Journal of Primary Education

11 (1) (2022) : 53–63

https://journal.unnes.ac.id/sju/index.php/jpe

The Improvement of Students’ Learning Outcomes and Report

Writing Skills at The Sixth Grade Elementary School Use the
Learning Model Think-Talk-Write and Wordwall Media

Yanti Yanti 1, Tri Joko Raharjo 2, Woro Sumarni 2

1.
SDN 02 Sukorejo Pemalang, Indonesia
2.
Pascasarjana, Universitas Negeri Semarang, Indonesia

Article Info Abstract

________________ ___________________________________________________________________
History Articles The implementation of Indonesian Class VI learning, especially in writing
Received: student reports, has various obstacles. This is based on several factors including
19 December 2021
students who do not understand the form of the report to be written, students
Accepted:
have difficulty in starting and determining the contents of the report to be
20 January 2022
Published:
written. This research is quantitative research, that is Quasi Experimental or
30 March 2022 often referred to as quasi-experimental aims to improve student learning
________________ outcomes and report writing skills with the Think Talk Write learning model
Keywords: assisted by Wordwall media. Determination of the sample using purposive
Think, Talk Write, sampling technique, purposive sampling is a sampling technique with certain
Wordwall, Write the considerations. Located at SDN 02 Sukorejo and SDN 01 Botekan in Ulujami
report District, Pemalang Regency. The sample of this study amounted to 56 students
____________________
of class VI Elementary School. Data was collected through test, observation,
interview, and documentation techniques. Data analysis techniques with
validity, reliability, level of difficulty, normality test, homogeneity test, one
sample t-test, two sample t-test, N-gain test, and simple correlation test. Based
on the results of simple regression, it is known that (p = 0.00) < (𝖺 = 0.05); This
means that students' activities in using think talk write learning assisted by
Wordwall media affect students' writing skills and increase student learning
outcomes as indicated by the results of the sig (2-tailed) regression test of 0.00
< 0.05; it means that students' writing skills affect student learning outcomes.


Correspondence address: p-ISSN 2252-6404
Villa Payung Indah Blok A/ 25 Pudakpayung, Kec. Banyumanik
e-ISSN 2502-4515
Kota Semarang
E-mail: [email protected]

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INTRODUCTION to express ideas/ideas in their writing, Therefore

