ABSTRACT
This research aims at: (1) improving the students’ writing skill using Think-Talk-Write combined with Mind Maps; and (2) describing the classroom situation when Think-Talk-Write and Mind Maps are implemented in teaching writing skill.
The method used in this research is a classroom action research which was conducted in two cycles. Each cycle consisted of planning, acting, observing, and reflecting. The data were collected by observing, interviewing, surveying through questionnaire, and assessing through post-test. The data were analyzed based on the data types. The qualitative data were analyzed using interactive method and the quantitative data were analyzed using descriptive statistics technique.
The result of this research showed that (1) the implementation of Think-Talk-Write and Mind Maps can improve students’ writing skill. It can be seen from the students’ mean score from 66.3 in pre-test which improves to 72.3 in post-test 1 and improves to 76.8 in post-test 2; (2) the implementation of Think-Talk-Write and Mind Maps brings good impact towards classroom situation. Think-Talk-Write and Mind Maps enhanced classroom positive interaction and students’ activeness during the lesson.
Keyword: writing, think-talk-write, mind maps, classroom action research
