ABSTRAKPenelitian tindakan kelas ini bertujuan untuk: (1) meningkatkan kualitas prosespembelajaran menulis eksposisi dan (2) meningkatkan keterampilan menulis eksposisimelalui penerapan strategi pembelajaran berpikir berbicara menulis berbasis multimediaSubjek penelitian ini adalah guru pengampu pelajaran Bahasa Indonesia dansiswa SMA N 1 Karanganyar. Siswa yang menjadi subjek penelitian adalah siswa kelasXyang sekaligus ditetapkan sebagai setting kelas. Data berupa RPP, foto, hasil tes,catatan lapangan, catatan hasil dan wawancara. Data diperoleh dari dari informan, lokasidan proses pembelajaran, dan dokumen. Teknik pengumpulan data dilakukan melaluipengamatan, dialog dan wawancara, telaah dokumen, serta tes. Uji validasi datamenggunakan triangulasi metode dan triangulasi sumber data. Teknik analisis datamelalui teknik analisis kritis dan teknik deskriptif komparatif.Langkah-langkah strategi pembelajaran berpikir berbicara menulis meliputi limatahapan, yaitu pertama, menyampaikan dan menetapkan tujuan pembelajaran. Kedua,mendemonstrasikan pengetahuan atau keterampilan. Ketiga, memberikan latihan danbimbingan. Keempat, memeriksa pemahaman dan memberikan umpan balik. Kelima,memberikan latihan lanjutan berupa latihan mandiri.Hasil penelitian menunjukkan bahwa penerapan strategi pembelajaran berpikirberbicara menulis berbasis multimedia mampu meningkatkan kualitas prosespembelajaran menulis eksposisi siswa yang ditandai dengan meningkatnya keaktifan,perhatian, dan keterlaksanaan pembelajaran. Penelitian ini juga menunjukkan bahwadengan menerapkan strategi pembelajaran berpikir berbicara menulis berbasismultimedia dapat meningkatkan keterampilan menulis eksposisi siswa kelas X IPA 2SMA N 1 Karanganyar. Hal tersebut dapat dilihat dari hasil tindakan yang dilakukanselama dua siklus. Jumlah siswa yang memperoleh nilai di atas KKM (75) padapratindakan adalah 15 siswa (48%) dengan nilai rata-rata 68,3. Siklus I ketuntasan siswameningkat menjadi 24 siswa (75%) dengan nilai rata-rata 74,53. Siklus II siswa yangmencapai KKM sebanyak 28 siswa (87,5%) dengan nilai rata-rata 79,8. Dapatdisimpulkan bahwa pembelajaran menulis eksposisi melalui penerapan strategipembelajaran berpikir berbicara menulis berbasis multimedia dapat meningkatkankualitas proses maupun keterampilan menulis eksposisi siswa.Katakunci: berpikir berbicara menulis, keterampilan menulis eksposisi, multimediaABSTRACTThis classroom action research aims at: (1) improving the quality of writingexposition learning process and (2) improving skill of writing poem through theimplementation of think talk write learning based on multimedia.The samples of this research consisted of the Indonesian Language’s teacherand students of SMA N 1 Karanganyar. The students who become research subject is aclass X IPA 2 is well estabilished as a class setting. The data of this research consistedof the lesson plan, the photographs, the result of the test, the field note, the dialog andthe record of the interviews. The data of this research were gathered from informant,location and process of learning, and document through observation, interview,document and test. The validity of this research was tested by using the method anddata source triangulations. The data were then analyzed by using the critical analysistechnique and the comparative descriptive technique.There are five stages in conducting explicit-instruction method. They are (1)delivering and stipulating the learning objective(s); (2) demonstrating cognition orskill; (3) giving activities and guidance; (4) checking students’ understanding andgiving feedback; and (5) giving independent activity.The research result showed that the implementation of think talk write by usingmultimedia was able to improve the students’ quality in writing exposition. It wassignified by the students’ improvement in terms of activeness, and attention as well asthe fluency of learning-process. This research also showed that by implementing thinktalk write strategy based on multimedia, students’ skill in writing exposition can beimproved. It can be seen from the scores resulted from conducting two cycles. In preresearch,there were only 15 students (48%) who passed the minimum score and theclass’ average score was 68,3. In cycle I, the students passing the minimum score raisedbecome 24 students (75%) and the class’ score average was 74,3. The more significantresult can be seen in cycle II the students passing the minimum score become 28students (87,5%). Accordingly, it can be concluded that students’ skill in writingexposition can be improved by implementing think talk write based on multimedia.Keywords:think talk write, writing exposition skills, multimedia