Think first or just do writing?

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 2 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.