THE IMPLEMENTATION OF TWENTY-QUESTION
GAME AS A TEACHING TECHNIQUE
A. Theoretical Review
1.
Writing in Language Learning a.
Definition of Writing
Writing
is one of the four language skills besides listening, speaking, and reading. It
is an activity in arranging words, phrases, and sentences that is grammatically
correct and appropriate with its purpose. Generally,
writing
can be interpreted as the act of forming or tracing a character on paper
or other
suitable materials with a pen or pencil. As Hornby
states in Oxford Advance
Learner s Dictionary,
Writing is the activity to make letters or number on a surface,
especially using pen or pencil.
According
to Harmer, writing is away to produce language and express idea, feeling and
opinion. Furthermore he
states that writing is a process that what people write is often
heavily influenced by the constraints of genres, and then these elements have
to be present in learning activities.
Another
definition is given by Linse, she said that writing is a combination of process
and product. The process refers to the act of gathering ideas and working with
them until they are presented in a manner that is polished and comprehensible
to readers.
In
line with Linse, Marianne Celce-Murcia and Elite Olshtain define writing as the
production of written word that result in a text, but the text must be read and
comprehend.
From
the definitions above the researcher can conclude that writing is a way to
produce language that comes from the thought. By using
writing, people
can share their ideas, feeling or anything that exist in their mind. It is also
a creative process and good writer must learn to communicate their ideas
clearly to an unseen audience. Writing will be read whenever the author is
absent.
b. The Importance of Writing
Ramelan
states that the more cultivated and more technologically man is the more use he
will make of the written language. This means that writing plays very important
role in a modern society. It can even be said it is indispensable for the
advancement of human civilization.
Writing,
as one of the language skills, has given an important contribution to human
work. It is not only records spoken language, but it also be used to preserve
ideas of great thinkers in the past. There are so many records of recent
activities that people can read today, which can also be read in the future.
Writing can also be used to convey massages over long distance.
According
to Ramelan, writing is another means of communicating ideas, which is more
prevailing and more often used in daily life. Written texts are more exposed as
found in newspapers, magazines or letters. So that the researcher can conclude that writing is very important as one
medium of communication. The importance of writing can be seen in daily life
and also in social life, like in education and business aspect.
Academicians
and business people view writing skill is crucial. For academicians writing
skill can be the ticket to better college grades and greater academic achievement.
While, According to Prabhakar Pillai,
writing skill is essential for achieving career and business goals. It is an
important medium of communication. In business communication, it is not
possible to conduct all transactions by speech alone. But people have
to
write the transaction. Allah decrees in A holy Qur’an:
“O ye, who believe, when you take a
loan, one from another for a term, reduce the transaction to writing . . .”
(QS. Al-Baqarah: 282)
The
verse above is the obligation to write the contract of loan which to be
witnessed by the trustworthy person with the stressing point of the need of
writing down the contract on loan although the amount is not much, along with
the exact amount and re-payment date.
From
the statements above, the researcher can conclude that writing is very
important as one media of communication that can help people to have a good
socialization, can express idea, feeling, and opinion so that they can have a
good interaction with their society, for example when they write letter,
application letter or business transaction.
c. Writing Process
Generally
the writing process is seen as consisting of five stages: Prewriting, drafting
/ writing, revising, editing, and publishing. The five stages of the writing
process are a framework for writing well and easily.
1) Prewriting
Prewriting
is the time to get the brain focused. Prewriting is the thinking, talking,
reading and writing about topic before write a first draft. Prewriting is a way
of warming up before write. There are several ways to warm up before writing
a) Brainstorming
Brainstorming
is a quick way to generate a lot of ideas on a subject. The purpose is to make
a list of as many ideas as possible without worrying about how to use them.
They can include words, phrases, sentences, or even question.
b) Clustering
Clustering
is another prewriting technique. It is a visual way of showing how ideas are
connected using circle and line. In other words, clustering is an activity of
drawing of ideas.
2) Drafting / Writing
This
is actually writing the first draft of the piece. After thinking about topic
and doing necessary prewriting, the next step in the writing process is writing
paragraph. When write the first draft of the paragraph, the ideas generated
from prewriting used as a guide
3) Revising
It
is almost impossible to write a perfect paragraph on the first time. After
completing the first draft, a writer must look for ways to improve it. This
step is called revising.
Many
students believe that revision is about correcting grammar, spelling and
mechanics. While these things are important, revision is primarily concerned
with making the ideas clearer. Revision might call for the writer to eliminate
sentences, paragraphs or even pages in order to make a piece clearer or to add
sentences, paragraphs or even pages. The draft is just an attempt, but revision
is the effort to make sense of the writing.
