The Use of Picture-Guessing Game in Implementing Team-Pair-Solo Technique To Improve The Students' Ability To Write Descriptive Text

THE USE OF PICTURE-GUESSING GAME
IN IMPLEMENTING TEAM-PAIR-SOLO TECHNIQUE
TO IMPROVE THE STUDENTS’ ABILITY
TO WRITE DESCRIPTIVE TEXT

(Classroom Action Research at SMA Negeri 1 Subah for Grade X in the
Academic Year Of 2012/2013)
a final project
submitted in partial fulfillment of the requirements
for the degree of Sarjana Pendidikan
in English
by
Ika Kurniawati Khasanah
2201409032
ENGLISH DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
SEMARANG STATE UNIVERSITY
2013
APPROVAL
The final project entitled the Use of Picture-guessing Game in Implementing

Team-Pair-Solo Technique to Improve the Students’ Ability to Write Descriptive
Text was approved by a board of examiners and officially verified by the Dean of
the Faculty of Languages and Arts of Semarang State University on
Board of Examiners
1. Chairman
Dr. Abdurrachman Faridi, M. Pd.
NIP. 195301121990021001
2. Secretary
Rini Susanti Wulandari, S. S., M. Hum.
NIP. 197406252000032001
3. First Examiner
Drs. Amir Sisbiyanto, M. Hum.
NIP. 195407281983031002
4. Second Examiner / Second Advisor

Novia Trisanti, S. Pd., M. Pd.
NIP. 197611062005012002
5. Third Examiner / First Advisor

Dr. Januarius Mujiyanto, S. Pd., M.Hum.
NIP. 195312131983031002
Approved by:
The Dean of the Faculty of Languages and Arts
Prof. Dr. Agus Nuryatin, M.Hum.

NIP.196008031989011001
ii
PERNYATAAN
Dengan ini saya,

Nama : Ika Kurniawati Khasanah
NIM : 2201409032
Prodi/Jurusan : Pendidikan Bahasa Inggris/Bahasa dan Sastra Inggris
Fakultas : Bahasa dan Seni Universitas Negeri Semarang
Menyatakan dengan sesungguhnya bahwa skripsi/final project berjudul:
The Use of Picture-Guessing Game in Implementing Team-Pair-Solo Technique
to Improve the Students’ Ability to Write Descriptive Text (Classroom Action
Research at SMA Negeri 1 Subah for Grade X in the Academic Year of
2012/2013)
Saya tulis sebagai salah satu syarat untuk memperoleh gelar sarjana ini benar-
benar merupakan karya saya sendiri yang saya hasilkan setelah melakukan
penelitian, pembimbingan, diskusi dan ujian. Semua kutipan, baik yang langsung
maupun tidak langsung, ditulis dengan disertai sumber kepustakaan dengan cara
sebagaimana yang lazim dalam penulisan karya ilmiah.
Dengan demikian, walaupun tim penguji dan pembimbing skripsi/final project ini
membubuhkan tanda tangan sebagai tanda keabsahan, seluruh isi karya ilmiah ini
tetap menjadi tanggung jawab saya sendiri. Jika ditemukan pelanggaran yang
berhubungan dengan skripsi/final project yang saya hasilkan, saya bersedia
menerima konsekuensinya.
Batang, 24 th July 2013

Yang membuat pernyataan,

NIM. 2201409032
iii
MOTTO AND DEDICATION
Think Good Think God

Do not follow something you do not know for hearing, sight and conscience, all it
will be held accountable
(Al Isra‟ : 36)
To:
Allah SWT
My beloved parents
My beloved brother
My best-ever friends and Mayda friends
iv
PREFACE
First and foremost, I would like to praise Allah SWT the Almighty for the
blessing and mercy, the health and the power given to me, and the prophet
Muhammad SAW for bringing His tenet to us, so I could complete my final
project.
I take this opportunity to express my profound gratitude and deep regards to my

first advisor, Dr. Januarius Mujiyanto, S. Pd., M.Hum., who has been willing to
constantly give valuable information, guidance, advice, solution as well as
encouragement throughout the course of this final project. I also take this
opportunity to express my deep sense of gratitude to my second advisor, Novia
Trisanti, S. Pd., M. Pd., who has constantly given valuable suggestion, correction
as well as motivation in completing this final project. I sincerely thank to all
lecturers who taught and shared their knowledge during lecturing, and then to
SMA Negeri 1 Subah which also helped in doing the research.
I specially thank to my father, Drs. Slamet, mother, Mrs. Murtini and brother,
Nahl, who always support, advise, and pray for me in every step of completing
this project. I thank to all my friends at English Department and Kos Mayda as
well as my best friends, Abibah, Meta and Nana, who have supported and helped
me overcome my difficulties.
The last but not the least, I realized that this final project is still far from being
perfect. Thus, any suggestion is expected for better result. Hopefully, this final
project will be beneficial for readers, especially for English teachers and people
who work at educational field.
Semarang, 24 th July 2013
The writer
v
ABSTRACT
Khasanah, Ika Kurniawati. 2013. The Use of Picture-Guessing Game in

Implementing Team-Pair-Solo Technique to Improve the Students’ Ability to
Write Descriptive Text (Classroom Action Research at SMA Negeri 1 Subah for
Grade X in the Academic Year of 2012/2013). Final Project. English Department,
Faculty of Languages and Arts, Semarang State University. First Advisor: Dr.
Januarius Mujiyanto, S. Pd., M.Hum; Second Advisor: Novia Trisanti, S. Pd., M. Pd.
Keywords: Picture-Guessing Game, Team-Pair-Solo, Writing Skill, Descriptive Text.
Writing is considered as the most difficult skill to be mastered because of its

complexity. Teaching writing is not an easy task for teacher. The objectives of the
study were to describe the use of picture-guessing game in implementing team-
pair-solo technique to teach writing descriptive text and to investigate how it
improves the students‟ ability of writing descriptive text. To achieve the
objectives, classroom action research was designed as the method of the study.
Planning, acting, observing and reflecting were done in each cycle. This study
was done in two cycles on April 10, 2013 to May 1, 2013. The subject of this
study was Class X8 at SMA Negeri 1 Subah. Observation checklist, questionnaire,
interview, and test were used as the instruments to collect the data needed. From
the result of pre-observation and pre-assessment, the students were not able to
write descriptive text well. It was seen from the aspects of good writing such as
content, organization, grammar, word choice and mechanics. After doing two
cycles, the results of observation checklist, questionnaire, and interview showed
that the students gave positive reaction and response during the action. Through
questionnaire, it was also found that the students were motivated to join the lesson.
The result of tests showed that after doing the action of cycle one, the students‟
ability improved. The average score of the cycle one test was 71.68 exceeding the
standard score criteria of 70.00. To elevate the students‟ ability, the researcher did
minor revision in the action of cycle two. The students‟ average score of the cycle
two test was 79.15. In this test the students produced better writing. Their
attention to the aspects of good writing was better than the previous tests. Finally,
it could be concluded that picture-guessing game in implementing team-pair-solo
technique was good to teach writing descriptive text, and the use of it could
improve the students‟ ability in writing. Teachers can use it as the alternative
technique in teaching writing. It can also give information for readers and become
reference for other researchers.
vi
TABLE OF CONTENTS
Page
Preface ........................................................................................................... v
Abstract .......................................................................................................... vi
Table of Contents ..... ..................................................................................... vii
List of Tables ................................................................................................. xi
List of Figures ................................................................................................ xii
List of Appendices ........................................................................................ xiii
CHAPTER
1. INTRODUCTION ................................................................................ 1
1.1 Background of the Study ...................................................................... 1
1.2 Reasons for Choosing the Topic ........................................................... 4
1.3 Research Questions .............................................................................. 5
1.4 Purposes of the Study ........................................................................... 5
1.5 Significance of the Study ...................................................................... 6
1.6 Outline of the Report ............................................................................ 6
2. REVIEWED OF RELATED LITERATURE ........................................ 8
2.1 Previous Studies ................................................................................... 8
2.2 Theoretical Background........................................................................ 11
2.2.1 Language Learning and Teaching ......................................................... 11
2.2.2 General Concept of Writing .................................................................. 12
2.2.2.1 Definition of Writing ............................................................................ 13
2.2.2.2 Components of Good Writing ............................................................... 13
vii
2.2.2.3 Teaching Writing.................................................................................. 15
2.2.2.4 Teaching Writing in Senior High School .............................................. 16
2.2.3 General Concept of Text ....................................................................... 17
2.2.3.1 Genre of Text ....................................................................................... 17
2.2.3.2 Definition of Descriptive Text .............................................................. 18
2.2.4 General Concept of Media .................................................................... 19
2.2.4.1 General Concept of Game..................................................................... 21
2.2.4.2 Picture-Guessing Game ........................................................................ 22
2.2.5 General Concept of Cooperative Learning ............................................ 23
2.2.5.1 Team-Pair-Solo .................................................................................... 23
2.2.6 General Concept of Action Research .................................................... 25
2.2.7 English Curriculun of Senior High School in Indonesia ........................ 27
2.3 Framework of the Present Study ........................................................... 28
3. METHODS OF INVESTIGATION ...................................................... 29
3.1 Research Design ................................................................................... 29
3.2 Subject of the Study ............................................................................. 30
3.3 Roles of the Researcher ........................................................................ 31
3.4 Type of Data ........................................................................................ 31
3.5 Instruments for Collecting Data. ........................................................... 31
3.5.1 Observation Checklist .......................................................................... 31
3.5.2 Questionnaire. ...................................................................................... 33
3.5.3 Interview ............................................................................................. 34
3.5.4 Tests..................................................................................................... 35
3.6 Procedures of Collecting Data .............................................................. 36
3.6.1 Pre-Observation. ................................................................................... 36
viii
3.6.2 Pre-Assessment. ................................................................................... 36
3.6.3 Cycle One ............................................................................................ 37
3.6.4 Cycle One Test ..................................................................................... 39
3.6.5 Cycle Two ............................................................................................ 39
3.6.6 Cycle Two Test .................................................................................... 40
3.6.7 Observation .......................................................................................... 41
3.6.8 Questionnaire ....................................................................................... 41
3.6.9 Interview .............................................................................................. 42
3.7 Procedures of Analyzing Data .............................................................. 42
3.7.1 Analyzing Observation Result .............................................................. 42
3.7.2 Analyzing Questionnaire Result ........................................................... 43
3.7.3 Analyzing Interview Result .................................................................. 43
3.7.4 Analyzing Test Result .......................................................................... 44
3.8 Procedures of Reporting Data ............................................................... 45
4. DATA ANALYSIS AND DISCUSSION ............................................. 46
4.1 Research Activity ................................................................................ 46
4.1.1 Planning. .............................................................................................. 47
4.1.2 Action .................................................................................................. 48
4.1.2.1 Cycle One ............................................................................................ 48
4.1.2.1.1First Meeting ....................................................................................... 48
4.1.2.1.2Second Meeting ................................................................................... 51
4.1.2.2 Cycle Two ............................................................................................ 52
4.1.2.2.1First Meeting ........................................................................................ 53
4.1.2.2.2Second meeting ................................................................................... 56
4.1.3 Observation ......................................................................................... 57
ix
4.1.4 Reflection. ......................................................................................... .. 57
4.2 Analysis. ........................................................................................... .. 57
4.2.1 Analysis of Observation ...................................................................... 57
4.2.1.1 Analysis.of Observation in Cycle One ............................................... .. 58
4.2.1.2 Analysis of Observation in Cycle Two ................................................. 62
4.2.2 Analysis of Questionnaire. .................................................................... 66
4.2.3 Analysis of Interview ........................................................................... 69
4.2.4 Analysis of Tests .................................................................................. 70
4.2.4.1 The Result of Pre-Assessment ............................................................. 70
4.2.4.2 The Result of Cycle One Test .............................................................. 72
4.2.4.3 The Result of Cycle Two Test .............................................................. 74
4.3 Discussion ............................................................................................ 77
4.3.1 Observation, Questionnaire, and Interview Results .............................. 78
4.3.2 Test Result .......................................................................................... 79
5. CONCLUSION AND SUGGESTION..................................................81
5.1 Conclusion ........................................................................................ ..81
5.2 Suggestion ......................................................................................... ..82
BIBILIOGRAPHY ......................................................................................... ..83
APPENDICES ................................................................................................ ..87
x
LIST OF TABLES
Table Page
3.1 Harris‟s Scoring Classification ............................................................. 44
4.1 Schedule of the Research ..................................................................... 46
4.2 Students‟ Achievement of Pre-Assessment ........................................... 71
4.3 Students‟ Achievement of Cycle One Test ............................................ 73
4.4 Students‟ Achievement of Cycle Two Test ........................................... 75
xi
LIST OF FIGURES
Figure Page
3.1 Phases of Action Research ................................................................... 30
4.1 Diagram of Observation Result ............................................................ 65
4.2 Diagram of Pre-Assessment Result ....................................................... 71
4.3 Diagram of Cycle One Test Result ....................................................... 73
4.4 Diagram of Cycle Two Test Result ....................................................... 75
4.5 Diagram of Students‟ Improvement .................................................... 77
xii
LIST OF APPENDICES
Appendix Page
1. Students‟ Code .......................................................................................... 87
2. Lesson Plan ................................................................................................. 88
3. Classroom Observation Checklist ................................................................ 99
4. Teacher Observation Checklist .................................................................. 104
5. Questionnaire ............................................................................................ 105
6. Interview Sheet ......................................................................................... 107
7. Pre-Assessment ......................................................................................... 109
8. Cycle One Test.......................................................................................... 110
9. Cycle Two Test ......................................................................................... 112
10. Boardman and Frydenberg‟s Writing Rubric ............................................. 114
11. Pre-Assessment Scores X8 ........................................................................ 115
12. Cycle One Test Scores X8......................................................................... 116
13. Cycle Two Test Scores X8 ........................................................................ 117
14. Letter of Obsevartion Permission/Surat Izin Observasi .............................. 118
15. Letter of Research Permission/Surat Izin Penelitian Bukti Penelitian ......... 119
16. Letter of Research Proof/Surat Bukti Penelitian......................................... 120
17. Photos of Research Activities .................................................................... 121
xiii
CHAPTER I
INTRODUCTION
This chapter presents the introduction of the study. It contains six sub chapters.
They are background of the study, reasons for choosing the topic, research
questions, purposes of the study, significance of the study, and outline of the
report.
1.1 Background of the Study
English is now one of the main subjects taught in schools because of its
importance as an international language. Based on Depdikbud (1995:1), English
as an international language needs to be taught for the development of science and
technology, culture age, and also the relationship between countries in the world.
Therefore, in Indonesia‟s curriculum, English becomes one of subjects which is
taught in elementary school, high schools and university.
Learning English as language requires the mastery of four language skills:
listening, speaking, reading and writing. Writing, however, is often considered as
the most difficult skill to be mastered because of its complexity. Paul (2003:96) in
Hapsari (2011:2) says that writing is generally as the most difficult of the four
skills. The difficulty is seen in generating and organizing ideas which is
completed by the mastery of the aspects of writing such as grammar, spelling,
1
2
word choice, punctuation, and so on. Moreover, English teaching and learning in
schools is taught through text. Genre of text then becomes the pilot in all parts of
English teaching and learning, including teaching and learning writing which has
to consider with the aspects of all genres. They are grammar, generic structure,
and lexicogrammatical order.
Considering the existence of English in senior high school‟s school-based
curriculum, the researcher‟s observation shows that most of students she taught
when she was doing Field Practice Program or PPL at SMA Negeri 1 Subah had
difficulties in writing. They did many mistakes in grammar, spelling, punctuation,
and so on. For example, a student produced I call her is Nana instead of I call her,
Nana. Another student produced The tipe are button, qwerty, touch screen instead
of The types are button, qwerty and touch screen, and many others. Some students
also made report text instead of descriptive text. In addition, the average of them
have not achieved the standard score criteria or KKM. These problems were also
faced by the tenth grade students where she did observation for the fulfillment of
final assignment of Language Teaching Theories subject. These facts indicate that
writing skill is difficult to be mastered for senior high school students.
Regarding the explanation above, according to Meyers (2005:2), writing
itself is an action--a process of discovering and organizing your ideas, put them on
paper and reshaping and revising them. In English language education, writing is
often related to composing a paragraph or a text. In fact, most of students need to
be guided to compose a good text. It means that in composing a text students have
to compose a text which is based on its genre and pay attention to the aspects of
3
writing. In this case, teachers need to use a technique or the combination of some
techniques in their teaching process in order to make students success in achieving
the goal of the lesson.
Nowadays, games are often applied in language teaching in order to attract
and help students understand in learning the materials. Many types of game are
available as media in teaching learning process. They are guessing games, picture
games, sound games, fact-finding games and so on. Picture-guessing game is a
kind of guessing games which requires students to logically guess what the picture
is. In this case, pictures help students understand the situation and memorize
vocabulary.
Working in group is a way to eliminate students‟ problem in learning
process because they can help each other to solve problems faced. Many teachers
consider cooperative learning as an effective way to help students face their
problem in learning. The fact that most of students are reluctant to ask their
teacher when they find any difficulty in their learning process becomes the reason
for using cooperative learning. Cooperative learning then offers many techniques
of group working to facilitate students solve their problems with their friends.
They can widely be used in teaching learning activities.
Team-pair-solo is one of cooperative learning techniques which can be an
effective way to teaching writing because it guides students to work as a team first,
then as a partner, and the outcome of the result produced by individual. Finally,
4
each of students has his or her own responsibility to learn and understand the
material.
Teaching writing is not an easy task for teacher although writing has been
taught from the primary educational level. The status of English as foreign
language in Indonesia becomes a specter for students, including senior high
school students. Therefore, a teacher needs to find a good way in teaching writing.
By implementing teaching technique in the teaching and learning process,
teachers can help his or her students success in their learning.
Dealing with the whole explanation above, a study entitled the Use of
Picture-Guessing Game in Implementing Team-Pair-Solo Technique to Improve
the Students’ Ability to Write Descriptive Text was conducted at SMA Negeri 1
Subah. It would focus on writing descriptive text as the skill to be mastered. The
reason is because most of the tenth grade students in this school have difficulty in
writing descriptive text. Whereas, it has been given at the lower educational level.
Furthermore, in this study, picture-guessing game was used in implementing
team-pair-solo technique to teach writing descriptive text, and then the students‟
improvement was investigated.
1.2 Reasons for Choosing the Topic
The topic the Use of Picture-Guessing Game in Implementing Team-Pair-Solo
Technique to Improve the Students’ Ability to Write Descriptive Text is chosen
because of the following reasons:

