Effects of the Think-Talk-Write Model with Visual Media to Improve Students’ Summary Writing Skills

Observations and interviews were conducted to assess third grade students’ summary writing skills at SDN 5 Kebumen, and it was found that the students' summary writing skills were low. Some students couldn’t spell words correctly, and when students were asked to write, the information was not correct and complete. This study aimed to improve summary writing skills in learning Indonesian through the Think-Talk-Write model with visual media. This Classroom Action Research was carried out over three cycles, each cycle covering the stages of planning, implementing action, observing, and reflecting. The research subjects in the study were teachers and class III students at SDN 5 Kebumen. The data used awere quantitative and qualitative data. The data collection techniques were test techniques, observation, and interviews. The data analysis methods used were data reduction, data presentation, and drawing conclusions. The data reduction stage, it means that the researcher sorts the data obtained from interviews, observations, and the results of assessing students' summary writing skills after applying the Think-Talk-Write Model with visual media. Furthermore, in the data presentation stage, the data is presented in the form of tables and narratives obtained from data on students' summary writing skills scores, pre-action and action observation data, data from pre-action interviews, and the end of the cycle. Furthermore, drawing conclusions were used to answer the research hypothesis, namely if applying the Think-Talk-Write model with visual media could increase or not. The results showed that the average percentage of students' summary writing skills increased, with the observation results of cycle I = 72.73%, cycle II = 90.91%, and cycle III = 95.45%. The results of this study indicate that the application of the Think-Talk-Write model with visual media could improve students' summary skills. In this learning model, students can think and understand the material with student worksheets. The images presented by the teacher could help students understand the real material related to the material being explained. In addition, students actively discussed with their group members in seeking information and then presented the results of the discussion in front of the class. This trend became a student summary writing exercise because in group assignments in which there was the task of finding the main idea of ​​a paragraph and writing a summary of information text. This study concludes that the effects of the Think-Talk-Write Model could improve students' summary writing skills. Suggestions for teachers were that teachers should continue to develop learning models that followed the characteristics of their students. The practical implication of this research is that the Think-Talk-Write Model could be used as an alternative learning model in the classroom which could increase student activity in participating in learning. The research results show that the Think-Talk-Write model with visual media could improve summary writing skills.