Implementing the Think, Talk, Write Approach for Developing English Language Skills in Grade 4 Students

Abstract

This study investigated the implementation of the Think–Talk–Write (TTW) approach in developing the English language skills of fourth-grade students at MI Rohmatul Ummah, Mandailing Natal, North Sumatra. The study was motivated by students' limited opportunities to practice speaking and pronunciation because classroom instruction mainly emphasized writing activities. This research employed Classroom Action Research (CAR) using two cycles consisting of planning, action, observation, and reflection. The participants were 27 fourth-grade students. Data were collected through classroom observations, interviews, documentation, speaking assessments, and writing assessments. The findings revealed that the implementation of TTW improved students' pronunciation, writing ability, classroom participation, and learning confidence. Students became more active during classroom discussions, demonstrated better pronunciation accuracy, produced more complete written sentences, and showed greater confidence in expressing their ideas. The average writing score increased from 2.07 in Cycle I to 2.88 in Cycle II, while students' speaking performance also improved. These findings indicate that the Think–Talk–Write approach provides meaningful opportunities for students to develop productive language skills through individual thinking, collaborative discussion, and structured writing. Therefore, TTW can be considered an effective student-centered approach for improving English language learning among elementary school students.