5
First, nowadays, English teaching in schools is taught through text.
Descriptive text is one of text types learned. Although descriptive text has been
taught in the lower educational level, there are a lot of students in senior high
school who have not mastered it well yet,
Second, the success of teaching learning process can depend on media and
techniques used in delivering the materials to students. They are combined to
generate good ways in teaching learning.
Third, teachers can use such a good way that their students can understand
and be interested in what they teach.
1.3 Research Questions
As the reasons for choosing the topic, there are some questions come up in
conducting this study. The questions are as follows:
(1) How is picture-guessing game in implementing team-pair-solo technique
used to teach writing descriptive text?
(2) How does picture-guessing game in implementing team-pair-solo
technique improve the students‟ ability to write descriptive text?
1.4 Purposes of the Study
Based on the problems which come up above, there are some purposes of
conducting this study. They are as follows:
(1) to describe the use of picture-guessing game in implementing team-pair-
solo technique to teach writing descriptive text.
(2) to investigate how picture-guessing game in implementing team-pair-solo
technique improves the students‟ ability of writing descriptive text.

6
1.5 Significance of the Study
Dealing with the purposes which would like to be achieved, this study is expected
to give some benefits to English teaching learning development. These benefits
can be categorized as the followings:
Theoretically, this study is expected to be able to strengthen some typically
previous researches and give contribution in educational research development in
Indonesia.
Practically, in the context of teaching and learning process, this study is
expected to provide an effective interesting way to facilitate English teachers in
teaching writing to students, especially writing descriptive text.
Later, the use of picture-guessing game in applying team-pair-solo
technique hopefully can help students improve their ability to write descriptive
text by following teacher‟s instructions.
1.6 Outline of the Report
The report of this study consists of five chapters. Every chapter has several sub
chapters which are explained as follows:
Chapter I presents introduction. It has six sub chapters: background of the
study, reasons for choosing the topic, research questions, purposes of the study,
significance of the study, and outline of the report.
Chapter II presents review of related literature. It discusses some
information about previous studies, theoretical background, and framework of the
present study.
7
Chapter III presents methods of investigation. This chapter deals with
subject of the study, roles of the study, type of data, instruments for collecting
data, procedures of collecting data, procedures of analysing data, and procedures
of reporting the results.
Chapter IV presents result and discussion. This part gives research activity,
analysis and discussion.
Chapter V presents conclusion of the study. In this chapter, the researcher
concludes the findings and gives suggestion related to the study.

CHAPTER II
REVIEW OF RELATED LITERATURE
This chapter presents review of related literature. It is divided into three sub
chapters: previous studies, theoretical background, and framework of the present
study. Empirical studies and reference review from the books related to the topic
will be discussed in this chapter. The further descriptions are as the followings.
2.1 Previous Studies
Some researchers had conducted some studies of the use of media to enhance
students‟ ability in English, some of them related to writing. A final project made by
Medina Rahma (2012) entitled the Use of Pictures as Media to Improve Students’
Guided Writing Ability shows that the students had a progress in learning guided
writing because the average of post-test (71.80) was higher than the pre-test
(58.50). The result of a final project made by Daud Jiwandono (2012) entitled
Animated GIF (Graphics Interchange Format) as an Alternative Medium to
Improve the Students’ Ability in Writing Descriptive Texts shows that the mean
score of the control group on the pre-test was 71.21, while on the post-test was
86.29. Whereas, the mean score of the experimental group was 71.12, while on
the post-test was 89.91. The result of the t-test (1.83) was higher than t-table
(1.67). It means that there was significant difference between the students taught
using animated GIF and those not. In addition, a journal of language teaching and
8
9
research made by Deguang Zhu (2012) entitled Using Games to Improve Students’
Communicative Ability also shows that from the analysis done, teaching and
learning English by means of language games is more effective and efficient to
improve students‟ communicative ability than the traditional one. From the
studies above, it can be concluded that the use of media can help students
understand the materials taught by their teacher, and for teachers, media can help
them to improve students‟ ability while teaching English.
Other studies of the use of cooperative learning and its techniques were
also held. A journal of English language teaching made by Luu Trong Tuan (2010)
entitled Infusing Cooperative Learning into An EFL Classroom shows the result
that the course evaluations were positive and most of students (89.19%) in the
experimental group made strong statements about how much cooperative learning
improved their understanding of the course material. There is a final project made
by Rosita Amalia (2011) entitled the Use of Team-Pair-Solo in Reading
Comprehension. In this study, the researcher finds out that the t-value (7.43) was
higher than t-table (2.03). It means that there was a significant difference between
the students taught using team-pair-solo and those not. Moreover, a final project
made by Anggita S. Hapsari (2011) entitled the Use of Roundtable Technique to
Improve Students’ Achievement in Writing Hortatory Exposition Text” shows that
rountable teachnique gives significant progress in students‟ achievement in
writing hortatory exposition text. Based on these studies, there are many
techniques of cooperative learning available which can be used in the teaching
and learning activities.

10
Furthermore, some studies talking about writing had been also conducted.
Etik Sugiyarti (2006) conducted a study entitled Grammatical Errors in
Descriptive Writing Made by the Tenth Grade Students of SMAN 1 Sukorejo. The
result shows that she found seven grammatical errors in production verb group,
arrangement between subject and verb, the use of article, the use of preposition,
pluralization, the use of pronoun, and the use of conjunction. This study is
supported by the findings of a journal of English language teaching made by
Somchai Watcharapunyawong and Siriluck Usaha (2013) entitled Thai EFL
Students’ Writing Errors in Different Text Types: the Interference of the First
Language which shows that EFL students made writing errors and L1 interference
surely existed.
To reduce writing errors, many approaches or strategies are applied. These
journals shows the use of them in teaching. A journal of English language
teaching made by Hossein Hashemnezhad and Sanaz Khalili Zangalani (2010)
entitled the Effects of Processing Instruction and Traditional Instruction on
Iranian EFL Learners’ Writing Ability shows that the results of statistics
confirmed hypotheses 1 and 2 and shows that both groups performed significantly
better in their post-tests, and therefore, it can be indicated that both of instructions
were effective in improvement of EFL learners‟ writing ability, in general. In
addition, a journal of theory and practice in language studies made by Luu Trong
Tuan (2011) entitled Teaching Writing through Genre-based Approach gives
contribution in teaching EFL students in writing. It shows that the research

11
findings demonstrate that a genre-based approach based on the three phases of the
teaching-learning cycle had created a great impact on these student participants.
From all the studies above, it can be concluded that there are many ways
which teachers can do to help students succesful in their learning. In teaching, to
make students get more understanding, teachers may be assisted by media,
techniques, strategies and so on. Regarding these findings, therefore, the
researcher conducted a study by using picture-guessing game in implementing
team-pair-solo technique to improve the students‟ ability to write descriptive text.
2.2 Theoretical Background
As the basis of doing this study, some theories which are closely related to the
topic of the study are presented in this session. The theories will support the
implementation of the study that is the use of picture-guessing game in
implementing team-pair-solo technique to improve the students‟ ability to write
descriptive text. The followings are some of the theories.
2.2.1 Language Learning and Teaching
Language as a means of communication plays an important role in human life.
People use language to express their feelings, ideas, thoughts and convey
messages to others.
Language is a system of arbitrary conventionalized vocal, written, or

gestural symbols that enable members of given community to
communicate intelligibly with one another. Language is systematic.
Language is a set of arbitrary symbols. The symbols are primarily vocal,
but may also be visual. The symbols have conventionalized meanings to
12
which they refer. Language is used for communication and operates in a

speech community or culture. it is essentially human, although possibly
not limited to human. All people acquire language in much the same way;
both language and language learning have universal characteristics.
(Brown, 2000:5)
Learning is a process of knowing something and further knowing to do
something. Kimble et. al. (1963:133) quoted by Brown (2000:7) state that learning
is acquiring or getting of knowledge of a subject or a skill by study, experience, or
instruction. It is a relatively permanent change in a behavioral tendency and is the
result of reinforced practice.
Learning cannot be separated from teaching. In this case, teaching is an
activity of helping the learning process. Brown (2000:7) states:
Teaching is showing or helping someone to learn how to do something,

giving instruction, guiding in the study of something, providing with
knowledge, causing to know or understand. Teaching is guiding and
facilitating learning, enabling the learner to learn, setting the conditions for
learning. Our understanding of how the learner learns will determine our
philosophy of education, teaching style, approach, methods, and classroom
technique.
Based on the theories above, it can be concluded that language learning
and teaching is an interaction between someone who tries to understand a
language and the other who helps him or her gain more information about the
language.
2.2.2 General Concept of Writing
In this part, the general concept of writing will be discussed. The discussion will
be about what writing is and how it is categorized as a good writing. It will be
explained as follows.
13
2.2.2.1 Definitions of Writing
Writing is one of language skills which has to be mastered in order to use
language successfully. Like speaking, writing is a way to produce language.
According to Meyers (2005:2),
Writing is much like speaking—a way to discover and communicate your

ideas. Unlike speaking, however it doesn‟t happen all at once. You cannot
see and hear your readers, so you must think about their reactions. You
must choose a subject that will interest them and try to present it in an
interesting way. You must present your ideas in a logical order. You must
read what you write and then rewrite it until you express your meaning
strongly and clearly. You cannot do all of these things at once.
Writing is not only oriented on the product, but also on the process. By
means of the writing process, the product is generated. Sokolik in Nunan (2003:88)
states:
Writing is both a process and product. The writer imagines, organizes,

drafts, edits, reads, and rereads. The process of writing is often cyclical,
and sometimes disorderly. Ultimately, what the audience sees, whether it
is an instructor or a wider audience, is a product—an essay, letter, story, or
research report.
From the theories above, it can be concluded that writing is a process of
generating and organizing ideas which are presented in the form of sentences or
paragraphs that are comprehensible to readers.
2.2.2.2 Components of Good Writing
It has been stated that writing is also a way to produce language. It means that
writing has to be comprehensible to readers in order to convey the message in it.
Harmer (2003:248) argues that by practising writing frequently your mastery of
grammar, functions and and lexis used can increase. It means that our knowledge
14
in language will also be better. In writing, therefore, we need to consider the
components of writing. The next is the brief explanation of the components of
good writing.
First, it is called coherence. Boardman (2002:31) states that it is made up
of sentences that are ordered according to a principle which changes depending on
the type of paragraph that is being writen. The types of ordering are the
chronological ordering, spatial ordering, and logical ordering. In other words, in a
paragraph, the sentences must hold together; that is the movement from one
sentence to the next must be logical and smooth as stated by Oshima and Hogue
(1999:40) in Hapsari (2011:13).
The second component is called cohesion. Boardman (2002:36) says that a
paragraph has cohesion when all the supporting sentences “stick together” in their
support of the topic senteces. In connecting sentences to each other, we need what
it is called cohesive devices such as linking words, personal pronouns, definite
articles, demonstrative pronouns, and synonyms.
The third is unity. Boardman (2002:44) also states a paragraph has unity
when all the supporting sentences relate to the topic sentence. By fulfilling unity,
readers will understand that the paragraph just discusses about one topic.
The last component is called completeness. Boardman (2002:47) states
that completeness of a paragraph can be achieved when all the major supporting
sentences fully explain the topic sentence, and all the minor supporting sentences
explain each major supporting sentence.