we need the right method that can build
In the education, language is a key students' enthusiasm for learning so that student
determinant of success in studying the field of learning outcomes are truly optimal according to
study. Given the importance of language in Setiawan et al.(2017).
education, language lessons are applied in According to Rahman as quoted by
schools, one of which is Indonesian language Budiyanto (2022) writing is a medium to convey
lessons. Indonesian is one of the subjects that what the author wants, disseminate what the
must be given at the formal education level, authors put forward, and invite others and lead
whether it is elementary school, high school or them to think and develop. According to
college. In general, the purpose of having Tarigan as quoted by Wiwit (2017) Writing is a
Indonesian language lessons in elementary language skill that is used to communicate
schools. Indonesian subjects are easy subjects indirectly, not face to face with other people. So,
but difficult for students to master because they among the four language skills, writing is
have four aspects that must be studied. One considered the most difficult language skill.
branch of Indonesian language learning in Furthermore, Soebachman quoted by Rahman
elementary schools that has an important role is (2020) argues that writing is a medium of
the aspect of writing skills. communication between a writer and other
According to Abidin, as quoted by people. Susanto as quoted by Sugiharti (2017)
Dandan (2019), at this time, writing is still not argues that the purpose of learning Indonesian in
something that is favored by students, even elementary school is for students to be able to
writing activities are still considered a difficult enjoy and utilize literary works, to develop
activity. because the ability possessed by personality, broaden life horizons, and increase
students is still low. Based on the results of data knowledge and language skills. Language skills
analysis obtained by the author in the field, it is at school include spoken language and written
known that the teaching and learning process, skills which are divided into listening, speaking,
especially in Indonesian subjects, especially the reading and writing skills. This is in line with
writing aspect, found many difficulties for what was expressed by Rahman quoted by
students in learning it, The same thing was also Noviana (2022) which states that in the
found by Rahman as quoted by Sugiarti et al elementary school curriculum, Indonesian learns
(2020), Based on data from the International four aspects which include listening, speaking,
Study of Achievement in Writing Composition, reading, and writing skills. The four skills are
it is known that “Indonesia is a country whose interrelated and mutually support each other,
writing and reading culture is still below such as speaking skills related to listening skills
average. Indonesia still has an oral culture, while reading skills related to writing Natalle &
because there are still many people who speak Crowe cited by Rahman (2017).
instead of reading and writing”. According to Arista (2019) and Sarie
Based on the results of data analysis (2016), In his research, it was found that the lack
obtained by the author in the field, it is known of application of creative and innovative
that the teaching and learning process, especially learning models was due to the rare use of
in Indonesian subjects, especially the writing innovative learning models, especially in writing
aspect, found many students' difficulties in skills and the lack of media that supported the
learning it, students may often find it difficult to learning process so that learning was less
apply complex syntactic forms and precise interesting and students felt bored. According to
aspects during essay writing, discussion as a Sa`diyah (2019) the use of think talk write
genre of argumentative writing, Tandiana (2018) learning model makes students more cooperative
The same thing was also found by Pratiwi (2016) and enthusiastic in learning. In addition,
who said that most of the students were not able teachers also rarely use learning media in
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learning activities. Dery (2019) explained that invited to learn how to write properly, therefore
his research focuses on trying out learning writing needs to think. If difficulties need to
strategies that are expected to improve the ability discuss with friends (talk) with friends, after it is
to write narrative essays for elementary school clear then students can write (write) well. In this
students. Kumalasari (2018) concludes that study the author uses the think talk write
increasing the practicality of using interactive learning model while for interactive media here
multimedia in thematic learning is very helpful the author uses the Wordwall application as the
for students and teachers in learning. The same medium, According to (Yanti et al, 2017) in his
thing was also stated by Wahyudi (2021) and research stated that the advantages of
Indah Ini (2018) who developed interactive multimedia with computer aids make learning
multimedia in increasing the learning motivation more meaningful because multimedia is able to
of elementary school students that was valid, present an interactive learning model. The
practical and effective, said that interactive existence of learning media is very important in
multimedia was felt to be very helpful in teaching and learning activities so that the media
improving student learning outcomes. Puspita can increase students' desire to learn, This is
(2017) explains that media is one of the factors what underlies the author using the Word wall
that supports the success of the learning process application because it is considered easy in
in schools because it can help the process of presentation and very interesting and can be
delivering information from teachers to students repeated during the learning process, making it
or vice versa, the use of creative media can also easier for students to understand the content of
facilitate and improve learning efficiency so that the material in the Word wall. In addition, the
goals can be achieved. Gurbangeldiyewna presentation of a structured material also makes
(2017) chose “Interactive Media” as a medium it easier for students to understand the material.
of learning and teaching because researchers These two advantages mean that the word wall
believe that technology can motivate students, application is an effective media used to improve
help teachers to bring learning materials to life, the ability of elementary school students in
increase student interest, and has not been used understanding the structure of making and
by teachers. Ruhama (2019) showed that the use writing reports. The use of word wall - assisted
of media was able to improve students' ability to learning models in Indonesian language learning
write descriptive texts. The same thing was also is expected to stimulate students to think more
conveyed by Manikowati (2017) creatively and generate new ideas that can be
Looking at some of the research above formed into a description by relating them to
and the results of the observations, the authors students' daily lives. So that the material can be
found some difficulties of students in writing constructed by students themselves with their
reports, the data obtained as follows: the low own understanding and conceptual findings.
ability of students to find ideas to write in the This think talk write learning model assisted by
report so that the reports written by students word wall media will later grow the ability of
only consist of 1-3 sentences and the low ability students to understand Indonesian lessons,
of students to integrate relationships between especially in writing reports and describing them
sentence. The authors feel that the use of in the form of a good report.
appropriate learning models and interesting
media will be one of the supporting factors in METHODS
generating interest and learning success of
students, therefore the authors want to combine This research design is quantitative
the think talk write learning model with the help research that is Quasi Experimental or often
of word wall media. referred to as quasi-experimental. Quasi
Writing skill is not because of intention, Experimental is a true experimental approach
but as a necessity, therefore students must be where the experimental group is formed
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randomly (Sugiyono 2018). It is called a quasi- following considerations: 1) Elementary schools