4) Editing
The
editing stage is distinct from revision, and needs to be done after revising.
Editing involves the close-up view of individual sentences and words. It needs
to be done after a writer made revisions on a big scale: or else a writer could
agonize over a perfect sentence, only to end up cutting that whole paragraph
from your piece.
5) Publishing
Publishing
goes beyond getting a piece in a magazine or newspaper. Publishing means
getting a piece into the hands of any reader. It means getting a friend or
teacher or parent to read a piece is publishing. By knowing that others will
read a piece a writer will work harder to make certain the piece reaches its
highest possible potential.
d. Genre in Writing
In
this case, genre is used to differ the kind of context and text. Writing is not
only express idea, information, or massage in grammatical correct sentences.
Ideas, information or massage need to order in a text which is conventionally
agreed by the language user.
Pardiyono
defines genre as a text type that has function as frame of reference so a
written text can be write effectively; effective from the right purpose,
choosing and writing the text element, and in using grammatical pattern. It
means that students who are writing within a certain genre need to consider a
number of different factors. They need to have knowledge of the topic, the
conventions and style of the genre and thecontext in which their writing will
be read and by whom.
Based on the communicative purpose,
texts are divided into several
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types, they are: 26
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1)
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Narrative
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: To amuse/entertain the readers and
to tell a
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story
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2)
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Recount
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: To retell something that happened
in the past
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and
to tell a series of past event
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3)
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Descriptive
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: To describe a particular person,
place or thing
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in
detail.
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4)
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Report
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: To describe the way things are,
with reference
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to a range of natural and social
phenomena in
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the
environment.
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5)
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Explanation
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: To
explain the processes
involved in the
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formation or
working of natural
or socio-
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cultural
phenomena.
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6)
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Analytical
exposition : To reveal the readers that something
is the
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important
case.
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7)
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Hortatory
exposition
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: To persuade the readers that
something should
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or
should not be the case or be done
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8)
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Procedure
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: To describe how something is
accomplished
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through
a sequence of actions or steps.
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9)
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Discussion
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: To
present information and
opinions about
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issues
in more one side of an issue.
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10) Review
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: To critique or evaluate an art work
or event for
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a public audience
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11) Anecdote
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: To share with others an account of
an unusual
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or
amusing incident.
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12) Spoof
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: To tell an event with a humorous
twist and
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entertain
the readers
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13) News items
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:
To inform readers about
events of the day
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which are
considered newsworthy or
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important.
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In
this case, the kind of text that was used in this research is descriptive text.
Descriptive text is a text which says what a person or a thing is like. Its
purpose is to describe and reveal a particular person, place, or thing. As
Pardiyono state description is a type of written text which has specific
function to give description about an object (human or non human). So, the
researcher can conclude that description is used in forms of writing to create
a vivid impression of a person, place, object or event e.g. to describe a
special place and explain why it is special, describe the most important
person, or describe the animal.
In
holy Qur’an there are several verses in form of descriptive. One ofthem is on
surah Yasin verses 33-34:
“And
a sign for them is the dead land. We gave it life, and we brought forth from it
grains, so that they eat there of. And we have made there in gardens of
date-palms and grapes, and we have caused springs of water to gush forth there
in.”
Descriptive text is also has a specific category, as follow:
1) The rhetorical structure of descriptive
text
a) Identification : identifies phenomenon
to be described
b) Description : describes parts, qualities, and
characteristics.
2) The grammatical features of descriptive
text
a) Using attributive and identifying
process.
b) Using adjective and classifiers in
nominal group.
c) Using simple present tense.
In descriptive texts, language aims to show rather than tell
the reader what something or someone is like, relies on precisely chosen
vocabulary with carefully chosen adjectives and adverbs. It is focused and only
on the aspects that add something to the main purpose of the description.
2. Teaching Writing Ability
a.
The Goal of Teaching Writing
One
of the objectives of English language teaching is to improve
students’
ability to communicate in oral and written language. Therefore,
writing, as one of the four skills, has always formed as part
of the syllabus
in
the teaching of English.
Teaching
writing aims to help students to become better writers and to learn how to
write in various genres using different register. Learning to write is a
process of discovering and organizing ideas, putting them on paper and
reshaping and revising them.
According
to Harmer, writing can be used for a variety of purposes, ranging from being
merely a ‘back up’ for grammar teaching to a major syllabus strands in its own
right, where mastering the ability to write effectively is seen as a key
objective for learners.