15
Based on the explanation above, it can be concluded that a product of
writing is considered as good if there are coherence, cohesion, unity and
completeness in it. Then, it is to be readable and comprehensible.
2.2.2.3 Teaching Writing
As one of the four language skills, writing like the other skills, is taught in schools
and is considered as the most difficult skill to be mastered in learning English. In
the realization, therefore, teaching writing is not so easy as just asking students to
write something. To result a good product of writing, teaching writing needs to be
oriented not only to the product, but also to the process of writing. Harmer
(2004:5-6) explains that writing is a recursive process. It means that in the process
of planning, drafting, revising and editing, we will often re-plan, re-draft and re-
edit before we get the product of writing. It deals with Meyer‟s opinion (2005:2-3)
that:
Any good paragraph or essay goes through many stages before it is

finished. First you may simply explore ideas as you put them in to word,
lists or chard. At this point, you should not worry about grammar and
exact word choice. Afterward, you can write a first draft. Then you can
examine your ideas, rearrange them, add to them, and probably rewrite the
draft. Perhaps, you will revise your ideas and wording in several drafts
until you are confident that your audience will understand and care about
you have to say.
From the explanation above, teachers need to insert classroom activities
which give opportunities for students to learn specific writing skills, notably the
skills of planning, drafting, revising and editing, in teaching writing. Certainly, it
includes the process of re-plan, re-draft and re-edit. The expectation is that
16
students will be able to produce the final products of writing which are
appropriate to the purpose of writing itself.
2.2.2.4 Teaching Writing in Senior High School
In teaching, we have to consider who we would like to teach. The consideration is
regarding students‟ age. We sometimes categorize them as children, teens and
adult. Broadly speaking, teaching senior high school students is like teaching
teens because students at this educational level have ages between fifteen and
eighteen. According to Brown (2001:91-92), teens are they whose ages range
between twelve and eighteen. They are in between childhood and adulthood. At
the age, students begin to recognize something abstract and be able to use logical
thinking in solving quite complex problems. Therefore, in teaching teenagers,
teachers need to provide a set of teaching which involves their intellectual
capabilities.
Dealing with the explanation above, teaching writing in senior high school
is certainly harder than the lower level. The writing materials in senior high
school are more complicated although they have been taught at the lower level
curriculum. It is adapted with senior high school students‟ intellectual capabilities
which are more develop. In addition, writing is considered as the most difficult
skill to be mastered. Regarding the fact, teachers have to consider how they treat
their students in teaching writing. They need to use a teaching way which covers
senior high school students‟ need related to both the materials and the treatment.
2.2.3 General Concept of Text

17
When we talk about writing, it cannot be separated from the term „text‟. Many
events or knowledges are informed through texts. Mark and Kathy Anderson
(1997:1) simply state that a text is created when words are put together to
communicate meaning.
More complicated definition of text is proposed by Hyland (2002) who
states “texts have a structure, they are orderly arrangements of words, clauses and
sentences, by following the principles which guide the correct arrangement of
elements, writers can encode a full semantic representation of their intended
meanings”.
It can be concluded that text is formed of structured words, clauses, or
sentences, which contains the writer‟s ideas, in order to communicate information
to readers.
2.2.3.1 Genre of Text
There are many types of text within text itself. They are called genre. Gerot and
Wignell (1994:17) states that a genre can be defined as “a culturally specific text-
type which results from using language (written or spoken) to (help) accomplish
something”. Another definition of genre is proposed by Kress and Threadgold
(1988:216) in Paltridge (1997:42). They argue that the notion of genre offers an
“interface between the socio-cultural world and textual form”.
A number of genres are proposed by Gerot and Wignell (1994:192-218).
They are spoof, recount, report, analytical exposition, news item, anecdote,
18
narrative, procedure, descriptive, hortatory exposition, explanation, discussion,
and reviews.
From the explanation above, there are a lot of genres in written language
and every genre has their social function. Then, descriptive text is chosen as a
genre of text to be discussed for carrying out of the study. The further explanation
about descriptive text is as below.
2.2.3.2 Definition of Descriptive Text
Descriptive text is one of text-types which is taught in English teaching. As its
name, the text is descriptive. Martin, et al (1985:143) state “descriptive writing is
writing that describes a person, a place, an idea, an organization, or an activity”.
Oshima and Hogue (2007:61) state “descriptive writing appeals to the
senses, so it tells how something looks, feels, smells, tastes and/or sounds. It is in
line with Meyers (2005:60) who says that “a description of a scene allows your
readers to see, hear, or even feel the subject matter clearly”.
Gerot and Wignell (1994:208) also define “descriptive text is a text which
has social function to describe a particular person, place, or thing”. In the context
of writing, every text has structure to compose it. Furthermore, Gerot and Wignell
give generic structure of descriptive text as the followings:
(1) Identification : identifies phenomenon to be described.
(2) Description : describes parts, qualities, characteristics.

19
There are also lexicogrammatical features of descriptive text. They are (1)
focus on specific participants; (2) use of simple present tense; (3) use of
attributive and identifyng process; and (4) frequent use of ephitets and classifiers
in nominal groups
Based on the theories above, we can conclude that descriptive text is a text
which describes something or someone so that the readers can look, feel, smells,
or taste what is told. To be like that, in writing descriptive text, writers need to
consider its generic structure and lexicogrammatical features.
2.2.4 General Concept of Media
In the teaching and learning process, teachers may use media as tools to help them
teach the lesson to students. Gerlach and Ely (1980:241) state that “media are any
person, materials, or events that establih conditions, which enable learner to
acquire knowledge, skills, and attitudes”. Meanwhile, Brown (1977:23) says that
media are tools or physical things used by teacher to facilitate the instructions so
that they are able to help students to catch knowledge.
Based on the definitions above, it can be concuded that media are any
equipment which is useful to deliver materials in the teaching and learning
process. Various media are available around us. For example, we can use pictures,
relia, and so on to teach the part of body. These kinds of media help students to
visually memorize the name and the function of the particular part.
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Gerlach and Ely (1980:297) further classify media in some categories: (1)
picture which consists of any event, photograph, or object. It may be larger or
smaller than the thing represents; (2) audio recording which is in the form of
magnetic tape, disc, motion picture and soundtrack, which is the reproduction of
actual event or soundtrack; (3) motion picture which is a coloured or black and
white moving image generated from live action or graphic representation; (4)
television which includes all types of audio video electronic distribution system
which eventually appears on its monitor; and (5) real things, simulation and model,
that is all people, events, objects, and demonstration of real things are constructed
with other media which become a model.
From the categories above, teachers can choose any kind of media which
is related to their material in teaching. However, teachers need to be selective in
choosing it. In order to facilitate teachers, Brown (1980:76) gives six principles of
selecting approriate media for teaching. They are summarized as follows: (1)
content, that is the media should have significant relation with the lesson; (2)
purpose, that is the media should contribute and facilitate the teaching and
learning process; (3) price, that is teachers should consider that the cost of media
is in accordance with the educational result regarded from its use; (4)
circumstance, that is teachers should consider how students‟ condition where they
teach in order to know whether or not the media would effectively function in the
environment; (5) learner‟s verification, that is teachers need to ensure that the
media have been tested to certain students; and (6) validation, that is teachers
21
must consider whether there are data confirming that students learn accurately
through the use of media.
It can be concluded that teachers need to pay attention to the principles
above in order to get a better result of the teaching and learning process. In this
study, the researcher includes picture-guessing game as a medium in real things,
simulation and model. The next then will be explained about game and picture-
guessing game.
2.2.4.1 General Concept of Game
When doing teaching, teachers sometimes use games as media in delivering the
material in order to make it fun. Hadfield (1998:4) defines “game as an activity
with rules, a goal and an element of fun”. Another definition says that
Games are a vital part of a teacher‟s equipment, not only for language
practice they provide, but also for the therapeutic effect they have. They
can be used at any stage of a class to provide an amusing and challenging
respite from other classroom activity and are especially useful at the end of
along day to send students away feeling cheerful about their English class.
(Harmer, 1991:101)
In addition, Phillips (1997:85) in quoting Al Zaabi (2007) states that
games in the language classrom helps children to see learning English as
enjoyable and rewarding. Playing games in the classroom develops the ability to
coorperate, to compete without being aggresive, and to be a good loser.
From the definitions above, games can be used to as alternative media in
delivering material in the teaching and learning process in order to get students‟
interest and understanding.

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2.2.4.2 Picture-Guessing Game
There are many types of game. One of them is guessing game. According to
Webster (2013), guessing game is a game in which the participants compete
individually or in teams in the identification of something indicated obscurely (as
in riddles or charades). Klippel (1984:31) states that the basic role of guessing
game is very simple. One person knows something that the other one wants to
find out. He further states “as the person guessing has a real urge to find out
something, guessing games are true communication situations and as such are
very important for foreign language learning. They are generally liked by students
of all ages because they combine language practice with fun and excitement".
From these, guessing game can be used in every level of age. In doing the
game, people sometimes make variation of it. Klippel argues “variation is a vital
ingredient of good games. You can try changing the rules of familiar games or
doing things in a different order, and you will find that one game idea can be the
nucleus of many new games”.
Dealing with the statement above, picture-guessing game then is a
variation of many kinds of guessing games. In this game, picture becomes the
thing to be guessed. This game requires students to logically guess what the
picture is based on the clues given. The implementation of picture-guessing game
is explained as the followings: (1) the teacher gives explanation about picture-
guessing game; (2) the teacher gives a general clue before showing the first part of
the picture.; (3) the teacher continues the next clues, while showing the parts of
23
the picture, until the picture is guessed.; (4) to guess the picture, each team has to
send a representative by raising his or her hand; and then (5) When the picture is
guessed, it is the end of the game.
2.2.5 General Concept of Cooperative Learning
Nowadays, many teachers apply cooperative learning in their teaching and
learning process.
Cooperative learning essentially involves students learning from each

other in groups. But it is not the group configuration that makes
cooperative learning distinctive; it is the way that students and teachers
work together that is important... In cooperative learning, teachers teach
students collaborative or social skills so that they can work together more
effectively. (Larsen-Freeman, 2000:164)
Oxford (1997) as quoted by Brown (2001:47) states that cooperative
learning is more structured, more prescriptive to teachers about classroom
techniques, more directive to students about how to work together in groups (than
collaborative learning). Thus, cooperative learning refers to a set of instructional
strategies which include cooperative student-student interaction over subject
matter as an integral part of the process (Kagan, 1989:41).
From the theories above, cooperative learning facilitates students to work
together in group (pair or team) in order to accomplish their work. At the end of
the learning process, every individual is responsible for the result of learning.
2.2.5.1 Team-Pair-Solo
Cooperative learning offers many alternative techniques for working in group.
Some of them can be used in teaching writing. Those are roundtable, roundrobin,
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think-pair-share, team-pair-solo and so on. In this part, a technique will be
discussed further.
Team-pair-solo is one of cooperative learning technique proposed by
Spencer Kagan. According to Kagan (2001),
Team-pair-solo is simple. Students do problems first as a team, then with a

partner, and finally on their own. Team-pair-solo is designed to motivate
students to tackle and succeed at problems which initially are beyond their
ability. It is based on a simple notion: mediated learning. Students can do
more things with help (mediation) than they can do alone.
From the explanation above, there are three steps of doing this technique.
They are team, pair and finally solo. As a technique which started with teamwork,
the term of teambuilding closely adhere to this technique. Kagan (2009:10.1)
states “ teambuilding is a process of converting a heterogeneous group into a team.
It is the process by which different student come to know, trust, and respect their
teammates”. It is because there is the existence of modelling and mediation which
certainly need teambuilding to achieve the team goal.
In the first step of this technique, the students are usually asked to solve a
problem that is beyond the ability of the lower achieving students. After
each of them has successfully completed the goal, they break into pairs
and the partners each in turn do a problem like the one that was solved as a
team. Finally, each individual performs the similar problem alone,
applying what they learned first as a team and then during pair work. The
students, who initially could not solve the problem alone, now can. (Kagan,
2009: 4.7-8)
Team-pair-solo has some advantages. They are to develop social skill, to
to pool students knowledge and skill, and to make individual accountability. By
acquiring social skill, the students become more polite, cooperative, respectful,
responsible, and able to resolve conflicts and to control their impulses (Kagan,
25
2009:6.14). In other words, the students help, teach, and tutor each other. Using
this technique pools the students‟ knowledge or skill. If anyone on the team
knows how to do the problem, that skill gets transferred to the other teammates
during the first step of this technique (Kagan, 2009:12.6). The last but not the
least advantage is that team-pair-solo creates individual accountability.
The final way to make learning “individual” is to structure for individual

performance team interaction—“me after we”. After teamwork portion is
complete, students independently solve problems and turn in their own
worksheets. After the team practice session, students take individual tests
and quizzes. Afteer the team reads, students write their own summaries.
(Kagan, 2009:12.12)
Based on the explanation above, each step in team-pair-solo has its
function. The implementation in teaching writing is expected to give a good result
which make students be able to tackle their problems in learning process in order
to accomplish the goal of the lesson, that is composing a good writing.
2.2.6 General Concept of Action Research
When doing a study for certain purposes, we cannot be separated from the use of
research method. In this case, there are many kinds of research method available
to support our study. In today‟s educational field, we often hear many people
choose action research in doing their study. The purpose of action research is to
develop new skills or new approaches and to solve problems with direct
application to the classroom or other applied setting (Hartoyo, 2011:86). To this
period, many experts give contribution in developing action research. The next is
some definitions and more information about action research proposed by some
experts.
26
Corey (1953:6), another of founding fathers of action research, cited in
Hartoyo (2011:87) argues that action research is a process in which practitioners
study problems scientifically (our italics) so that they can evaluate, improve and
steer decision, making and practice. According to Carr and Kemmis (1986) as
quoted by Ellis (2012:27), action research is a form of self-reflective enquiry
undertaken by participants in social situations to improve the rationality and
justice of their own practices, and the situations in which those practices carried
out. Kemmis and Mc Taggart (1992:10) in Hartoyo (2011:87) also argue that to
do action research is to plan, act, observe and reflect more carefully, more
systematically, and more rigorously than one usually does in everyday life. Burns
(1994:293) as quoted by Burns (1999:30) states “action research is the application
of fact finding to practical problem solving in a social situation with a view to
improving the quality of action within it, involving the collaboration and co-
operation of researchers, practitioners and laymen”. In addition, Mills (2000:6)
defines:
Action research is any systematic inquiry conducted by teacher researchers
to gather information about the ways that their particular schools operates, how
they teach, and how well their students learn. The information is gathered with the
goals of gaining insight, developing reflective practice, effecting positive changes
in the school environment and on educational practices in general, and improving
student outcomes.
From the definitions above, what is meant by action research in this study
is a systematic inquiry conducted by a teacher or a group of teachers in the

27
classroom setting in order to improve their practice and student outcomes in the
teaching and learning process. As a systematic inquiry, action research has some
phases which have to be done. The phases are implemented in a cycle. They are
planning, acting, observing, and reflecting.
Therefore, through action research, teachers can plan what and how they
teach, then implement it to improve students‟ ability. During acting, they observe
their students‟ reaction toward the teaching and learning process, and then reflect
it to know how well the action is done and improves students‟ ability.
2.2.7 English Curriculum of Senior High School in Indonesia
English becomes one of subjects taught at every educational level in Indonesia.
Senior high school, therefore, includes English in its curriculum. In English
curriculum of senior high school, English is oriented to develop the language
skills so that students are able to communicate and express in English at certain
literacy level. Talking about literacy level, it covers performative, functional,
informational, dan epistemic. For senior high school, students are expected to
achieve informational level, that is able to access knowledge with language,
because they are prepared to continue their education to college (BSNP:125).
Based on school-based curriculum or KTSP in senior high school, students
are expected to be able to comprehend and produce several texts in the form of
procedure, descriptive, recount, narrative, report, news item, analytical exposition,
hortatory exposition, spoof, explanation, discussion, review, and public speaking
(BSNP, 2006:126). In this study, the researcher focuses on descriptive text which
28
is specially taught in the second semester of tenth grade. In making syllabus and
lesson plan as part of instruments for teaching, the researcher regards the
competence standard and basic competence (BSNP, 2006:130) stated as follows:
12. expressing the meaning of short functional text and simple essays in the form
of narrative, descriptive and news item in the context of daily life and to access
knowledge and 12.2. accurately, fluently, and acceptably, expressing the meaning
and the rethorical steps in simple essays in the context of daily life and to access
knowledge in the form of narrative, descriptive and news item.
2.3 Framework of the Present Study
Based on the theories above, the researcher uses picture-guessing game in
implementing team-pair-solo technique from Kagan to teach writing descriptive
text. Then, she would investigate the improvement of the students‟ ability to write
descriptive text.
The researcher would conduct action research as the method of conducting
the study. The concept of action research used is proposed by Mills (2000). The
reason is that action research offers a systematic way of doing the action which
helps to improve not only teacher‟s practice or action in the classroom but also
student outcomes. It starts with planning, acting, observing, and then reflecting.
All those steps are implemented in what is called by cycle. Two cycles were
conducted in this study. The researcher took a class of the tenth grade students of
SMAN 1 Subah. The further explanation about the implementaion of this study
would be discussed in the next chapter.