experiment because this experiment has not or that have the same accreditation value, 2) The
does not have the characteristics of an actual number of students is almost the same, 3) The
experimental design because the variables that environmental conditions are the same, 4)
should be controlled or manipulated are not Learning facilities are relatively the same, 5)
fully controlled by the researcher. Therefore, the Ability relatively the same learning outcomes
validity of the research is not enough to be called and KKM.
an actual experiment. The lesson in this Research variables are everything in any
research is Indonesian, especially theme 1 about form determined by the researcher to be studied
writing reports. In the 1st theme, there is KD 3.1 so that information is obtained about it, then the
Summarizing information based on the text of conclusion is drawn (Sugiyono 2018). The
the report on the observations heard and read. variables in this study are the independent
KD 4.1 Presenting conclusions orally and in variable, the dependent variable and the control
writing from the text of the report on the results variable. Collecting data in this study using tests
of observations or interviews which is and non-tests. This research uses observation,
strengthened by evidence. Based on the KD test, and interview techniques. The data
there are two main topics in Indonesian subjects. obtained from the research results are in the
Based on the research design that has been form of quantitative data. Quantitative data
described, The author conducted two tests on were obtained from the results of the pretest and
each group. Pretest was conducted on the posttest using a test sheet. This test is used to
experimental group and the control group to obtain the results of student data in the
determine the initial results of learning to write experimental class and control class, especially
reports before being given treatment. Then the in learning to write reports in Indonesian
posttest was carried out in the control group subjects using the think talk write learning
with the think talk write learning model only model with the help of word wall media word
and the experimental group after being given wall. The form of the test used by the author is a
treatment in the form of using a think talk write written test. There are two kinds of tests used in
learning model assisted by the word wall media. this study, namely a verbal creativity test to
After the two groups did the posttest, the results measure students' writing skills and an
of the two were then compared or tested for Indonesian written test to measure student
differences. A significant difference between the learning outcomes. After the test kits are
two values in the experimental and control arranged and validated by experts, then to find
groups will show the effect of the treatment that out the questions have met the classification of
has been given. good questions, Then the test questions are
The sample that will be used in this study tested in the test class. In this study, the test
is all the sixth grade elementary school students questions were tested on class VI SDN 02
in the even semester consisting of two schools Sukorejo as an experimental class and class VI at
with a total of 56 students. One school was used SDN 01 Botekan as a control class.
as the experimental group and one school was The following is a complete explanation
used as the control group. After being of the analysis and processing of quantitative
determined by purposive sampling, the next step data from the results of the written test, and
is to determine the experimental group and the tested by using 1) normality test using the
control group using lottery and the result is the Kolmogorov-Smirnov test on the SPPS program
experimental class, namely SDN 02 Sukorejo as by calculating the Lilliefors model. Provided
many as 28 students, while the control class, that if P > 0.05, if the alternative hypothesis H1
namely SDN 01 Botekan as many as 28 is accepted, it means that the data obtained is
students. The reason why the researcher chose 2 said to have the opposite effect, if P < 0.05, then
samples in the study by taking into account the H1 is declared to have no effect. 2)
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Homogeneity test is carried out to obtain the measure student learning outcomes in the
assumption that the research sample starts from material for writing student reports.
the same or homogeneous conditions, then the Based on data from research that has been
similarity test of the two means uses the SPSS carried out by the Think Talk Write learning
program through the One-Way Anova test. The model assisted by word wall media, it can be
variance of the variable is the same if the concluded that there are differences in the
significance (sig.) > of the specified alpha level is experimental class after learning with the Think
0.05. If the data obtained are normal and Talk Write model assisted by word wall media,
homogeneous, then further test analysis can be on improving learning outcomes and writing
carried out using parametric tests. 3) The test skills of students in class VI, this is evidenced by
used is a one-party t test (Sudjana 2013). The pretest and posttest data, it can be seen that the
statistical hypothesis is as follows; control class student learning outcomes in the
1) 1) H₀: <: (the average interest and learning low category of 39%. While in the experimental
outcomes of students who are taught by class at 0%. The learning outcomes of control
using the think tank write learning model class students in the medium category were 61%.
based on wordwall media is lower or equal While in the experimental class at 50%. While
to the students who are taught using the the learning outcomes of students in the control
think talk write learning model) class and the experimental class in the high
H₀: >: (the average interest and learning category are both 50%. Experimental Class
outcomes of students who are taught with the learning outcomes are presented in Figure 1 and
think talk write learning model assisted by Figure 2 below:
wordwall media are higher than students who
are taught using the think talk write learning
model)

