Implementation of the Think Talk Write Model to Improve Explanatory Text Writing Skills in Fifth-Grade
DOI:
https://doi.org/10.59011/austronesian.5.3.2026.930-943Keywords:
Think Talk Write, Explanatory Text, Writing Skills, CAR, Elementary StudentsAbstract
Writing is a fundamental language skill in elementary education, yet many students experience difficulties organizing ideas, using appropriate vocabulary and spelling, and producing coherent explanatory texts. This study aimed to describe the application of the Think Talk Write (TTW) model and determine its effectiveness in improving the explanatory text writing skills of fifth-grade students at SD Negeri 078462 Iraonolase. The study employed classroom action research using the Kemmis and McTaggart model, consisting of planning, action, observation, and reflection. The research involved 17 fifth-grade students and was conducted through two cycles. Data were collected through observation, writing assessments, field notes, and documentation, and were analyzed using quantitative and qualitative approaches. The findings showed a substantial improvement in students’ explanatory text writing skills following the implementation of TTW. In Cycle I, the average student score was 44, with 5 of 17 students achieving the minimum learning criterion of 70, resulting in 29% classical mastery. After improvements in classroom management, guidance, discussion, and implementation of the TTW stages, the average score increased to 78 in Cycle II, with 15 of 17 students achieving the criterion, resulting in 88% classical mastery. Student participation and classroom engagement also increased, particularly in expressing ideas, discussing, collaborating, and organizing written texts. These findings indicate that the Think Talk Write model can effectively improve fifth-grade students’ explanatory text writing skills, particularly in text structure, factual content, spelling, and vocabulary. Therefore, TTW is recommended as an interactive instructional model for supporting elementary students’ writing development in Indonesian language learning.
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