CHAPTER III
METHODS OF INVESTIGATION
This chapter presents the methods of investigation. It deals with seven subchapters.
They are subject of the study, roles of the researcher, type of data, instruments for
collecting data, procedures of collecting data, procedures of analyzing data,
procedures of reporting the results.
3.1 Research Design
Classroom Action Research was done as the method of conducting this study. It
was because the research was done by doing some activities in a cycle to solve
problems emerge in the classroom so that both teacher practices and student
outcomes can improve.
In the classroom, teachers often find some problems such as the students‟
difficulty in certain part of the lesson which cannot be achieved as the target
expected. In this case, teachers usually use classroom action research to improve
their practice in teaching and overcome the problems emerge. Regarding the fact,
this kind of action research was used to describe the use of picture-guessing game
in implementing team-pair-solo technique, and investigate the students‟
improvement by doing the action. In this study, the researcher studied the students‟
ability to write descriptive text.
29
30
The researcher conducted two cyles in this study. Kemmis and Mc taggart
(1992) state that each cycle consisted of four phases which cover planning, acting,
observing, and reflecting. The implementation of the phases of action research
was described as follows:
3.1 Phases of Action Research
Source: http://www.citrenz.ac.nz/bacit/0101/0101eustace_files/image005.jpg
3.2 Subject of the Study
The study was conducted in SMA Negeri 1 Subah. There are eight classes of
grade ten in this school. The subject of this study was class X 8. The reason was
that the average of the students‟ achievement was the lowest among the other
classes based on the data obtained in preliminary observation.
3.3 Roles of the Researcher

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The roles of the researcher in this study were a teacher, a data collector, and a data
analyzer. The researcher taught the materials to the students and collected the data
through questionnaire, interview and tests which were then analyzed.
3.4 Type of Data
The type of data was qualitative data and quantitative data. The qualitative data
were obtained from observation sheet, questionnaire and interview, which were
supported by the quantitative data, those were the results of tests.
3.5 Instruments for Collecting Data
In conducting this study, the data which supported the research findings were
collected through some instruments. The followings were the instruments for
collecting the data.
3.5.1 Observation Checklist
Observation of classroom interaction could be a very powerful research
instrument. Through observation, all kinds of the students‟ activities in the
classroom were observed while the teaching and learning process took place.
Observation checklist was used to obtain the data which described the
implementation of the technique to teach writing descriptive text in the teaching
and learning process.
The things observed are students‟ perfomance, including (1) students‟
behaviour during teaching learning process in the classroom; (2) students‟

32
responses toward the learning media; and (3) students‟ responses toward team-
pair-solo technique. Each number has some items which were observed. Teacher‟s
performance was also observed during the action in order to help her do reflection
to the next action.The whole format of the observation was presented in appendix
3 and 4. The following was the example of observation checklist.
CLASSROOM OBSERVATION CHECKLIST

Students’ Behaviour during Teaching and Learning Process
in the Classroom
No. Number of Items Criteria Categories

1. Giving attention to - Almost all students pay attention High
the teacher‟s to the teacher‟s explanation about
explanation the lesson.
- Almost (or) a half of the whole Medium
students pay attention to the
teacher‟s explanation about the
lesson
- Only several students pay Low
attention to the teacher‟s
explanation about the lesson.
2. Giving comments - More than a half of the whole High
or questions about students give comments or
the teacher‟s questions about the teacher‟s
explanation explanation
students give comments or
questions about the teacher‟s
explanation.
- Only several students give Low
comments or questions about the
teacher‟s explanation.
3. And so on.
TEACHER OBSERVATION CHECKLIST

33
No. Number of Items Yes No

1. The teacher plans well and sets clear objectives.
a) Preparation for teaching is done.
b) Materials are ready.
c) Objectives are communicated clearly at the
beginning of the teaching process.
d) There is good structure to the teaching and learning
process.
e) The lesson is summarized at the end.
2. The teacher shows good knowledge and
understanding.
a) Subject material is appropriate to the lesson.
b) Knowledge is made relevant
3. And so on.
3.5.2 Questionnaire
Questionnaire was administered after conducting all cycles in order to strengthen
the result of observation. Through questionnaire, information related to the use of
picture-guessing game in implementing team-pair-solo technique in the teaching
and learning process of writing descriptive text was obtained from the students.
The questionnaire made was based on five criteria from Heaton (1975) as
follows: (1) students‟ interest, (2) the relevance of the technique, (3) students‟
achievement, (4) the advantages of the technique, and (5) the sustainability of the
technique. The format of the questionnaire was close-ended question. There were
ten questions. The whole format of the observation was presented in appendix 5.
The example of questionnaire sheet was described as follows:
QUESTIONNAIRE
Answer the following question by giving a crosscheck (v).
No. Questions Yes No

34
1. Are you happy when you joined in teaching

writing descriptive text using picture-guessing
game in implementing team-pair-solo technique?
2. Is the use of picture-guessing game good to teach
writing descriptive text?
3. And so on.
3.5.3 Interview
Interview is mostly used in qualitative research. In this study, it was used to get
some information which was obtained from the English teacher after doing the
cycles. It contained five open-ended questions related to the teaching and learning
process using picture-guessing game in implementing team-pair-solo technique in
the classroom. The interview was also used to support the result of observation
and questionnaire. In appendix 6, the whole format of interview sheet was
presented. Here is some examples of question in interview sheet:
TEACHER INTERVIEW SHEET
The followings are some questions to be asked after doing the teaching and
learning process using picture-guessing game in team-pair-solo.
No. Questions Answers
1. What is your opinion about the
students‟ enthusiasm in teaching
writing using picture-guessing
game in implementing team-
pair-solo technique?
2. What do you think about the
students‟ participation in the
teaching and learning process using
picture-guessing game in
implementing team-pair-solo
technique?
3. And so on.
3.5.4 Tests
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Tests could measure the students‟ ability, knowledge or performance. In this
study, the purpose of using test as an instrument was to support the qualitative
data in pointing out the improvement of the students‟ ability to write descriptive
text using picture-guessing game in implementing team-pair-solo technique. In
addition to the other instruments, the test was one of the indicators of improving
the students‟ ability. The test was in the form of composition which was analyzed
by writing rubric. The writing rubric was presented by Boardman and Frydenberg
(2002:180). The test was administered at the end of each cycle. There were two
tests conducted after pre-assessment. They were cycle one test and cycle two test.
The results of each test indicated whether or not the students‟ ability improved.
The form of the them could be seen in appendix 7, 8, and 9. The following was
the example of one of them:
Pre-Assessment
School : SMA Negeri 1 Subah Name :

Day and Date : No./Class :
Instruction
Make a descriptive text with your own words in 40 minutes. The topic is „My
Favourite Character‟. Pay attention to the generic structure of it.
3.6 Procedure of Collecting Data
In this action research, two cycles were conducted to collect the data. Each cycle
consisted of four phases: planning, acting, observing and reflecting. Before doing
36
the cycles, lesson plan which contained the material taught was prepared. The
lesson plan made was based on school-based curiculum. It could be seen in
appendix 2. Furthermore, the following activities were conducted.
3.6.1 Pre-observation
Pre-observation was conducted to identify students‟ problems before the lesson.
In this activity, the researcher obtained the data about the students‟ ability to write
descriptive text by asking the English teacher. The result of pre-observation was
used to make a plan before doing the action.
3.6.2 Pre-Assessment
Pre-assessment was conducted before using picture-guessing game in
implementing team-pair-solo technique in the teaching and learning process. The
purpose was to measure the students‟ ability to write descriptive text and identify
the students‟ difficulty in each aspect of writing before doing the action. In this
kind of assessment, the students were asked to compose a descriptive text. Each
student had to write the text in 40 minutes. The topic was about My Favourite
Character. The result of pre-assessment also would support the result of
preliminary observation in planning the action.
3.6.3 Cycle One
As having been explained, every cycle consisted of four phases. The followings
were the phases of cycle one which had been conducted.

37
a. Planning
For the cycle one, a plan was made as the first step before doing the action. The
plan was described as follows:
(1) The teacher prepared lesson plan based on school-based curriculum.
(2) The teacher prepared the media, that was picture-guessing game.
(3) The teacher prepared observation checklist to obtain the data needed.
(4) The teacher planned the use of picture-guessing game in implementing
team-pair-solo technique in the teaching and learning process.
(5) The teacher prepared the supporting tools: LCD, camera.
b. Acting
Acting was the next step done in this cycle after planning. The action was
described as follows:
(1) The teacher greeted the students and checked the attendance list.
(2) The teacher asked the students to make a group of six.
(3) The teacher gave building knowledge of the field by conducting picture-
guessing game.
(4) The teacher asked the students to guess based on the clues given.
(5) The teacher asked the students to move to a group of two or pair.
38
(6) The teacher gave instruction to the students to list as much as information
in pair after doing picture-guessing game.
(7) The teacher asked the students to write the information in the form of
complete sentences.
(8) The teacher asked the students to make a descriptive text as a first draft
from the information collected by individual.
(9) The teacher asked some students to read their work.
(10) The teacher gave reward.
(11) The teacher asked the students to submit their work.
(12) The teacher and the students made a conclusion of the lesson.
c. Observing
In this cycle, what was observed is all items in observation checklist. It included
students‟ behaviour during teaching learning process in the classroom, students‟
responses toward the learning media, and students‟ responses toward team-pair-
solo technique. It was done while the teacher was doing the action.
d. Reflecting
The students‟ result of the teaching and learning process and the use of picture-
guessing game in implementing team-pair-solo technique were evaluated. In this
session, the result of cycle one test was analyzed and scored.
39
3.6.4 Cycle One Test
Cycle one test was conducted after the action in cycle one. Through this test, the
improvement of the students‟ ability to write descriptive text was known. It could
be seen if the cycle one test result increased from the pre-assessment result. In this
test, the teacher gave every student a worksheet to do the test. Each student wrote
a final draft of descriptive text they previously made as first draft. Individually,
they had to a compose a text with the topic Charlie Chaplin. They were given 40
minutes in this test.
3.6.5 Cycle Two
Cycle two was conducted with similar activities in cycle one after finding out the
weakness of cycle one. In other words, it aimed to solve the problem emerging in
cycle one. In addition, it also gave opportunities for the students to learn more
using picture-guessing game in implementing team-pair-solo technique. The
activities were replanning, acting, observing, and reflecting.
The weaknesses found were firstly in grouping as a team, the students
spent much time and made uncontrolled noise. Second, the way the students wrote
the text related to generic structure and grammar, especially simple present tense,
and punctuation had not been as expected yet. Third, in solo, there were several
students who did not focus on their own work. The last was about the teacher
instruction which was quite complicated. The sentences used were too long to be
understood.
40
To overcome the weaknesses above, the plan which would be
implemented in the action was revised. First, the teacher divided the group and
gave each group label. Second, the number of picture-guessing game was added to
help the students aware of simple present sentences and facilitate them more
knowledge how to write descriptive text related to the generic structure of the text.
So, the text they produced would be readable and interesting. Third, when the
students worked as individual (solo), their seats were arranged by giving space
among them. The last but not the least was the teacher simplified the instructions
in order to make the students understand about what they should do.
These kinds of solutions were implemented in the action of cycle two. It
was hoped that the action would be conducted better and the student outcomes
also improved.
3.6.6 Cycle Two Test
Cycle two test was conducted at the end of cycle two. As the cycle one test, the
improvement of the students‟ ability of writing descriptive text was known. It
could be seen if the cycle two test result increased from the cycle one test result.
In this test, the teacher gave every student a worksheet to do the test. Each student
wrote a final draft of descriptive text they previously made as first draft in cycle
two. Individually, they had to a compose a text with the topic Jeng Kelin. Jeng
Kelin itself is a funny and unique character played by Nycta Gina, a host of
Ceriwis TV program in Indonesia. They were given 40 minutes in this test.

41
3.6.7 Observation
Observation was conducted during the action in each cycle. There were two kinds
of observation checklist, those are for students‟ performance and teacher‟s
performance. The observation was done by an English teacher as an observer.
During the teaching and learning process, the items stated in the observation
checklist were observed.
3.6.8 Questionnaire
After all cycles were done, questionnaire was given to each student in order to get
the students‟ response. The students had to fill ten questions related to the use of
picture-guessing game in implementing team-pair-solo technique. The researcher
gave ten minutes so that the students could answer the whole questions and
submitted it. Before that, the teacher explained about team-pair-solo. It was the
last activity in the classroom.
3.6.9 Interview
Interview was also conducted after questionnaire had been administered. Through
interview, some information about the teaching and learning activities was
obtained from the English teacher. Some questions were asked to the teacher to
get the information related to the implementation of the action.
3.7 Procedures of Analyzing Data

42
After obtaining the data needed, they were analyzed. The analysis was conducted
through the following ways:
3.7.1 Analyzing Observation Result
After the data from observation sheets of two cycle were obtained, the researcher
did the analysis of them. Each item of the observation checklist of two cycles was
described. After all items were described, the conclusion of the observation result
was drawn in order to know how the students‟ response when they were taught to
write descriptive text by using picture-guessing game in implementing team-pair-
solo technique.
Based on the conclusion, it was expected that the observation result could
describe the use of picture-guessing game in implementing team-pair-solo
technique to teach writing descriptive text and to help the students improve their
ability to write descriptive text.
3.7.2 Analyzing Questionnaire Result
Questionnaire was analyzed to find out the opinion about the students‟ interest,
the relevance, the advantages, the students‟ achievement and the sustainability
toward the action. There were ten items of questionnaire that described the
criteria. First, the analysis began with calculating the percentage of each item. It
was known how many percentage the students who answered Yes or No. After all
items were calculated, the data obtained were described. Then, the conclusion was
drawn toward the five criteria based on the description.

43
At the end, the conclusion was expected to be able to explain that there
was good result of the five criteria. So, it could support the result of observation in
the previous.
3.7.3 Analyzing Interview Result
The result of teacher‟s interview was firstly transcribed. Then, the data from each
question were explained to find out the English teacher‟ opinion about the
implementation of the action. After all data explained, the conclusion of them was
drawn to described the use of picture-guessing game in implementing team-pair-
solo technique to teach writing descriptive text.
Based on the conclusion, it was expected that the result of interview could
describe the use of picture-guessing game in implementing team-pair-solo
technique in the teaching and learning process. At the end, it gave contribution in
supporting the results of the other two instruments to answer the first research
question.
3.7.4 Analyzing Test Result
The result of tests was analyzed by doing analytical scoring. The analytic scale
proposed by Boardman and Frydenberg (2002:180) was used. It could be seen in
appendix 10. There were five components to be measured. They were content,
organization, grammar or structure, word choice and mechanics. The total score
obtained was one hundred.

44
After all scores were obtained, they were categorized based on Harris‟
(1969) classification of achievement level. The classification was descrided as
follows:
Table 3.1 Harris’s Scoring Classification
Grade Category Score Frequency Percentage

1 Poor 0-49
2 Poor to Fair 50-59
3 Fair to Good 60-79
4 Good 80-100
The Lowest Score
The Highest Score
Mean
After collecting the the data, the next step was analyzing them. The test
achievement was analyzed by finding the mean score of each test. To know
whether or not there was improvement, the researcher saw the mean score of each
test whether or not the score achieved KKM (Kriteria Ketuntasan Minimal) or the
standard score criteria of 70.00. The formula of calculating the mean was shown
as follows:
Mean = ∑x
∑x = the total scores
N = the number of students
3.8 Procedures of Reporting the Results