RESULTS AND DISCUSSION

After the trial was carried out and the

results were known, then proceed with taking
the initial result data using a pre-test in the
experimental class and the control class. Then
given treatment, where the experimental class Figure 1 Experimental Class Student Learning
used the think talk write learning model assisted Results
by word wall media, while the control class used
the think talk write learning model. After the
two classes were given treatment, then a post-
test was given to the two classes. This is done to
determine the final ability of students after
treatment.

1.Student Learning Outcomes

Student learning outcomes in this study
were measured before and after the learning
process with the think talk write learning model Figure 2 Student Learning Outcomes in Control
assisted by wordwall media in the experimental Class
class and the think talk write learning model in Furthermore, the following are the results of the
the control class. There are 25 questions to learning outcomes of the experimental class and

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the control class which are presented in Figure 3 Suwarto (2021) shows that the mean population
below. correlation for SD/equivalent is 0.393,
SMP/equivalent is 0.513, and SMA/equivalent
is 0.433. While the impact of sampling error for
SD/equivalent is 10.5%, SMP/equivalent is
64.6% and SMA/equivalent is 53.2%. So, it can
be concluded that learning think talk write on
Indonesian language learning materials writing
skills in elementary schools can improve student
learning outcomes with a positive correlation.
Think talk write learning can develop
Figure 3 Completeness of Student Learning problem solving skills. Think talk write learning
Outcomes Experimental Class and Control process is carried out in groups consisting of 3-5
Class students in each group. In this group students
are asked to read, take notes, explain, listen and
Based on the diagram in Figure 3, it share ideas with friends and then express them
appears that the experimental class achieved through writing. The results showed that there
completeness of 86% while in the control class it was an increase in student learning outcomes
was only 22%. This shows that the experimental seen from the absorption and mastery of student
class students' learning outcomes are better than learning with the absorption rate increased by
the control class students' learning outcomes. 5%, while student learning completeness
Student learning outcomes in the think increased by 15.13% so it can be concluded that
talk write learning model assisted by wordwall using the think talk write cooperative learning
media based on pretest and posttest scores in the model can improve student learning outcomes
experimental class at SDN 02 Sukorejo and the Mulyani (2018). The results of Silfia's research
Control class at SDN 01 Botekan showed the (2019) show that first, the ability to write
average value of the gain-test results in the commercial letters using the Think Talk Write
experimental class in the medium category. Learning model in writing lessons with an
Likewise, the control class is also in the average score of 83.82 is included in the very
moderate category, but between the good category. Second, the ability to write
experimental class and the control class, the commercial letters using conventional learning
improvement is better in the experimental class with an average value of 67.29 is included in the
compared to the control class. This means that sufficient category. Third, based on the test
learning using the think talk write learning results, the results of t count > t table are 6.06 >
model assisted by word wall media has a 1.66. The ho is rejected and h1 is accepted.
significant increase compared to the control Thus, it can be concluded that there is an
class which is only taught by the think talk write influence of the Think Talk Write (TTW)
model. learning model on the writing ability of
Indonesian language learning outcomes commercial letter students. This is reinforced by
that focus on writing student reports as a Kurniawan's research (2018) which states that
cognitive aspect are expected to be optimized by the think talk write learning model can affect the
students. Pembelajaran berbasis Cooperation narrative writing skills of 3rd grade elementary
provides opportunities for students to recognize school students in Pekanbaru by showing pretest
the concept of mutual respect more. This and posttest data, the average pretest score was
learning process is something that is very 60.94 with the moderately skilled category, then
important for students because they are able to the posttest increased to 75.67 with the skilled
acquire knowledge in a way that can train the category.
ability to interact with other people well.
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Thus, the think talk write learning Ability

