The Effectiveness Of Think-Ahead And Write (Taw) Strategy On Students Writing Ability (A Quantitative Study at SMPN 40 Rejang Lebong)

Viki Rahma Dila, Rezika and Apriani, Eka and Edy, Sarwo (2025) The Effectiveness Of Think-Ahead And Write (Taw) Strategy On Students Writing Ability (A Quantitative Study at SMPN 40 Rejang Lebong). Sarjana thesis, Institut Agama Islam Negeri Curup.

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Abstract

ABSTRACT Rezika Viki Rahma Dila : THE EFFECTIVENESS OF THINK-AHEAD AND WRITE (TAW) STRATEGY ON STUDENTS WRITING ABILITY Advisor : Dr, Eka Apriani, M. Pd. Co-Advisor : Sarwo Edy, M. Pd. This research aimed to investigate the effectiveness of the Think-Ahead and Write (TAW) Strategy in improving students’ descriptive writing ability at SMPN 40 Rejang Lebong. The study employed a pre-experimental design with one group pre-test and post-test. Sixteen seventh-grade students participated as the sample. The research was conducted over six weeks, from April 13 to May 27, 2025. Data were collected through writing tests, focusing on students’ ability to generate, organize, and express ideas in descriptive texts. The findings showed a clear improvement in students’ writing performance after the implementation of the TAW Strategy. The mean pre-test score was 69.25, categorized as Fair, while the mean post-test score increased to 77.25, categorized as Good. The highest score improved from 80 to 88, and the lowest score rose from 60 to 65. The percentage of students achieving Good and above increased from 31.25% to 68.75%, while the Fair category decreased from 43.75% to **6.25%. A paired-sample t-test was used to analyze the data, resulting in a t-value of 10.47, which was higher than the t-table value of 2.131 at a 0.05 significance level with 15 degrees of freedom. The p-value (0.0027) was also below 0.05, indicating a statistically significant difference between pre-test and post-test scores. These results confirmed that the TAW Strategy effectively enhanced students’ descriptive writing ability by helping them plan, organize, and write more coherently. The findings align with Flower and Hayes’ Cognitive Process Theory of Writing, which emphasizes the importance of planning in writing, and Vygotsky’s Social Constructivist Theory, which highlights the role of scaffolding in developing higher-order thinking skills. It is suggested that teachers integrate the TAW Strategy into writing lessons to improve students’ writing performance. Future research may explore combining TAW with peer collaboration or digital tools to further enhance its effectiveness Keywords Think-Ahead and Write Strategy, descriptive writing, pre- experimental research, prewriting strategy

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Thesis (Sarjana)

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