45
The qualitative data would be reported by describing or explaning the result of
observation, questionnaire, and interview while the quantitative data from tests of
cycle one and cycle two would be reported by doing informal statistical
calculation.
CHAPTER IV
RESULT AND DISCUSSION
This chapter presents result and discussion. It includes research activity, analysis
and discussion. They are presented as follows:
4.1 Research Activity
Classroom Action Research had been conducted in five meetings at SMA Negeri
1 Subah. Class X8 was taken as the subject of the study. It consisted of 38
students. Firstly, pre-assessment was conducted on April 10, 2013 in order to plan
the action of cycle one. Then, she continued the study by doing the action. She did
two cycles. Each cycle consisted of two meetings. The first meeting of cycle one
was on April 13, 2013. The second meeting was on April 24, 2013. Cycle two was
conducted on April 27 and May 1, 2013. These four meetings were the
implementation of the action of cycle one and two. The schedule was described as
follows:
Table 4.1 Schedule of the Research
Cycle 1 Cycle 2
Pre-
Date (2013) First Second First Second
Assessment
Meeting Meeting Meeting Meeting
April 10
April 13
April 24
April 27
May 1
46
47
Then, the description of the implementation of this action research was
described as follows.
4.1.1 Planning
As the first phase of this research, planning was done. Initially, pre-observation
was conducted to get some information needed. In pre-observation, the teacher
was interviewed, and the students‟ products of writing were asked. Then, pre-
assessment was done for planning in cycle one. The purpose was to measure the
students‟ ability in writing descriptive text and identify the students‟ difficulty of
each aspect of writing before doing the action. At that time, how well the students‟
ability to write descriptive text was known.
Pre-assessment was conducted on April 10, 2013. The meeting began at
08.30. It was followed by 34 students. In this activity, each student was asked to
compose a descriptive text about My Favourite Character. Before beginning the
pre-assessment, the students were given worksheet. They were also given the
explanation about what they should do in this activity. Each student did the test
individually. They wrote texts as the teacher instruction. After analyzing the
students‟ work, the result was unsatisfactory because the students‟ average score
did not achieve the standard score criteria which the school set up. The mastery of
each aspect of writing was also very less.
From the pre-observation and pre-assessment results, planning for the
action of cycle one was made. First, lesson plan was prepared based on school-
based curriculum. Second, observation checklist for the observer was also
48
prepared. Then, picture-guessing game was made and the use of it in
implementing team-pair-solo technique was planned for teaching and learning
process. In the class, the supporting tools such as LCD and camera were also
prepared.
In cycle two, the researcher did the similar activities, but minor revision in
planning was done to conduct better action. Furthermore, the study was continued
as the next description.
4.1.2 Action
The researcher conducted two cycles in her study. The implementation of the
action was presented as follows:
4.1.2.1 Cycle 1
By determining the problems faced based on the results of pre-observation and
pre-assessment, the researcher began to do cycle one. In cycle one, the action was
done in two meetings on April 13 and April 24, 2013. The first meeting was that
the researcher began the action. The second meeting was that she continued the
action and administered the cycle one test. These two meetings were
chronollogically discussed as follows:
4.1.2.1.1 First Meeting
This meeting was conducted on April 13, 2013. As the beginning of the lesson,
the teacher opened the activity by greeting the students. She checked the
attendance list. In fact, there were 36 students who joined the lesson.
49
The teacher began the main activity of the teaching and learning process.
There were three stages in this activity. They were exploration, elaboration and
confirmation. First was exploration. In this stage, the material of the previous
meeting was reviewed. The teacher did question and answer. The students‟
knowledge was explored by asking them what descriptive text is. Two students, A
and B, raised their hands. After the teacher pointed one of them, the student A
answered that descriptive text is a text that describes someone or something. Then,
another one was pointed before the conclusion about the definition of descriptive
text was given. The student B then answered that descriptive text is made to
describe a person or a thing. From their answers, the teacher conveyed that
descriptive text is a text which describes person, place or thing.
In the next activity, the teacher explained what they were going to do in
this lesson. She told that they would do picture-guessing game. The purpose of the
game itself was to give building knowledge of the field related to the lesson to the
students. Before that, the students were asked to make a group of six as a team.
They chose the members of the team by themselves, so they took much time in
this activity. Then, the rules of the game were explained. At first, they did not
understand how they did the game. Consequently, the instructions were repeated
so that they could understand.
When everything was ready, the game was started. First, the teacher asked
Are you ready, guys? to the students to check the students‟ readiness. Second, she
gave the general clue about the picture. The clue was He is a man. Each clue was
read twice. At that time, there was not any student who tried to guess. They
50
waited for the next clue together with a cut of picture appeared. Then, the teacher
gave the second clue. It was He wears a hat. When a part of picture was seen,
there was not also any student who raised their hands. The game was continued by
giving the next clue. It was He has a mustache. There was discussion from some
teams. When the next part of the picture appeared, some students in their teams
seemed having the answer but they were not sure to guess. So, they waited for the
fourth clue. When the clue He likes wearing a bowtie, was given, there was a
student who guessed the picture. Unfortunately, he did not raise his hand. It made
the condition little uncontrolled because almost all students spoke to guess
without raising their hands.
Finally, the fifth clue was given. It was He always brings a stick wherever
he goes. After the clue was read and the next part of the picture was showed, some
students as the representative of their team raised their hands to guess the picture.
The teacher pointed the fastest one who had right to guess. The student pointed
correctly answered the picture. He guessed that the picture was Charlie Chaplin. It
was the end of picture-guessing game.
The second stage was elaboration. In this stage, the students firstly moved
to a group of two. Like making a group of six, they slowly chose their partner, so
it also took time. In pair, the students had to discuss the information they got
about Charlie Chaplin with his or her partner as much as possible. Each of them in
group had to write the information in the form of complete sentences. Some
groups actively discussed about it. After they wrote the information on paper, the
next activity of this stage was that the students conducted solo activity. They were
51
asked to practice making a draft of descriptive text based on the information got.
They were asked to do it individually. However, there were several students who
cooperate with his or her partner.
It was the last activity in this meeting because the time was almost over.
The last stage of the main activity would be continued in the next meeting. Finally,
the teacher greeeted the students to close the meeting.
4.1.2.1.2 Second Meeting
The second meeting was conducted on April 24, 2013. The teacher opened the
meeting by greeting the students and checked the attendance list. There were 35
students who attended the class. Like the previous meeting, the objective of the
lesson was stated before beginning it. The agendas of the second meeting were
continuing the action of the first meeting and conducting the cycle one test.
To begin the last stage of the main activity of the action, that was
confirmation, the drafts of descriptive text about Charlie Chaplin were shared to
the students. After each student had received their work, the teacher gave
explanation what to do. Next, the students were asked to read their work. First,
some volunteers were asked to read in front of the class. There were only two girls
who were willing to do it. They were Sandyarti and Mita. Then, they read their
first drafts in turn. Afterwards, three students were pointed. They are Dicky, Isna,
and Setya. They also read their drafts in turn. After all were finished, the students
were asked to give applause to all their friends who had read in front of the class.
As the last activity of this stage, the students were invited to give assessment to
52
whose draft was the best. Almost all students agreed that Sandyarti‟s was the best
at that time. Then, the teacher and the students gave applause to Sandyarti.
Next, the cycle one test was administered. The teacher shared worksheet to
do the test. After receiving the worksheet, the students were asked to read the
instructions stated on worksheet first before doing the test. Then, the test was
exactly started at 09.55. Individually, the students had to write a descriptive text
about Charlie Chaplin based on the draft they had met. They could develop and
edit their draft so that they produced good descriptive texts. The students were
also asked to pay attention to the structure of the text. They were given 40 minutes
to do the test. The purpose of the test was to know the improvement of the
students‟ ability to write descriptive text.
After 40 minutes, all students submitted the worksheet on the teacher‟s
desk. It was the end of cycle one. Before leaving the class, she greeted the
students to close the lesson.
4.1.2.2 Cycle Two
Cycle two was also conducted in two meetings on April 27 and on May 1, 2013.
In cycle two, the researcher did minor revision. It was because the action of cycle
one was effective. The students had improvement seen from the test result as one
of the indicators whether or not the students‟ ability improved. Their average
score of the cycle one test was 71.68 which had exceeded the standard score of
70.00. However, the researcher had to conduct cycle two by doing revision on the
implementation of the action of cycle two so that the action could be more
53
effectively used in teaching writing using picture-guessing game in implementing
team-pair-solo technique and could improve the students‟ ability to write
descriptive text. It was also expected that time consuming would be more
effective.
Therefore, the purpose was actually to overcome the weaknesses in cycle
one. The weaknesses were about grouping which took long time, the way the
students wrote the text related to generic structure and grammar, the students‟
confidence in working as individual and the teacher instruction. Based on the
weaknesses found, the plan which was implemented in the action of this cycle was
revised. The description of the action was presented as follows:
4.1.2.2.1 First Meeting
This meeting was conducted on April 27, 2013. It began at 09.30. Before that, the
teacher prepared LCD which would be used to conduct the game. When the bell
rang and the students were ready to study, the teacher greeted the students. She
checked the attendance list. There were 35 students who joined the lesson. The
last activity of this opening session was telling the objective of the lesson.
In the main activity, the teacher did three stages like in cycle one. The first
was exploration. Initially, the students‟ understanding of descriptive text was
recalled. The teacher asked some questions. The students answered the questions.
After finishing the question and answer session, the students were asked to make a
group of six. At this time, the teacher decided to divide the members of the group
and gave each team a label started from number one to number six. The purpose
54
was to eliminate consuming much time in the process of grouping and also avoid
uncontrolled noise. The rules of the game were explained. Actually, the rules were
the same as the ones in cycle one. But, simpler sentences were used in conveying
the instructions.
In this action, the teacher provided three pictures. They were the picture of
Micheal Jackson, Si Unyil and Jeng Kelin. When conducting picture-guessing
game about Micheal Jackson, group two was correctly guessed it because of the
fourth clue. Then, the game was continued with the second picture about Si unyil.
After the third clue was read, the representative of group five became the fastest
one who raised his hand. So, he was given a chance to guess it. The teacher asked
Who is he?. He answered Unyil. She repeated to ask Who is he? with the slower
tone. Then, he said He is Unyil. It was intended to make the students realize about
the existence of simple present tense in descriptive text.
Next, the students were asked to restate and add more characteristics of Si
Unyil after observing the whole picture. Enthusiastically, they answered. But,
some students were pointed to answer in complete sentences. When it was enough,
the students were asked what the generic structure of descriptive text was. Almost
all students answered that the generic structure of descriptive text was
identification and description. From their answer, an example of identification and
description was orally given based on the characteristics of Si Unyil which had
been identified in the previous. Afterwards, a student was asked to repeat making
identification and description by writing it on the whiteboard. The next step was
the teacher invited all students to assess their friend‟s work.

55
After finishing the parts above, the teacher continued with the last game.
Like the previous, the students‟ readiness was asked first. The game was started
with a general clue. It was She is a woman. There was not any student who tried
to guess. Then, the second clue was read while she showed a part of the picture.
The clue was Her hair was short. There was not anyone who answered. She asked
Do you want the next clue?. The students enthusiastically answered Yes, Miss.
The game was continued by reading the clue with the next part of the picture
appeared. The clue was She likes wearing a pink flower dress. There was not also
any student who guessed. Then, the fourth clue She always brings a bag was read.
In this time, some teams began to have active discussion, but there was not any
student who guessed. Finally, group six could guess that the picture was Jeng
Kelin after the clue She has small lips and pink orbs on her cheek was read and
the part of the picture was showed .
The next stage was elaboration. Like in cycle one, the students were asked
to move to a group of two. They worked in pair to collect the information about
Jeng Kelin. Then, each student had to write the information on paper though they
collected cooperatively. Before working as individual to make a draft of
descriptive text about Jeng Kelin, they arranged their seats by giving space among
their seats. It was intended to make them more focus on doing their work and not
disturb their friends.
The confirmation was conducted in the second meeting because the time
was almost over. As the last activity in this first meeting of cycle two, the teacher
56
and the students together summarized the lesson. Then, the teacher greeted the
students and left the class.
4.1.2.2.2 Second Meeting
This meeting was conducted on May 1, 2013. It began at 08.30. She greeted the
students to began the lesson and checked the attendance list. She also told the
objective of the lesson. In this meeting, the teacher continued the action of cycle
two. The last stage of the main activities, that was confirmation, was conducted.
The activities were actually similar with the cycle one activities. The students
were asked to read their work in front of the class. When it was finished, the cycle
two test was administered.
Initially, the students were asked to arrange their seats. They had to give
space among their seats. The purpose was to make them more focus on doing the
test. Then, the worksheets to do the test were shared. The students had to write a
descriptive text about Jeng Kelin based on their previous draft individually. They
were given 40 minutes to do the test. After they were finished, they submitted
their work.
The next activity was answering questionnaire. The students had to answer
ten questions related to the use of picture-guessing game in implementing team-
pair-solo technique to teach writing descriptive text. After all questionnaires were
submitted, the students were invited to summarize the lesson that they had studied.
This was the end of cycle two. To close the lesson, the teacher greeted the
students.
57
4.1.3 Observation
The observation was done during the action of two cycles. The observer was
given classroom observation checklist and teacher observation checklist before
the class began. During the teaching and learning process, she observed the
students‟ behaviour, the students‟ response toward the learning media, the
students‟ response toward team-pair-solo technique and the teacher‟s performance
based on the items stated in the observation checklist.
4.1.4 Reflection
After conducted the teaching and learning process, the teacher evaluated the
implementation of the action and analyzed the instruments used to obtain the data
needed. When it was found some problems related to the implementation of the
action, the students‟ response during teaching and learning process, or the
unsatisfactory result of the tests, revision of planning of the next cycle was done
to achieve the objectives.
4.2 Analysis
The followings were the analysis of observation, questionnaire, interview and
tests done in this study.
4.2.1 Analysis of Observation
The observation was done while the action of each cycle was being conducted. At
that time, the students‟ performance and the teacher‟s performance were observed.
58
In classroom observation sheet, there were twenty items which described the
students‟ behavior during the teaching and learning process, the students‟
response toward the learning media, and the students‟ response toward team-pair-
solo technique. In teacher observation checklist, there were five points to be
observed, which consisted of some items in each of them.
The result of teacher observation checklist was described. The result of it
in cycle one indicated that the teacher missed doing some points written in the
checklist. First, the teacher forgot to communicate the objective of the lesson and
summarize the lesson at the end of activity. Second, the teacher instructions were
not clear and specific. Third, the teacher less praised their students toward their
work. These points were the matter in order to revise the plan of the next action in
cycle two. Therefore, the result of teacher observation checklist in cycle two
indicated that the teacher had better performance in the teaching process.
Furthermore, the analysis of classroom observation checklist in cycle one and two
were presented as follows:
4.2.1.1 Analysis of Observation in Cycle One
When doing the action of cycle one, the students‟ reaction and responses were
observed during the teaching and learning process. The result was to describe
how picture-guessing game was used in implementing team-pair-solo technique to
teach writing descriptive text. The description was presented as follows:

59
Item number 1 in observation checklist showed that almost (or) a half of
the whole students in the class paid attention to the teacher‟s explanation. It was
categorized as medium.
Item number 2 showed that only few students gave comment or question
about the teacher‟s explanation. The category was low.
Item number 3 showed that almost (or) a half of the whole students paid
attention to and did the teacher instruction. It was categorized as medium.
Item number 4 explained that almost (or) a half of the whole students did
the assignments appropriate with the teacher instruction. It indicated that the
category was medium.
Item number 5 showed that only few students motivated each other. It was
categorized as low.
In number 6, it explained that almost all students enjoyed playing picture-
guessing game. The category was high.
The description of number one to six represented the students‟ behavior.
Almost all items to be observed showed good results.
Item number 7 explained that almost all students seriously observed the
picture. The category was high.
Item number 8 explained that all students were interested in trying to guess
the picture by focusing on the clue given. The category was high.
60
Item number 9 showed that there were several students who actively
discussed with their friends to guess the picture. The category was medium.
Item number 10 in cycle one showed that the representative of three or
four groups raised their hands to guess the picture. The category was medium.
The statements from number 7 to 10 represented the students‟ response
toward the learning media (picture-guessing game). The average of the students‟
response was also good.
Item number 11 explained that almost (or) a half of the whole students
were enthusiastic in making a group of six in less than three minutes. The
category was low.
Item number 12 showed that in team, almost (or) the whole students
helped each other finish the task. The cateory was medium.
Item number 13 showed that cooperatively almost all students observed
and analyzed every cut of the picture. The category was high.
Item number 14 explained that almost (or) a half of all students in the class
actively discussed to guess the picture in team. The category was medium.
Item number 15 explained that almost (or) a half of the whole students
enthusiastically made a group of two or pair group in less than one minute. It
indicated the category was low.

