Grouping students consist of 4-5 students per group, (5) Discussing the worksheet with the group during 20 minutes, (6) Writing the result of the discussion, and (7) Presenting the result of the discussion. Besides, in applying this strategy, the teacher made some modification in order to make the steps are appropriate with the studentsÂ’ ability. Moreover, the teacher faces some problems during TTW implementation, those are difficulty in handling difable students, studentsÂ’ discussion was time consuming, and students did not understand teacherÂ’s instruction. Deal with those problems, the teacher also copes with the proper solutions such as allowing the difable students to involve with another group, monitoring also checking in each group work during discussion, and repeating the instructions.