model assisted by word wall media and the think
talk write learning model can both improve
student report writing learning outcomes.
However, the think talk write learning model
assisted by word wall media that is taught
integrated with group learning is more fun and
interesting than the conventional learning model
because in this learning model students can
experience themselves or interact directly with
the object being studied so that they can find Figure 5 Experimental Class Student Report
their own concepts without getting proper Writing Ability
guidance. more than teachers.
The following are the results of the
2.Students' Writing Ability complete ability to write reports for the
The students' writing ability in this study experimental class and control class, which are
was measured before and after the learning presented in Figure 6 below.
process using the think talk write learning model
assisted by word wall media while in the control
class with the think talk write learning model.
There are 5 questions to measure students' report
writing ability. For more details, the results of
students' report writing abilities in the
experimental class are as follows, the ability to
write reports of control class students in the low
category by 29%, while the experimental class is
7%. Figure 6 Completion of Writing Ability
The ability to write reports for control
class students in the medium category is 71%, Student Reports for Experimental Class
while in the experimental class of 91%. and Control Class
Meanwhile, the students' report writing skills in Based on the diagram in Figure 6, it
the control class and the experimental class in appears that in the experimental class the
the high category are both equal to 0% as shown students' report writing ability completeness is
in Figure 4 and Figure 5 below: 79% while in the control class it is only 32%.
This shows that the report writing ability of the
experimental class students is better than the
report writing ability of the control class
students.
Based on the analysis of the prerequisite
test, it shows that the experimental class and the
control class come from the same conditions,
that is, after the normality and homogeneity
tests were conducted which showed that the two
samples were normally distributed and there was
no significant difference in variance.
Furthermore, each sample class was given a
Figure 4 Control Class Students' Report Writing different treatment, by applying the think talk
write learning model assisted by word wall
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media and the think talk write learning model write model assisted by word wall media.
only. After carrying out think talk write learning Where it begins to be seen in the second and
assisted by word wall media in the experimental third phases, namely the predicting phase
class and think talk writing learning in the (think), students in groups collect information,
control class, then the research data is processed. focus on exposure to material on word wall
However, before the results of the student report media shows and then talk (talk) with different
writing ability test and the experimental class group of friends on each problem in writing.
and control class student learning outcomes are reports they face. Based on the information
used to answer the research hypothesis, the obtained, students then give their respective
results of the student report writing ability will opinions to be discussed. Students in this phase
be seen first. are more active in seeking information from
The results of the ability to write student both thematic books and discussions with
reports on think talk write learning assisted by friends and various other sources of information
wordwall media based on the pretest and so that it can be seen how each group has
posttest scores in the experimental class at SDN predictions/statements for further processing
02 Sukorejo and the control class at SDN 01 and verification of the data presented in the
Botekan showed the average value of the gain results of the exercise. In addition to the
test results in the experimental class including predicting phase, it is also seen that in the third
the medium category. Likewise, the control class writing phase, students in this phase experiment
is also in the medium N-Gain category, but with writing a report. The ability to write reports
between the experimental class and the control as one aspect that must be mastered in
class the improvement is better in the Indonesian language lessons. The writing aspect
experimental class compared to the control class. also requires cooperative learning such as think
This means that learning using the think talk talk write so that students can be more creative
write learning model assisted by word wall in writing, this shows the importance of
media has a significant improvement compared implementing think talk write assisted by
to the control class using the think talk write wordwall media as a way for students to be able
learning model only. to develop students' writing skills to the
The results have shown that the maximum. This is supported by the results of
achievement of student report writing skills Sandi's research (2019) finding that activities in
taught by the think talk write learning model the use of the think talk write learning model
assisted by word wall media and learning with make a positive contribution to improving
the think talk write model has succeeded in students' writing skills. The data is sufficient to
significantly increasing students' report writing prove that the process in the teaching and
skills. The results of classical completeness learning process is active in solving students'
calculations show that the proportion of students writing skills problems. The results of improving
who achieve mastery is more than the criteria. writing skills are also shown by Suwarto's (2021)
This is due to think talk write learning assisted research that the results show that the average
by wordwall media which enhances the population correlation for SD/equivalent is
discovery process carried out through study 0.393, SMP/equivalent is 0.513, and
groups. This is in line with the opinion of SMA/equivalent is 0.433. While the impact of
Siswanto and Ariani, (2016: 107) stating that the sampling error for SD/equivalent is 10.5%,
think talk write learning model builds thinking, SMP/equivalent is 64.6% and SMA/equivalent
reflects, and organizes ideas, then tests these is 53.2%. So, it can be concluded that learning
ideas before students are expected to write. The think talk write on Indonesian language learning
results of increasing the indicator of student materials writing skills in elementary schools can
report writing skills cannot be separated from the improve student learning outcomes with a
influence of the implementation of the think talk positive correlation.
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Thus, it can be concluded that the ability Https://Doi.Org/Http://Dx.Doi.Org/10