61
Item number 16 showed that almost (or) a half of all students were
involved in discussion of pair group. The category was medium.
Item number 17 gave the result that almost (or) a half of the groups which
the members shared ideas. The category was medium.
Item number 18 showed that there were several students who helped each
other to collect the information got. So, the category was medium.
Item number 19 was that all students individually made descriptive text at
the end of activity. The category was high.
Item number 20 as the last item gave the result that almost (or) a half of
the whole students focused on doing their work. The category was medium.
Item number 11 to number 20 represented the observation result of the
students‟ response toward team-pair-solo technique. The results showed that the
students‟ response toward team-pair-solo technique was good.
Based on this result, it described that the use of picture-guessing game in
implementing team-pair-solo technique was good to teach writing descriptive text.
The reason was that the things observed gave the positive results as discussed
above. It was regarded from the three categories, those were high, medium, and
low. There were 4 items or 20% which were categorized as high, 11 items or 55%
which were categorized as medium, and 5 items or 25% which were categorized
as low. In short, overall the students‟ response was good when they joined
62
teaching writing using picture-guessing game in implementing team-pair-solo
technique.
4.2.1.2 Analysis of Observation in Cycle Two
The observation was also conducted in cycle two. The students were observed
during the action. The description of observation result was presented as follows:
Item number 1 showed that almost all students paid attention to the
teacher‟s explanation. The category became high.
Item number 2 gave the result that almost (or) a half of the whole students
gave comment or question. It was categorized as medium.
Item number 3 showed that almost all students paid attention to and did the
teacher instruction. The category was high.
Item number 4 explained that almost (or) a half of the whole students did
the assignments appropriate with the teacher instruction. It indicated that the
In item number 5, there were several students who motivated each other.
So, the category was medium.
Item number 6 explained that almost all students enjoyed playing picture-
guessing game. The category remained high.
The description of number 1 to 6 which represented the students‟ behavior
described that almost all items to be observed showed better results from cycle
63
one. There were the improvement of the students‟ behavior to be better during the
teaching and learning process.
Item number 7 gave the same result of cycle one that almost all students
seriously observed the picture. The category was high.
Item number 8 showed that that all students were interested in trying to
guess the picture by focusing on the clue given. The category was high.
Item number 9 was the same as the result in cycle one that there were
several students who actively discussed with their friends to guess the picture. The
Item number 10 showed that every representative of five or all groups
raised their hands to guess the picture. The category became high.
The statements from number 7 to 10 represented the students‟ response
toward the learning media (picture-guessing game). The average of the students‟
response in cycle two became high.
Item number 11 gave the result was that all students were enthusiastic in
making a group of six in less than three minutes. The category was high.
Item number 12 showed the same result that in team, almost (or) the whole
students helped each other finish the task. The category was medium.
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Item number 13 had the same as the result of cycle one that cooperatively
almost all students observed and analyzed every cut of the picture. The category
was high.
Item number 14 showed that almost all students actively discussed to
guess the picture in team. The category was high.
Item number 15 showed that almost all students enthusiastically made a
group of two or pair group in less then one minute. So, the category became high.
The same result was shown in item number 16 that almost (or) a half of all
students were involved in discussion of pair group. So, the category was medium.
Item number 17 gave the same result of cycle one that almost (or) a half of
the groups which the members shared ideas. The category was medium.
Meanwhile, item number 18 showed that there were many students who
helped each other to collect the information got. The category became high.
Item number 19 was that all students individually made descriptive text at
the end of activity. The category was high.
The last but not the least, item number 20 was that almost all students
focused on doing their work. So, the category became high.
Item number 11 to number 20 represented the observation result of team-
pair-solo technique. It could be seen that almost all items showed the impovement.
Every step of the technique was well implemented based on the results.
65
Based on the result above, there was improvement of the students reaction
and response in cycle two. Most of the students had better response toward the use
of picture-guessing game in implementing team-pair-solo technique used to teach
writing descriptive text than in cycle one. Seen from the categories, there were 12
items or 60% which were categorized as high, and 8 items or 40% which were
categorized as medium. There was not low category. Therefore, it could be
concluded that the students‟ response were getting better in the action of cycle
two. They enjoyed and were also enthusiastic in joining the lesson. So, they
followed the teacher instruction well. At the end, they produced better descriptive
texts.
The improvement of the students‟ response joining teaching writing
descriptive text using picture-guessing game could be described by the following
diagram:
Diagram 4.1 Obsevation Result
70% 60%
60% 55%
50% 40%
40%
25% Observation I
30% 20%
20% Observation II
10% 0%
0%
Low Medium High
From the diagram above, it described that the students‟ response during
teaching and learning process using the game and the technique was good in the
66
action of cycle one. It was getting better when the action of cycle two was
conducted. Therefore, it could be concluded that the use of picture-guessing game
in implementing team-pair-solo technique was good to teach writing descriptive
text.
4.2.2 Analysis of Questionnaire
The questionnaire was administered at the end of meeting on May 1, 2013. The
purpose of questionnaire was to get the information related to the use of picture-
guessing game in implementing team-pair-solo technique in the teaching and
learning process of writing descriptive text from the students. The students were
given ten minutes to answer ten close-ended questions of questionnaire. The
questions represented the five criteria. They were students‟ interest, the relevance
of the technique, students‟ achievement, the advantages of the technique, and the
sustainibility of the technique. There were 35 students who joined this session and
34 students‟ works which were taken for analysis. Moreover, the detail result of
questionnaire was presented as follows:
Question number 1 was Are you happy when you joined teaching writing
descriptive text using picture-guessing game in implementing team-pair-solo
technique?. All students or 34 students answered Yes. The percentage was 100%.
Question number 2 was Is the use of picture-guessing game good to teach
writing descriptive text?. All students or 34 students also answered Yes. The
percentage was 100%.

67
Question number 3 was Does team-pair-solo technique help you in the
process of writing descriptive text?. There were 33 students or 97.06% of the
students who answered Yes. Only one student or 2.94% of the students who
answered No.
Question number 4 was Does the use of picture-guessing game in
implementing team-pair-solo help you write descriptive text well and correctly?.
There were 28 students or 82.35% of the students who answered Yes. Meanwhile,
6 students or 17.65% of the students answered No.
Question number 5 was Do you have any difficulties when joinning
teaching writing descriptive text using picture-guessing game in implementing
team-pair-solo technique?. 12 students or 35.29% of the students answered Yes,
whereas 22 students or 64.71% of the students answered No.
Question number 6 was Are you motivated to learn during the teaching
and learning process?. In this question, all students or 34 students answered Yes.
The percentage was 100%.
Question number 7 was Is the teacher instruction clear during the
teaching and learning process?. In this question, there were 31 students or 91.18%
of the students answered Yes whereas only 3 students or 8.82% of the students
answered No.
Question number 8 was „Is the teacher’s choice using picture-guessing
game in implementing team-pair-solo technique appropriate to teach writing

68
descriptive text?. 33 students or 97.06% of the students answered Yes. And only
one student or 2.94% of the students answered No.
Question number 9 was Do you prefer this technique to be used to write
descriptive text?. There were 33 students or 97.06% of the students who answered
Yes whereas only one student or 2.94% of the students who answered No.
Question number 10 was In your opinion, is there any advantage you got
in joining teaching writing descriptive text using picture-guessing game in
implementing team-pair-solo technique?. In this question, all students joining this
session answered Yes. So, the percentage was 100%.
Based on the description of question number 1 to 10, the results indicated
that the students‟ response toward the use of picture-guessing game in
implementing team-pair-solo technique had good responses. The students‟ interest
which was described by question number 1 and 6, the relevance which was
described by question number 2 and 3, the students‟ achievement which was
described by question number 4 and 5, the sustainability which was described by
question number 7 and 8, and the advantage which was described by question
number 9 and 10 were good. It was because the average of the question result of
each question indicated that more than 50% of the students answered Yes or gave
positive response. Therefore, it could be concluded that the use of picture-
guessing game in implementing team-pair-solo technique could be a good way to
teach writing descriptive text, so the students were motivated in joining the lesson.
4.2.3 Analysis of Interview

69
Interview was done after all cycles were finished. The purpose was to get the
information about the use of picture-guessing game in implementing team-pair-
solo technique from the English teacher. There were five questions. The interview
result was transcribed as follows:
From the first question What is your opinion about the students’
enthusiasm in teaching writing using picture-guessing game in implementing
team-pair-solo technique?, the English teacher answered that the students‟
enthusiasm was very good. It could be seen from their attention to the game until
the last activity.
From the second question What is your opinion about the students’
participation in the teaching and learning process using picture-guessing game in
implementing team-pair-solo technique?, she answered that the students‟
participation in every step done was also good. They did almost all instructions
from the teacher.
From the third question What is your opinion about the use of picture-
guessing game in implementing team-pair-solo technique to teach writing
descriptive text?, she said that this technique could be used to teach writing
descriptive text because it facilitated the students to write the text. It gave sources
and a way in composing the text. In group, they could also help each other collect
ideas. Finally, they remained to make the text by individual to measure their own
ability.
70
From the fourth question What is your opinion about the way to teach the
students using picture-guessing game in implementing team-pair-solo technique?,
she said that it was quite good. There was improvement from cycle one to cycle
two. The teacher revised the implementation of picture-guessing game in team-
pair-solo technique.
From the last question What difficulty do you find in the teaching and
learning process using picture-guessing game in implementing team-pair-solo
technique?, she said that in solo, the students were rather difficult to really focus
on doing their work without asking their friend. It was necessary to give extra
attention in this part.
Based on the description above, it could be concluded that the results of
interview supported the observation and questionnaire results about the game and
the technique. The results indicated that picture-guessing game in implementing
team-pair-solo technique was good to teach writing descriptive text. It also helped
the students improve their ability to write descriptive text. In this study, the
improvement could be seen by regarding the test results which were presented in
the next subchapter discussion.
4.2.4 Analysis of Tests
4.2.4.1 The Result of Pre-Assessment
Conducting pre-assessment was intended to find out the students‟ weaknesses in
writing descriptive text. The weaknesses were regarded not only from the score
71
but also from the students‟ mastery of the aspects of writing. They were used to
plan the action in cycle one. The result of this test showed that the mean score was
unsatisfactory. The mean score of pre-assessment was 61.14, in which the highest
score was 77 and the lowest score was 38. The detail result of pre-assessment
could be seen in appendix 11. The distribution of the students‟ pre-assessment
score is displayed in the following diagram:
Diagram 4.2 Pre-Assessment Result
Pre-Assessment
8.80%
Poor
20.60%
Poor to Fair
Fair to Good
70.60%
Good to Excellent
Here is the table that shows the students‟ level achievement in each aspect
of writing:
Table 4.2 Students’ Achievement of Pre-Assessment
Word
No. Content Organozation Grammar Mechanics
Choice
1. Execptional
2. Very good 5 1 1
3. Average 19 21 16 14 14
4. Needs work 10 12 17 20 20
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Total 34 34 34 34 34
From diagram 4.2, there were not the students‟ scores which were in good
to excellent classification. Most of them were in fair to good classfification and
the rest was in the other classification. Regarding to Boardman and Frydenberg
Analytical Scale (2002, 180), it could be seen that almost all students had
difficulties in each aspect. More or less a half of them in need work level in all
aspects. The rest was in average level and very few of them were in good level.
Moreover, the mean score had not achieved the standard score which the school
set up. It was that the students had to get minimum score 70.00 to be considered
passing the test.
From the data in appendix 11 and the explanation above, it could be said
that the students‟ ability to write descriptive text was lack. This result was the
matter in order to make a plan for conducting the action in cycle one. They were
given not only more knowledge related to the text, but also media and technique
to facilitate them in understanding how to write descriptive text well and correctly.
Later, the action was expected to overcome or reduce the students‟ difficulties in
each aspect above so that the students could improve their ability to write
descriptive text.
4.2.4.2 The Result of Cycle One Test
Cycle one test was administered in the second meeting on April 24, 2013. There
were 34 students‟ work which were scored. In this test, each student wrote a
73
descriptive text about Charlie Chaplin. The students were given 40 minutes to do
the test. From the calculation, the mean score of this test was 71.68, in which the
highest score was 83 and the lowest score was 46. The detail result of cycle one
test could be seen in appendix 12. The distribution of the students‟ cycle one test
score is presented as follows:
Diagram 4.3 Cycle One Test Result
Cycle One Test

2.94%
8.82% 2.94%
Poor
Poor to Fair
Fair to Good
Good to Excellent
85.29%
The following table shows the students‟ level achievement in each aspect
of writing:
Table 4.3 Students’ Achievement of Cycle One Test
Word
No. Content Organization Grammar Mechanics
Choice
1. Execptional
2. Very good 18 13 6 3 4
3. Average 11 18 23 25 19
4. Needs work 5 3 5 6 11
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Total 34 34 34 34 34
The researcher did the analysis of cycle one test after cycle one was done.
As stated above, the mean score of cycle one test was 71.68. The score increased
8.33 from the mean score of pre-assessment. From the diagram 4.3, it could be
seen that the students‟ scores became better than the pre-assessment scores. Based
on the result of cycle one test, the students‟ scores in fair to good reached 85.29%
whereas the rest was in the other classification.
From the table 4.3, it could be seen that the students‟ achievement in all
aspects increased, in which in pre-assessment almost a half of the students were in
need work level and most of the rest in average level. Nevertheless, almost all of
them were lack in organization, grammar and mechanics. In organization, they
tended to forget the identification and directly wrote the description. In grammar,
as most of foreign students did, they were lack of attention in tenses used, that
was present tense, and other grammar errors. In mechanics, most of students did
not pay attention to punctuation. They also made error in spelling. Therefore, the
researcher conducted cycle two. Some steps in cycle two were revised. The focus
would be on increasing students‟ achievement in organization, grammar, and
mechanics as discussed above. The researcher added more games in cycle two in
order to facilitate the students improve their ability to write descriptive text.
4.2.4.3 The Result of Cycle Two Test

75
Cycle two test was conducted in the last meeting on May 1, 2013. There were 34
students‟ work analyzed. Each student wrote a descriptive text about Jeng Kelin.
The students were given 40 minutes to do the test. From the calculation, the
average score of the test result was 79.15, in which the highest score was 88 and
the lowest score was 54. The detail result of cycle two test could be seen in
appendix 13. The following diagram described the distribution of the students‟
cycle two test score.
Diagram 4.4 Cycle Two Test Result
Cycle Two Test

2.94%
Poor
41.18% Poor to Fair
55,88% Fair to Good
Good to Excellent
Here is the table that shows the students‟ level achievement in each aspect
of writing:
Table 4.4 Students’ Achievement of Cycle Two Test
Word
No. Content Organozation Grammar Mechanics
Choice
1. Execptional
2. Very good 24 25 25 19 18
76
3. Average 10 8 8 14 13
4. Needs work 1 1 1 3
Total 34 34 34 34 34
In cycle two test, the researcher also did the analysis of the data obtained.
As stated above, the mean score of cycle two test was 79.14. There was the
improvement from cycle one test. It increased 7.47 point from cycle one test.
Diagram 4.2 showed that the students‟ score in good to excellent classification
was 55.88%. 41.18% was in fair to good classification. The rest of 2.94% was in
poor to fair classification. The result indicated that almost all students‟ scores
increased better than their score of cycle one test.
Based on table 4.4, the students‟ achievement in each aspect of writing
significantly increased. More than a half of the students were at very good level in
all aspects. It indicated that the problems faced in cycle one about organization,
grammar and mechanics could be overcome. They organized their writing well by
giving the identification before the description. They also used correct grammar
by paying attention to verbs used in sentences. In mechanics, though the students‟
achievement improved, they needed more practices in punctuating their writing
and spelling verbs used so that they could produced better writing.
From the explanation of the analysis above, it could be concluded that the
students‟ ability to write descriptive text improved from cycle one to cycle two. It
was regarded from the mean score obtained and the students‟ achievement in each
aspect of writing.
77
Briefly, the students‟ improvement seen from the mean score of all tests
could be described as the following diagram:
Diagram 4.5 Students’ Improvement
79.15
80 71.68
70 61.14
60
50
40
30
20
10
0
Pre-Assessment Cycle One Test Cycle Two Test
The mean score of tests
Based on the diagram above, it could be seen that the chart which
described the mean score increased in each cycle. Therefore, it could be
concluded that the use of picture-guessing game in implementing team-pair-solo-
technique during teaching learning process improved the students‟ ability to write
descriptive text.
4.3 Discussion
This research was firstly started by doing pre-observation in order to know the
students‟ ability to write descriptive text from the English teacher. Then, the
researcher did pre-assessment to measure how well the students wrote descriptive
text at that time. The results indicated that most of the students had problem in
writing, especially in content, organization of the text, grammar, word choice and
78
mechanics. It was supported by their pre-assessment result which was
unsatisfactory.
From the result above, a plan was made to conduct the use of picture-
guessing game in implementing team-pair-solo technique so that the teaching and
learning process of writing descriptive text could be effective. Moreover, the
students‟ ability to write the text could improve. To know how picture-guessing
game is used in implementing team-pair-solo technique and it improved the
students‟ ability to write descriptive text, observation checklist, questionnaire,
interview and test were used as instruments to obtain the data needed. They were
discussed as follows:
4.3.1 Observation, Questionnaire, and Interview Results
Considering the analysis which was done in previous subchapter, the
questions in the statement of problems were answered. First, the analysis result of
observation, questionnaire and interview gave positive responses. In the
observation result, the students‟ behavior during the teaching and learning process,
the students‟ response toward picture-guessing game, and the students‟ response
toward team-pair-solo technique were good. Based on classroom observation
checklist of two actions, the students had good interest and enthusiam in learning
process of the action of cycle one and became better in the action of cycle two
because of the revision done. From the questionnaire result, it was also found that
the students were motivated in learning writing descriptive text using picture-
guessing game in team-pair-solo technique. The game and the technique helped
79
them in the process of writing descriptive text. Moreover, the interview result
which was obtained from the English teacher strengthened the observation and
questionnaire results that the students were enthusiastic and participated the
activities well during the lesson.
In short, it could be said that the use of picture-guessing game in
implementing team-pair-solo technique was good to teach writing descriptive text
beacuse by implementing the game as a part of the technique during the teaching
and learning process, the students gave positive response in each activity done.
They were motivated to join the lesson. Finally, it helped them to write
descriptive text better than before.
4.3.2 Test Result
The analysis result of the tests showed that the students‟ ability to write
descriptive text improved. From the mean score of each test, there was significant
improvement. The students‟ average score, which had not reached the minimum
score in pre-assessment at the beginning, achieved more than the standard score in
cycle one and improved again in cycle two. From the students„ achievement in
each aspect of writing, it also improved. The organization, grammar and
mechanics, which were the problems faced by most of the students, became better
and better. So, at the end of cycle two, they produced their writing better than
before they joinned teaching writing using the game and the technique. Therefore,
it could be said that the teaching and learning process using picture-guessing
game in team-pair-solo technique improved the students‟ ability to write

