Iful Rahmawati Mega, S891308019. 2015. Using Think-Talk-Write: Enhancing Students’ Grammar Mastery Viewed from Self-Confidence (An Experimental Research to the Third Semester Students of the English Education Department of Veteran Bangun Nusantara University Sukoharjo in the Academic Year of 2014/2015. First Supervisor: Dr Abdul Asib, M.Pd; Second Supervisor: Dr. Sumardi, M.Hum. Thesis: English Education Department, Graduate School, Teacher Training and Education Faculty, Sebelas Maret University. Surakarta.

The research aims at revealing whether: (1)  Think-Talk-Write is more effective than Lecturing method to teach grammar; (2) the students with high level of self-confidence have better grammar mastery than those with low level of self-confidence; and (3) there is an interaction between the teaching methods and students’ level of self-confidence in teaching grammar.

This experimental research was carried out at the English Education Department of Veteran Bangun Nusantara University Sukoharjo in the academic year of 2014/2015. The population is all of the third semester students of English Education Department of Veteran Bangun Nusantara University Sukoharjo Sukoharjo in the academic year of 2014/2015. The sample was taken by using cluster random sampling technique and it yields two classes: class B as the experimental group and class C as the control group in which each consists of 30 students for the sample of the study. The experimental group was treated by using Think-Talk-Write (TTW) method; while the control group was treated by using lecturing method.The instruments used to collect the data are a test on  grammar mastery and a questionnaire on self-confidence. The data were analyzed by using multifactor analysis of variance (ANOVA 2X2) and tukey test.

The result of data analysis shows that: (1) Think-Talk-Write differs significantly from Lecturing Method to teach grammar because Fo > Ft and qo (between A1 and A2) > qt and TTW is more effective than Lecturing Method to teach grammar because the mean of A1 > A2; (2) students having high self-confidence differ significantly from those having low self-confidence because Fo > Ft and qo (between B1 and B2) > qt and the students having high self-confidence have better grammar mastery than the students having low self-confidence because the mean of B1 > B2; and (3) there is an interaction between teaching methods and students‘ level of self-confidence in teaching grammar because Fo > Ft. In addition, the result of Tukey test shows that: (a) for the students having high self-confidence, TTW differs significantly from Lecturing Method to teach grammar because qo (between A1B1 and A2B1) > qt and TTW is more effective than Lecturing Method to teach grammar because the mean of A1B1 > A2B1; and also (b) for the students having low self-confidence, Lecturing Method does not differ significantly from TTW to teach grammar because qo (between A1B2 and A2B2) < qt.

Based on the above findings, it can be concluded that Think-Talk-Write is an effective method to teach grammar, students having high self-confidence have better grammar mastery, and there is an interaction between teaching method and students’ level of self-confidence in teaching grammar for the third semester students of the English Education Department of Veteran Bangun Nusantara University Sukoharjo in the Academic Year of 2014/2015.