Penerapan Strategi Think-Talk-Write untuk Meningkatkan Keterampilan Menulis Narasi pada Siswa Kelas V MIS Miftahul Ulum Waringinsari

Abstract

This classroom action research aims to improve narrative writing skills of fifth-grade students at MIS Miftahul Ulum Waringinsari through the implementation of the Think-Talk-Write (TTW) strategy. The background of this study is the students' low achievement in writing narrative texts, which was characterized by disorganized structure, lack of ideas, and limited vocabulary. This research was conducted in two cycles, each consisting of planning, action, observation, and reflection stages. The TTW strategy involves three stages: thinking independently about a topic, discussing ideas with peers, and writing the final version based on the discussion. This method helps students organize their thoughts, enrich ideas through peer interaction, and express them in written form more effectively. Data were collected through observation, student writing assessments, and teacher notes. The results showed a significant improvement in students' narrative writing abilities. In the first cycle, 57% of students met the minimum competency standard, which increased to 86% in the second cycle. Students also became more confident and engaged in the writing process. In conclusion, the Think-Talk-Write strategy is proven to be effective in enhancing narrative writing skills and student participation in language learning activities.