80
descriptive text based on the analysis result of test as a distinct indicator of the
improvement.
As many previous studies conducted, there were also some obstacles the
researcher faced when using picture-guessing game in implementing team-pair-
solo technique to teach writing. First was about the time management and students‟
readiness in learning process. It was because this way had never been done by the
English teacher to teach the students yet. They had to adapt to it. They needed to
understand the difference instruction in every step done. In addition, the
characteritic of senior high school students which was active tended to be noisy.
Second, related to the technique, that was team-pair-solo, the teacher need to give
more attention when conducting solo step. The students tended not to focus on
their work. They were rather difficult to move to work as individual after they did
two activities in group, those were team and pair. However, these obstacles could
be overcome so that the teaching and learning process remained to take place as
expected.
CHAPTER V
CONCLUSION AND SUGGESTION
This chapter presented conclusion and suggestion based on the study which had
been conducted. The conclusion and suggestion were explained as follows:
5.1 Conclusion
Regarding to the statement of the problem and the result of the analysis and
discussion in the previous chapter, there are some conclusions which can be
drawn. They are as follows:
First, picture-guessing game in implementing team-pair-solo technique is
good to teach writing descriptive text. In cycle one, the teacher used the picture of
Charlie Chaplin to deliver the game to teach the students descriptive text whereas
she used the picture of Michael Jackson, Si Unyil and Jeng Kelin in cycle two.
The use of them in implementing team-pair-solo technique can help them
understand the material well, so the students can produce better descriptive texts
than before at the end of the lesson. The students gave positive response by
showing their interest, enthusiasm and motivation during the action. It was known
from observation, questionnaire and interview done during the research.
Second, using picture-guessing game in implementing team-pair-solo
technique can improve the students‟ ability to write descriptive text. It was shown
81
82
that the results of the tests as one of the indicators of the improvement gave
distinct evidence. The students‟ mean score increased of 61.14 in pre-assessmet,
71.68 in cycle one test and 79.15 in cycle two test. Moreover, the improvement is
supported by the results of observation, questionnaire, and interview which
showed good results.
5.2 Suggestion
The study using picture-guessing game in imlpementing team-pair-solo technique
to improve the students‟ ability to write descriptive text had been done. Some
suggestions are given as follows:
First, the use of picture-guessing game in implementing team-pair-solo
technique to teach writing has to be prepared well because using both the game
and the technique means that there will be many steps which have to be done. The
media and the clear instructions for every step need to be prepared in order to
make students understand what to do and make the time more effective.
Second, because descriptive text is not only taught in senior high school
level, but also in other school levels, the English teacher can use picture-guessing
game in implementing team-pair-solo technique as an interesting alternative way
for teaching, especially writing, or use it to teach the other kinds of text type with
variation.
The last but not the least was that this research finding can give
information or knowledge for readers and become reference for other researchers.
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Rahmah, Medina. 2012. The Use of Pictures as Media to Improve Students’

Guided Writing Ability. Final Project. English Department. FBS. Unnes.
Setiyaningsi, Tri B. 2010. The Effectiveness of Using Team-Pair-Solo in Teaching

Writing Hortatory Exposition Text. Final Project. English Department.
FBS. Unnes.
Sugiyarti, Etik. 2006. Grammatical Errors in Descriptive Writing Made by the

Tenth Grade Students of SMAN 1 Sukorejo. Final Project. English
Department. FBS. Unnes.
Tuan, Luu T. 2010. Infusing Cooperative Learning into An EFL Classroom.

Journal of English Language Teaching, 3/2. Pp. 64-77.
Tuan, Luu T. 2011. Teaching Writing through Genre-based Approach. Journal of

Theory and Practice in Language Studies, 1/11. Pp. 1471-1478.
86
Watcharapunyawong, S., and S. Usaha. 2013. Thai EFL Students‟ Writing Errors
in Different Text Types: the Interference of the First Language. Journal of
English Language Teaching, 6/1. Pp. 67-78.
Webster, Merriam. Guessing Game. Available at www.merriam-

webster.com/dictionary/guessing%20game [accessed 19/02/13]
Zhu, D. 2012. Using Games to Improve Students‟ Communicative Ability.

Journal of Language Teaching and Research, 3/4. Pp. 801-905.
87
Appendix 1
STUDENTS’ CODE
NO. NAME CODE

1 AHMAD NUR FAUZI S1
2 ANDHI PRASETYO S2
3 ARYA GANANG PRATIDINA S3
4 ARYAN MAY SANJAYA S4
5 ASTRID ISMI FITRIANI S5
6 DELI TIO SAPUTRI S6
7 DESTI CAHYA PUTRI S7
8 DHIAN KURNIAWAN S8
9 DIAN ADI PANGESTU S9
10 EKA SEPTY ALICIA PUTRY S10
11 EVA NAHGIYAH S11
12 FINA FEBRIYANA S12
13 FITRIA DIAN RAHMAYANTI S13
14 GALUH DIAH PRATIWI S14
15 INDRI WULAN SARI S15
16 ISNA KHASANAH S16
17 LAELY ASOFA S17
18 M. MAULANA ISHAK S18
19 MEGA FATIKASARI S19
20 MEYLLA EKA RAHARWATI S20
21 MITA DAFIYANTI S21
22 MUHAMMAD DICKY HERMAWAN S22
23 NA‟ILINA QONIAH S23
24 NANING PUTRI HARMANTIA S24
25 NAUFAL ASFAR S25
26 NINDITA PUSPA S26
27 NOFI NUR ATIQOH S27
28 NOVI NUR KHASANAH S28
29 NURUL AFRIANI S29
30 NURUL UZLIFAH S30
31 RANNY FELICA UTAMI S31
32 SAEFUL ARIF S32
33 SANDYARTI DIAN PRATIDINA S33
34 SETYA MURTI AJI KUSUMA S34
35 TEGUH SANTOSO S35
36 WAKHIDUN S36
37 WIDYA NURHAS REZA DIANAH S37
38 YONATAN ADI KUSUMA S38
88
Appendix 2
LESSON PLAN
School : SMA Negeri 1 Subah
Subject : English
Class/Semester :X/2
Topic : Descriptive Text
Cycle : Writing
Time Allocation : 4 x 45 minutes
A. Competence Standard
12. Writing
Expressing the meaning of short functional text and simple essays in the form
of narrative, descriptive and news item in the context of daily life and to
access knowledge
B. Basic Competence
12.2. Writing
Accurately, fluently, and acceptably, expressing the meaning and the

rethorical steps in simple essays in the context of daily life and to access
knowledge in the form of narrative, descriptive and news item
C. Indicator
1. Comprehending the parts of speech such as adjective and verb (present
tense).
2. Expressing simple sentences used in descriptive text.
3. Producing descriptive text.
D. Learning Objective
89
1. Students are able to comprehend the parts of speech such as adjective and
verb (present tense).
2. Students are able to express simple sentences used in descriptive text.
3. Students are able to write descriptive text.
E. Learning Material
Descriptive text
Picture-guessing game about Charlie Chaplin
F. Methods/Technique
Cooperative Learning: Team-pair-solo
G. Learning Activities
Cycle One
Learning Time
Activities
Activity Allocation
Opening - The teacher greets the students. 10‟
- The teacher checks the attendance list.
- The teacher tells the learning objective.
Core Structural Individual
Face-to-Face
Assignment Assignment
Exploration - The teacher 75‟
asks the
previous
material.
- The teacher
explains about
picture-
guessing game
and its rule.
- The teacher
asks the
students to
make a group of
six.
- The teacher
conducts
picture-
guessing game
as building
90
knowledge of
the field.
- The teacher
Elaboration asks the
students to
guess based on
the clues given.
- The teacher
asks the
students to
make a group of
two or in pair.
- The teacher
gives
instruction to
the students to
list as much as
information in
pair after doing
picture-
guessing game. - The
- The teacher teacher
asks the asks the
students to students
discuss and to make
write the a
information in descripti
the form of ve text
complete from the
Confirmation sentences. informat
ion
collected
by
individu
al.
91
- The teacher
asks some
students to read
their work.
- The teacher
gives reward.
- The teacher
asks the
students to
submit their
work.
Closing - The teacher summarizes the today‟s lesson 5‟
together with the students.
- The teacher asks the students whether there
is a question about the material.
- The teacher informs the learning plan for the
next meeting.
- The teacher greets the students.
H. Learning Sources
- Power Point slides
- Internet
- Dictionary
- Worksheet
I. Assessment
- Written: Cycle one test
- Observing students‟ activities
Batang, April 2013
Teacher
NIM. 2201409032
CHARLIE CHAPLIN
92
Who
is he?
LESSON PLAN
93
School : SMA Negeri 1 Subah
Subject : English
Class/Semester :X/2
Topic : Descriptive Text
Cycle : Writing
Time Allocation : 4 x 45 minutes
J. Competence Standard
12. Writing
Expressing the meaning of short functional text and simple essays in the form
of narrative, descriptive and news item in the context of daily life and to
access knowledge
K. Basic Competence
12.2. Writing
Accurately, fluently, and acceptably, expressing the meaning and the

rethorical steps in simple essays in the context of daily life and to access
knowledge in the form of narrative, descriptive and news item
L. Indicator
1. Comprehending the parts of speech such as adjective and verb (present
tense).
2. Expressing simple sentences used in descriptive text.
3. Producing descriptive text.
M. Learning Objective
1. Students are able to comprehend the parts of speech such as adjective and
verb (present tense).
2. Students are able to express simple sentences used in descriptive text.
3. Students are able to write descriptive text.
N. Learning Material
94
Descriptive text
Picture-guessing game about Michael Jackson, Unyil, Jeng Kelin
O. Methods/Technique
Cooperative Learning: Team-pair-solo
P. Learning Activities
Cycle Two
Time
Learning
Activities Allocat
Activity
ion
Opening - The teacher greets the students. 10‟
- The teacher checks the attendance list.
- The teacher tells the learning objective.
Core Structural Individual
Face-to-Face
Assignment Assignment
Exploration - The teacher asks 75‟
the previous
material.
- The teacher
explains about
picture-guessing
game and its rule.
- The teacher asks
the students to
make a group of
six.
- The teacher
conducts picture-
guessing game
with three pictures
as building
knowledge of the
field.
- The teacher asks
the students to
guess based on the
clues given.
- The teacher asks

95
Elaboration the students to

make a group of
two or in pair.
- The teacher gives
instruction to the
students to list as
much as
information in pair
after doing picture-
guessing game.
- The teacher asks
the students to
discuss and write
the information in
the form of
complete
sentences. - The
teacher
asks the
students
to make a
descriptiv
e text
from the
informatio
n
Confirmation - The teacher asks collected
some students to by
read their work. individual
- The teacher gives .
reward.
- The teacher asks
the students to
submit their work.
Closing - The teacher summarizes the today‟s lesson 5‟

together with the students.
- The teacher asks the students whether there is a
96
question about the material.

- The teacher informs the learning plan for the next
meeting.
- The teacher greets the students.
Q. Learning Sources
- Power Point slides
- Internet
- Dictionary
- Worksheet
R. Assessment
- Written: Cycle two test
- Observing students‟ activities
Batang, April 2013
Teacher
NIM. 2201409032
MICHAEL JACKSON
97
Who is
he?
SI UNYIL
Who is
he?
JENG KELIN
98
Who is
she?
Appendix 3
99
CLASSROOM OBSERVATION CHECKLIST
Cycle :
Day and Date :
Observer :
Students’ Behaviour during Teaching and Learning Process
in the Classroom

1. Giving attention - Almost all students pay attention to High
to the teacher‟s the teacher‟s explanation about the
explanation lesson.
students pay attention to the
teacher‟s explanation about the
lesson
- Only several students pay attention Low
to the teacher‟s explanation about
the lesson.
2. Giving comments - More than a half of the whole High
or questions about students give comments or questions
the teacher‟s about the teacher‟s explanation
explanation - Almost (or) a half of the whole Medium
students give comments or questions
about the teacher‟s explanation.
- Only several students give Low
comments or questions about the
teacher‟s explanation.
3. Being enthusiastic - Almost all students pays attention High
about the when the teacher gives instructions.
teacher‟s - Almost (or) a half of the whole Medium
instruction students pays attention when the
teacher gives instructions.
- Only several students pays attention Low
when the teacher gives instructions.
100
4. Doing their work - Almost all students do their work High

appropriate with appropriate with the instruction
the instruction - Almost (or) a half of the whole Medium
students do their work appropriate
with the instruction.
- Only several students do their work Low
appropriate with the instruction.
5. Helping motivate - There are many students who High
their friends motivate their friends.
- There are some students who Medium
motivate their friends
- There are only few students who Low
motivate their friends.
6. Being enthusiastic - Almost all students enjoy playing High
about picture- picture-guessing game.
guessing game. - Almost (or) a half of the whole Medium
students enjoy playing picture-
guessing game.
- Only several students enjoy playing Low
picture-guessing game.
Students’ Responses toward the Learning Media (Picture-Guessing Game)

7. Observing the - Almost all students observe the High
pictures seriously pictures seriously.
students observe the pictures
seriously.
- Only several students observe the Low
pictures seriously.
8. Interested in - All students focus on each clue High
trying to guess the given.
picture - Almost (or) a half of the whole Medium
students focus on each clue given.
- Only several students focus on each Low
clue given.
9. Actively, having - There are many students who High
discussion with actively have discussion with friends
101
friends to guess what the picture is.

- There are some students who Medium
actively have discussion with friends
to guess what the picture is.
- There are only very few students Low
who actively have discussion with
friends to guess what the picture is.
10. Participating in - Each representative from five or all High
guessing the groups raise their hands to try to
pictures guess the picture.
- The representative from three or Medium
four groups raise their hands to try
to guess the picture.
- Only two, one or no representative Low
raises his or her hand to try to guess
the picture.
Students’ Resposes toward Team-Pair-Solo Technique

11. Being enthusiastic - All students have been in group of High
in making a group six less than three minutes.
of six. - Almost all students have been in a Medium
group of six less than three minutes.
- Almost (or) a half of students have Low
been in a group of six less than three
minutes.
12. In team, helping - All members in team help each other High
each other to to accomplish the task.
accomplish the - Almost (or) a half of the team Medium
task members help each other to
accomplish the task.
- Only several members in team help Low
each other to accomplish the task.
13. Cooperatively, - Almost all students observe and High
observing and analyze every cut of picture in their
analyzing every team.
cut of picture - Almost (or) a half of the whole Medium
students observe and analyze every
102
cut of picture in their team.