Writing
encourages the students to focus on accurate the language use and because they
think as they write, it may well provoke language developments they resolve
problem when the writing is put in to their mind.
b.
Writing Ability
The
writing ability are complex and difficult to teach, requiring mastery not only
of grammatical and rhetorical devices but also of conceptual and judgment
elements. According to Heaton, the following analysis attempts to group the
many and varied skills necessary for writing
good
prose into four main areas:
1)
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Grammatical
skills
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: the ability to write correct sentences
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2)
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Stylistic
skills
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:
the ability to manipulate
sentences and use
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language
effectively
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3)
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Mechanical
skills
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:
the ability to use correctly those conventions
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particular to
the written language,
e.g.
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punctuation,
spelling.
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4)
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Judgment
skills
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:
the ability to write in an appropriate manner
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for a
particular purpose with
a particular
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audience
in mind, together with an ability to
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organize
and order relevant information.
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c.
Improving Students’ Ability in Writing
At
present, the purpose of middle school English teaching is to improve students’
skills of listening, speaking, reading and writing. Writing is the development
of comprehensive ability. Students must comprehensively use the knowledge they
have learned. So writing is the process of integrated study .
Like
most skills, writing requires work and practice to improve. It is a skill that
anyone can learn, but excelling at writing takes time and patience. Those who
strive to improve have some tasks ahead, but any student can improve English
writing skills. The main cause of it is writing well requires a great deal of
cognitive energy. On the other hand, it requires a fanaticism for detail to
master the mechanics of grammar, punctuation, word choice, and organization.
Because
of the above reasons, some students can not write English compositions well,
and even they are in dread of writing. Consequently, very few students can use
English to express their own ideas skillfully. So the teachers should attach
importance to the students writing in English teaching. It is very necessary to
give guidance on the students’ writing and it is quite important for the
students to practice writing more.
There
are some ways to improve students’ ability in writing. One of them is by
increasing students’ interest in English study in class and out of it, then enrich
their vocabulary, practice their basic skills, scheme perfect composition then
end up with organizing materials, drafting and editing the whole article. To
make it fun, teachers may incorporate a game in language classroom. According
to Isaiah David, games can improve students’
vocabulary mastery and help
familiarize them with sentence structure.
Many of these can be found in English language
classroom. But even those who have grown up in English-speaking countries can
improve writing skills through games.
Moreover,
writing must be proceeded step by step and in an orderly way. Only if teachers
do that persistently in the long run, they can improve the writing ability of
the students indeed.
d. Techniques in
Teaching Writing
Writing
is the most difficult skill that learners of any foreign language may face. To
be good at it, learners must give much effort. According to Charles and Jill
Hardfield, writing is indeed difficult for several reason, firstly the writer
has to decide what information reader needs and how to express this. Secondly,
there is linguistics difficulty, because writing requires good grammar and word
choice. Thirdly, there is cognitive difficulty, in that students have to
organize thought on paper for unknown reader.
For
the reasons above, most of students find writing to be confusing and making
them give up. Many students find writing to be the most difficult lesson since
they have to write in English to produce an English text. They have to write
down what they think of in their mind and state it on a paper by using a
correct procedure.
To
encourage the students in writing, an English teacher plays an important role.
The teacher should be patient to support them. He or she has to give them a lot
of trainings and practices how to express their ideas. He or she has to find
ways of composing writing that is easy for them. By doing so, students will not
consider that writing makes them stressed. Recently there some techniques are
used in teaching writing, they are:
1) Using music
Music
can be very effective way to stimulate a writing activity since it often
provokes strong feelings and ideas. There is universality about music which
means that much of it is easy for everyone to understand.
2) Using picture
Just
as music can provoke creativity in students especially those who are
particularly responsive to auditory stimuli so too pictures work really well as
spurs to written production. Pictures are often used to present situation for
grammar and vocabulary work. As Raimes says that pictures are valuable, too, in
that they provide for the use common vocabulary and common language forms.
3) Using game
Games
can be use as a means for teaching writing. By using games, students will be
more interested and more active in learning. They will find something new and
different from what they usually get in their class. According to Charles and
Jill Hardfield, games provide a clear short term achievable aim for students
and by incorporating games into learning process it can help them to overcome
one of the difficulties mentioned above. The advocate of using game in teaching
writing is also of the view that teaching is activity-based and sequential.
3. Game in Language Learning
a. Definition of Game
Game is an
activity or sport with rules, a goal, and an element of fun in which people or
teams compete against each other.
