Research Article
Think first or just do writing?
@INPROCEEDINGS{10.4108/eai.13-2-2019.2286152, author={Lucky Rahayu Nurjamin and Yustika Nur Fajriah and Irsyad Nugraha and Anne Ratna Suminar}, title={Think first or just do writing?}, proceedings={Proceedings of the 1st International Conference on Business, Law And Pedagogy, ICBLP 2019, 13-15 February 2019, Sidoarjo, Indonesia}, publisher={EAI}, proceedings_a={ICBLP}, year={2019}, month={10}, keywords={educational policy efl curriculum fastwriting think-talk-write writing}, doi={10.4108/eai.13-2-2019.2286152} }- Lucky Rahayu Nurjamin
Yustika Nur Fajriah
Irsyad Nugraha
Anne Ratna Suminar
Year: 2019
Think first or just do writing?
ICBLP
EAI
DOI: 10.4108/eai.13-2-2019.2286152
Abstract
In response to the problematic educational policy related to an EFL curriculum, there must be explicit techniques to use, particularly the techniques in teaching writing. In accordance, this study is aimed to examine the effective technique in teaching writing by comparing the two; think-talk-write (TTW) and fast writing techniques. This quantitative study was deployed in terms of quasi-experimental design. The data were collected through the test and conducted in one suburban junior high school in Indonesia involving 250 2nd year students as the population and 46 sample students. In conclusion, the result statistically reveals that 82% students in TTW class reached the passing grade. Meanwhile, those who were taught under fastwriting were only 42%. Hence, think-talk-write is more effective than fastwriting technique. Therefore, the policy maker should explicitly state on the EFL curriculum that think-talk-write is the recommended technique applied by higher education level while fast writing is for lower education level.