to write reports of students who are taught with .23887/Jet.V5i1.32314.
the think talk write model assisted by word wall Arista, N. L. P. Y. (2019). Pengaruh Model
media has a better improvement than learning Pembelajaran Think Talk Write (TTW)
with the conventional model. Kurniawan (2018) Berbasis Literasi terhadap Keterampilan
with research results, pretest and posttest data, Menulis dalam Bahasa Indonesia.
the average pretest score is 60.94 in the International Journal of Elementary
moderately skilled category then in the posttest it Education. 3(3), 284-292.
increases to 75.67 in the skilled category. Bada & Olusegun, S. (2015). Constructivism
Learning Theory: A Paradigm for
CONCLUSION Teaching and Learning. IOSR Journal of
Research & Method in Education (IOSR-
The use of think talk write with wordwall JRME). 5(6), 66-70.
media during the learning process is effective in Budianty, N. (2022). Analysis of Teaching Style
improving students' report writing skills, there is of High-Grade Teachers in Narrative
a significant difference in students' writing skills Writing Learning in Wado District.
between the control group and the experimental Proceedings The 4th International Conference
group, where the average value of students' on Elementary Education. 4(1), 515-526.
ability to write reports in Indonesian lessons , http://proceedings.upi.edu/index.php/ic
who participated in think talk write learning ee/article/view/2026.
with wordwall media was higher than the Dery, D.W, Pebriana, P.H, & Putra, K. E.
average score of Indonesian language students in (2019). Penerapan Model Kooperatif
the student report writing lesson, besides that it Think Talk Write Untuk Meningkatkan
also had a positive impact that could improve Keterampilan Menulis Karangan Narasi
student learning outcomes. Pada Siswa Sekolah Dasar. Jurnal
Pendidikan dan Konseling, 1(1), 25-37.
ACKNOWLEDGMENT Desimyari, M. (2019). Pengaruh Model Think
Talk Write Berbantuan Media Audio.
The author would like to thank SDN 02 JP2. 2(1), 141-150.
Sukorejo and SDN 01 Botekan, which support Fitria Novita Sarie. (2016). Pendekatan
and help on provide data or information for the Contextual Teaching and Learning
purpose of this research Bervisi SETS Dalam Mengoptimalkan
Multiple Intelligence dan Hasil Belajar.
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