According to
Richard Game (in language teaching) is an organized activity that usually has
the following properties:
1) A particular of task or objective
2) A set of rules
3) Competition between players
4) Competition between players by spoken
or written language.
The
free encyclopedia defines a game as a structured activity, usually undertaken
for enjoyment and sometimes used as an educational tool.
From
the definitions above the researcher can conclude that a game is a competitive
activity or sport in which players contend with each other according to a set
of rules. Key components of games are goals, rules, challenge, and interaction.
Games generally involve mental or physical stimulation, and often both.
b. The Advantages and Disadvantage of Game
Games
play an important part in the language learning process generally.
When students play a game in a classroom, they assume roles and participate in the
decision-making process. The student especially young learners will enjoy the
school activities when the teacher includes games in their activities. In line
with this statement, according to Richard- Amato cited by Uberman, games can
lower anxiety, thus making the acquisition of input more likely. In a
game-oriented context, anxiety is reduced and speech fluency is generated--thus
communicative competence is achieved.
According
to Andrew, games are invaluable as they give students a break and at the same
time allow students to practice language skills. After learning and practicing
new vocabulary, students have the opportunity to use language in a
non-stressful way.
In
line with Andrew, Chen states that the use of games can be a powerful language
learning tool. On the surface, the aim of all language games is for students to
"use the language"; however, during game play learners also use the
target language to persuade and negotiate their way
to desired
results. This process involves the productive and receptive skills
simultaneously.
Games
are also motivating. Games introduce an element of competition into
language-building activities. Games are highly motivating since they are
amusing and at the same time challenging. Furthermore, they employ meaningful
and useful language in real contexts. They also encourage and increase
cooperation.
From
the explanations above, the advantages of using games in language-learning can
be summed up in nine points:
1)
Games are welcome break from the usual routine of the
language class
2) They are motivating and challenging
3) They promote communicative competence
4) They reduce learning anxiety.
5)
Learning a language requires a great deal of effort. Games
help students to make and sustain the effort of learning.
6)
Games provide language practice in various skill-speaking,
writing, listening and reading
7) They encourage creative and spontaneous
use of language.
8) They create a meaningful context for
language use.
9) Games construct a cooperative learning
environment
Besides
the advantages, games also have the disadvantages. According to Andrew, many
games cause as much density of practice as more conventional drill exercises;
some do not. Games take a long time to prepare and it is difficult to organize
in the classroom. Moreover, games also represent a disturbance of traditional
organization of the classroom. It provides few opportunities for input of new
language and not all students like playing games.
In
holy Qur’an surah al-Hadid: 20 Allah says:
“Keep
in mind that the life of this world is only sport and past time.” (QS. Al- Hadid: 20)
From
both explanations above, it can be take a note that games do not always have
the advantages to design in the classroom, but it is also have the
disadvantages.
c. Game in Teaching
Writing
Games
can be found to give practice in all the skills (reading, writing, listening
and speaking), in all the stage of the teaching/ learning sequences
(presentation, repetition, recombination and free use of language) and for many
types of communication (e.g. encouraging, criticizing, agreeing, explaining).
Purposefully
selected games with carefully constructed learning experiences can be used to
improve students’ learning outcomes. In this research, the researcher
concerns on the use of game in teaching writing. Writing is one of productive
skills that must be learnt in a language classroom. But, for many students
writing is difficult. Men who learn English as a foreign language often say
that writing is more difficult than any other skills. According to Harmer
learners engaged in a productive task can be very frustrated when they just do
not have the word or the grammar they need to express themselves. Sometimes, of
course, they can research language they would like to use, but this can make
writing a very cumbersome process. As the fact of the matter, most native
speakers of the language have to make their efforts themselves to write
accurately and effectively even on what they are well aware of.
For
students of foreign languages, writing lesson has an aura of difficulty and
seriousness. They often see it as hard work, boring, unrewarding because
writing is often given out as a homework activity, not a lot of fun.
Games
of any kind are usually fun, students who are having fun are usually motivated,
so they will find writing process more interesting and more enjoyable, and will
began to improved as a result. As Charles and Jill Hardfield stated by
incorporating game into learning process it can help students to find the
writing process easier ( that is not to say they will necessarily write better,
but they will find it easier to get the word on paper) and they will then
commence to find it more enjoyable.
There
are hundreds of games that can be used in the language teaching. Teacher who
understands games is much more likely to be able to find or create games that
will help the students learn something without feeling worry. In Games for
Language Learning, Andrew Wright, et.al. present many games that can be
used in teaching writing; six eyes game, fantasy story, bingo, kim’s game,
twenty-question game, etc.
