The Effectiveness of Think-Talk-Write Technique to Teach Writing to Students with Different Personalities
DOI:
https://doi.org/10.58989/plj.v2i1.21Keywords:
Fact-Reason-Elaboration-Shift, Narrative Text, Students’ Personality, Think-Talk-Write, WritingAbstract
This research analyzed the effectiveness of Think-Talk-Write (TTW) and Fact-Reason-Elaboration-Shift (FRESH) techniques for teaching writing to students with extroverted and introverted personalities. A quantitative and 2 x 2 factorial research design involved 60 eighth-grade students. Three instruments—a personality questionnaire, observation checklist, and writing test—collected data. Both TTW and FRESH techniques positively impacted the writing abilities of extroverted and introverted students, with TTW showing stronger improvement. Individual characteristics must be considered when selecting teaching techniques. The findings provide evidence of effective writing instruction for different personality types, emphasizing the need for tailored approaches. Future research should explore additional techniques and factors to enhance our understanding of effective writing instruction.
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Thesis
Wijayanti, I. T., & Anggraini, N. (2018). The Effectiveness Of Fact-Reason-Elaboration-Shift(Fresh) Technique To Teach Students Writing Skill Of Descriptive Text: An Experimental Research on the Seventh Grade Students of SMP Negeri 03 Mojogedang in the Academic Year of 2017/2018 [IAIN Surakarta]. http://eprints.iain-surakarta.ac.id/id/eprint/2382
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