- Only several students observe and Low
analyze every cut of picture in their
team.
14. In team, actively - Almost all students intensively High
having discussion having discussion to guess the
to guess the picture in their team.
picture - Almost (or) a half of the whole Medium
students intensively having
discussion to guess the picture in
their team.
- Only several students intensively Low
having discussion to guess the
picture in their team.
15. Being enthusiastic - All students have been in group of High
in making a group two less than one minute.
of two or pair - Almost all students have been in a Medium
group of two less than one minute.
- Almost (or) a half of students have Low
been in a group of two less than one
minute.
16. Actively, involved - Almost all students are involved in High
in pair group pair group discussion.
discussion. - Almost (or) a half of the whole Medium
students are involved in pair group
discussion.
- Only few students are involved in Low
pair group discussion.
17. In pair, sharing - Almost all groups which members High
ideas share ideas in gathering the
information.
- Almost (or) a half of all groups Medium
which members share ideas in
gathering the information.
- Only few groups which members Low
share ideas.
18. In pair, helping - There are many students who help High
each other each other to list or collect the
information obtained.
- There are some students who help Medium
103
each other to list or collect the

- There are only few students who Low
help each other to list or collect the
19. Individually, - All students individually compose High
composing descriptive text at the end of
descriptive text activity.
students individually compose
descriptive text at the end of
activity.
- Only few students still work with Low
friends to compose descriptive text
at the end of activity.
20. Focusing on doing - Almost all students just focus on High
their own doing their individual work.
individual work - Almost (or) a half of the whole Medium
students just focus on doing their
individual work.
- Only few students just focus on Low
doing their individual work.
Appendix 4
TEACHER OBSERVATION CHECKLIST
104
Cycle :
Day and Date :
Observer :
No. Number of Items Y N

1. The teacher plans well and sets clear objectives.
f) Preparation for teaching is done.
g) Materials are ready.
h) Objectives are communicated clearly at the beginning of
the teaching process.
i) There is good structure to the teaching and learning
process.
j) The lesson is summarized at the end.
2. The teacher shows good knowledge and understanding.
c) Subject material is appropriate to the lesson.
d) Knowledge is made relevant
3. The teaching methods used enable all students to learn
effectively.
a) The ideas of students are drawn upon.
b) A variety of activities and questioning techniques is used.
c) Explanation and instruction are clear and specific.
d) The teacher involves all students, listens to them and
responds appropriately.
4. The teacher manages and treats the students well.
a) The students are praised regularly for their good effort and
achievement.
b) All students are treated fairly either as individual or group.
5. The teacher makes effective use of time and resources.
a) Time is well utilised and the learning is maintained for the
full time available.
b) Appropriate learning resouces are used.
Appendix 5
105
QUESTIONNAIRE
Name :
Number/Class :
Answer the following question by choosing „Yes‟ or „No‟.
No. Questions Yes No
1. Are you happy when you joined in teaching writing descriptive
text using picture-guessing game in applying team-pair-solo
technique?
2. Is the use of picture-guessing game good for teaching writing
descriptive text?
3. Does team-pair-solo technique help you in the process of writing
descriptive text?
4. Is the use of picture-guessing game in team-pair-solo technique
help you write decriptive text well and correctly?
5. Do you have any difficulty when you joined in the teaching
writing descriptive text using picture-guessing game in applying
team-pair-solo technique? *
6. Are you motivated to study during the teaching and learning
process?
7. Is the teacher‟s instructions clear during the teaching process?

106
8. Is the teacher‟s choice of using picture-guessing game in
applying team-pair-solo technique appropriate to teach writing
descriptive text?
9. Do you prefer to this technique to teach descriptive text?
10. According to your opinion, is there any advantage you get when
joining in teaching writing descriptive text using picture-
guessing game in applying team-pair-solo technique? *
Give comment to questions which signify (*).
Comment:
..............................................................................................................................................
..............................................................................................................................................
..............................................................................................................................................
..............................................................................................................................................
..............................................................................................................................................
..............................................................................................................................................
..............................................................................................................................................
..............................................................................................................................................
107
Appendix 6
INTERVIEW SHEET
NO. QUESTIONS DESCRIPTION
students‟ enthusiasm in teaching
writing using picture-guessing game
in implementing team-pair-solo
technique?
students‟ participation in the teaching
and learning process using picture-
guessing game in implementing
team-pair-solo technique?
3. What is your opinion about the use
of picture-guessing game in
technique to teach writing descriptive
text?
4. What is your opinion about the way
to teach the students using picture-
guessing game in implementing
team-pair-solo technique?
108
5. What difficulty do you find in the
teaching and learning process using
picture-guessing game in
technique?
109
Appendix 7
PRE-ASSESSMENT
Instruction
Make a descriptive text with your own words in 40 minutes. The topic is „My Favourite
Character‟. Pay attention to the generic structure of it.
110
Appendix 8
CYCLE ONE TEST
Instructions
1. Write a descriptive text about Charlie Chaplin.

2. Pay attention to the generic structure of descriptive text.
3. Develop and complete the content of the text.
4. Please do it by yourself because ‘God’ knows everything you do.
....................................................................
...................................................................................................................................
...................................................................................................................................
...................................................................................................................................
...................................................................................................................................
...................................................................................................................................
...................................................................................................................................
...................................................................................................................................
...................................................................................................................................
...................................................................................................................................
...................................................................................................................................
...................................................................................................................................
...................................................................................................................................
...................................................................................................................................
...................................................................................................................................
111
Look at the picture!

112
Appendix 9
CYCLE TWO TEST
Instructions
1. Write a descriptive text about Jeng Kelin.

2. Pay attention to the generic structure of descriptive text.
3. Develop and complete the content of the text.
4. Please do it by yourself because ‘God’ knows everything you do.
....................................................................
...................................................................................................................................
...................................................................................................................................
...................................................................................................................................
...................................................................................................................................
...................................................................................................................................
...................................................................................................................................
...................................................................................................................................
...................................................................................................................................
...................................................................................................................................
...................................................................................................................................
...................................................................................................................................
...................................................................................................................................
...................................................................................................................................
...................................................................................................................................
113
Look at the picture!

114
Appendix 10
BOARDMAN AND FRYDENBERG’S WRITING RUBRIC
SCORING ASPECT OF GOOD WRITING

Exceptional: 25-23 Content/Ideas
Very good: 22-20  Has excellent support
Average: 19-17  Is interesting to read
Needs work: 16-0  Has unity and completeness
 Adheres to assignment parameters
Organization
Paragraph Essay
 Has introductory
 Has topic sentence paragraph with clear
with clear controlling controlling thesis
Exceptional: 25-23
idea statement
Very good: 22-20
 Has supporting  Has body paragraphs
Average: 19-17
sentences with good
Needs work: 16-0
 Has concluding organization
sentence  Has concluding
 Has coherence and paragraph
cohesion  Has coherence and
cohesion
Grammar/Structure
Exceptional: 25-23  Demonstrates control of basic paragraph (e.g.,
Very good: 22-20 tenses, verb forms, noun forms, preposition,
Average: 19-17 articles)
Needs work: 16-0  Shows sophistication of sentence structure with
complex and compound sentences
Word Choice/Word Form
Exceptional: 15-14
 Demonstrates sophisticated choice of vocabulary
Very good: 13-12
items
Average: 11-10
 Has correct idiomatic use of vocabulary items
Needs work: 9-0
 Has correct forms
Mechanics
 Has good paragraph format
Exceptional: 10
 Demonstrates good control over use of capital
Very good: 9-8
letter, periods, commas, and semicolons
Average: 7-6
Needs work: 5-0  Demonstrates control over spelling
 Does not have fragments, comma splices, or run-on
sentences
115
Appendix 11
PRE-ASSESSMENT SCORES X 8
ASPECTS
NO. NAME TOTAL
C O G WC M
1 S1 0 0 0 0 0 0
2 S2 10 10 9 6 3 38
3 S3 13 12 10 6 4 45
4 S4 14 14 13 6 4 51
5 S5 19 18 17 11 5 70
6 S6 17 17 17 7 6 64
7 S7 17 18 18 10 7 70
8 S8 13 14 13 6 3 49
9 S9 20 17 15 10 4 66
10 S10 17 17 17 8 4 63
11 S11 17 16 17 6 3 59
12 S12 17 17 15 10 4 63
13 S13 20 20 19 11 7 77
14 S14 19 18 17 10 7 71
15 S15 0 0 0 0 0 0
16 S16 19 19 17 10 6 71
17 S17 17 17 14 7 6 61
18 S18 17 17 13 7 3 57
19 S19 17 19 17 10 6 69
20 S20 16 16 14 7 5 58
21 S21 19 17 17 10 6 69
22 S22 17 17 17 8 3 62
23 S23 17 17 16 7 6 63
24 S24 20 19 19 10 7 75
25 S25 0 0 0 0 0 0
26 S26 17 17 14 7 4 59
27 S27 16 17 17 8 3 61
28 S28 17 15 15 8 4 59
29 S29 20 17 17 10 7 71
30 S30 17 13 13 9 6 58
31 S31 18 18 18 10 7 71
32 S32 0 0 0 0 0 0
33 S33 20 18 20 10 7 74
34 S34 15 14 13 7 3 52
35 S35 14 12 12 7 4 49
36 S36 10 12 10 6 3 41
37 S37 17 17 17 10 4 65
38 S38 14 15 10 6 3 48
TOTAL 2079
116
Appendix 12
CYCLE ONE TEST SCORES X 8
ASPECTS
NO. NAME TOTAL
C O G WC M
1 S1 0 0 0 0 0 0
2 S2 13 10 12 7 4 46
3 S3 17 17 16 10 6 66
4 S4 16 17 17 10 5 65
5 S5 20 18 19 11 8 76
6 S6 20 19 19 11 7 76
7 S7 20 20 20 11 8 79
8 S8 17 16 16 8 4 61
9 S9 20 20 18 11 5 74
10 S10 19 19 18 11 7 74
11 S11 17 18 18 12 6 71
12 S12 20 19 19 10 7 75
13 S13 21 21 21 12 8 83
14 S14 20 20 18 12 8 78
15 S15 0 0 0 0 0 0
16 S16 20 20 19 11 7 77
17 S17 19 20 18 10 6 73
18 S18 17 18 17 10 4 66
19 S19 20 20 17 11 7 75
20 S20 15 16 14 7 5 57
21 S21 20 19 19 11 7 76
22 S22 20 19 18 11 5 73
23 S23 20 20 19 10 7 76
24 S24 20 20 20 11 7 78
25 S25 0 0 0 0 0 0
26 S26 17 17 17 9 5 65
27 S27 20 17 20 10 6 73
28 S28 19 20 19 10 6 74
29 S29 19 20 19 11 7 76
30 S30 20 20 19 11 7 77
31 S31 21 21 20 12 7 81
32 S32 0 0 0 0 0 0
33 S33 21 20 21 12 7 81
34 S34 16 17 17 9 5 64
35 S35 17 17 17 10 5 66
36 S36 15 17 15 8 4 59
37 S37 20 19 18 11 7 75
38 S38 18 18 17 11 7 71
TOTAL 2437
117
Appendix 13
CYCLE TWO TEST SCORES X 8
ASPECTS
NO. NAME TOTAL
C O G WC M
1 S1 0 0 0 0 0 0
2 S2 17 17 17 10 5 66
3 S3 17 17 17 10 6 67
4 S4 19 19 20 10 6 74
5 S5 21 21 20 11 8 79
6 S6 21 21 21 12 8 83
7 S7 21 21 22 12 9 85
8 S8 17 14 13 6 4 54
9 S9 22 21 21 12 8 84
10 S10 20 21 22 12 8 83
11 S11 21 19 20 12 7 80
12 S12 19 19 18 11 7 74
13 S13 21 21 22 13 9 86
14 S14 22 21 22 12 8 85
15 S15 0 0 0 0 0 0
16 S16 19 21 20 12 8 80
17 S17 20 21 20 11 7 79
18 S18 20 20 19 11 5 75
19 S19 22 21 21 12 8 84
20 S20 19 20 20 12 8 79
21 S21 21 21 21 12 8 83
22 S22 22 20 21 12 7 82
23 S23 21 21 22 11 8 83
24 S24 22 22 22 13 9 88
25 S25 0 0 0 0 0 0
26 S26 21 20 20 11 7 79
27 S27 22 19 21 12 8 82
28 S28 19 21 20 10 7 77
29 S29 22 21 22 12 8 85
30 S30 22 21 21 12 6 82
31 S31 22 21 21 12 8 84
32 S32 0 0 0 0 0 0
33 S33 22 22 22 12 9 87
34 S34 19 20 19 11 6 75
35 S35 19 18 18 10 7 72
36 S36 20 19 19 10 7 75
37 S37 21 21 21 12 8 83
38 S38 20 20 19 11 7 77
TOTAL 2691

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THE USE OF PICTURE-GUESSING GAME

IN IMPLEMENTING TEAM-PAIR-SOLO TECHNIQUE

TO IMPROVE THE STUDENTS’ ABILITY

TO WRITE DESCRIPTIVE TEXT

Academic Year Of 2012/2013)

submitted in partial fulfillment of the requirements

for the degree of Sarjana Pendidikan

Ika Kurniawati Khasanah

The final project entitled the Use of Picture-guessing Game in Implementing

4. Second Examiner / Second Advisor

5. Third Examiner / First Advisor

Prof. Dr. Agus Nuryatin, M.Hum.

Dengan ini saya,

Batang, 24 th July 2013

Ika Kurniawati Khasanah

Think Good Think God

I take this opportunity to express my profound gratitude and deep regards to my

Semarang, 24 th July 2013

Khasanah, Ika Kurniawati. 2013. The Use of Picture-Guessing Game in

Keywords: Picture-Guessing Game, Team-Pair-Solo, Writing Skill, Descriptive Text.

Writing is considered as the most difficult skill to be mastered because of its

Table of Contents ..... ..................................................................................... vii

List of Tables ................................................................................................. xi

List of Figures ................................................................................................ xii

List of Appendices ........................................................................................ xiii

1.1 Background of the Study ...................................................................... 1

1.2 Reasons for Choosing the Topic ........................................................... 4

1.3 Research Questions .............................................................................. 5

1.4 Purposes of the Study ........................................................................... 5

1.5 Significance of the Study ...................................................................... 6

1.6 Outline of the Report ............................................................................ 6

2. REVIEWED OF RELATED LITERATURE ........................................ 8

2.1 Previous Studies ................................................................................... 8

2.2 Theoretical Background........................................................................ 11

2.2.1 Language Learning and Teaching ......................................................... 11

2.2.2 General Concept of Writing .................................................................. 12

2.2.2.1 Definition of Writing ............................................................................ 13

2.2.2.2 Components of Good Writing ............................................................... 13

2.2.2.4 Teaching Writing in Senior High School .............................................. 16

2.2.3 General Concept of Text ....................................................................... 17

2.2.3.1 Genre of Text ....................................................................................... 17

2.2.3.2 Definition of Descriptive Text .............................................................. 18

2.2.4 General Concept of Media .................................................................... 19

2.2.4.1 General Concept of Game..................................................................... 21

2.2.4.2 Picture-Guessing Game ........................................................................ 22

2.2.5 General Concept of Cooperative Learning ............................................ 23

2.2.5.1 Team-Pair-Solo .................................................................................... 23

2.2.6 General Concept of Action Research .................................................... 25

2.2.7 English Curriculun of Senior High School in Indonesia ........................ 27

2.3 Framework of the Present Study ........................................................... 28

3. METHODS OF INVESTIGATION ...................................................... 29

3.1 Research Design ................................................................................... 29

3.2 Subject of the Study ............................................................................. 30

3.3 Roles of the Researcher ........................................................................ 31

3.4 Type of Data ........................................................................................ 31

3.5 Instruments for Collecting Data. ........................................................... 31

3.5.1 Observation Checklist .......................................................................... 31

3.5.2 Questionnaire. ...................................................................................... 33

3.5.3 Interview ............................................................................................. 34