In
this case, the researcher was interesting to use twenty-question game in
teaching writing descriptive texts.
4. Twenty-Question
Game
a. The Characteristics of Twenty-Question Game
Twenty-question
is a simple questioning game. In this game one player thinks of a person, place
or thing, and the other players must guess what it is. Each player is allowed
to ask up to twenty-question to act as clues in helping guess the word. It
means twenty-question is a game in which a person thinks of an object, place,
or thing, and then
everyone else
gets to ask questions about it until they get it right. By asking question such
as Is it an animal? Is it a vegetable? Is it a mineral? , a
player can narrow the choices of what the word might be.
The
way of twenty-question works is one person gets to be the answerer and the
other players are the questioners. So then the answerer comes up with an
object, place, or thing and does not tell the questioners. Then the questioners
get to take turns asking questions about the object. Of course, the questioners
only get twenty-question to figure out what the object is.
Twenty-question
is a game that can be played at a party or to kill time on a road trip. This is
a game that can be played by people of all ages, and it is fun to play at the
same time. Part of the fun is in the sober cerebral exertion of trying to guess
what the thing is in as few questions as possible, and part of the fun is that
this game inherently lends itself to being silly.
From
the explanations above, it can be concluded that twenty-question is a great
game because anyone can play it. This is something that is hard to find,
usually games have an age limit. The only thing that is needed to be able to do
in this game is talk.
b.
Some Considerations to Use
Twenty-question Game in Teaching Writing Descriptive Texts
Writing
a descriptive text is a skill that needs imagination to describe something in
the mind. Being able to describe something so others can see it through
writer’s words is not easy task. Writers have to be able to organize their
thoughts enough so their description is not jumble of word so people can
actually visualize what they are talking about.
The
way of students in describing their imagination can be stimulated by using
game. Games can be use as a means for teaching writing. By using games,
students will be more interested and more active in learning. They will find
something new and different from what they usually get in their class.
In
conducting games in class, the researcher chooses game that appropriate to be conducted
to the students of Junior High School. The game that used in this research is
‘twenty-question’ game. This game is given to improve students’ ability in
writing descriptive texts. It is also related to make the writing
practice easily.
Twenty
questions game is a guessing game in which people try to identify an object in
twenty questions or less. It is good for learning English, especially learning
descriptive text. The way of twenty question game works is almost similar with
one of story in a holy
Qur’an.
On surah Al-Baqarah verses Allah tells:
When
Moses said to his people: ‘God commands you to sacrifice a cow,’ they replied:
are you making game of us?’ ‘God forbid that I should be so foolish!’ he
rejoined. ‘Call on your lord,’ they said, to make known to us what kind of cow
she shall be.’ Moses replied, ‘your lord says: “Let her neither be an old cow
nor a young heifer, but in between.” Do, therefore, as you are bidden,’ Call on
your lord,’ they said, ‘to make known to us what her colour shall be.’ Moses
replied: ‘Your lord says: “ Let her beyellow, a rich yellow pleasing to the
eye.” (QS.
Al-Baqarah: 67-69)
The
story above shows that by asking several questions people could understand and
figure out the cow they have to sacrifice.
One
basic reason for using twenty questions game as a technique to improve
students’ ability in writing descriptive text is beside interesting and
motivating, twenty-Question game also builds students’ skill to use descriptive
questions, to apply transformation skill, to add their own details and to have
writing process guidance in such fun way so they will more absorbed in the writing
process so that their writing ability improved.
According
to Harmer, One of steps which can help students achieve success in productive
task is by supplying key language. Before teacher asks students to take part in
spoken or written activity he/she may check their knowledge of key vocabulary,
and help them with phrases or question that will helpful for the task.
Moreover,
Widarso said that it will be easier for students to write if there was a
stimulus. One of good stimulus is a picture. And the other one is a set of
questions which are related to each other. By answering the questions, and
arrange the answers in a paragraph, it will create a simple text.
Furthermore,
question stimulates to create answer, that means stimulates the brain to think.
Jean-Luc and Lebrun said that question has important role in learning process:
1) A question focuses and prepare the mind
2) A question challenges the mind
3) A question establish the issue of
paragraph clearly
Actually,
Islam has recommended to humankind to always ask towards the matter that is not
known. Allah says in a holy Qur’an on surah An-Nahl: 43
. . . Ask the people of knowledge, if
you do not know. (QS. An-Nahl: 43)
Therefore,
has spirit to ask is something that is very important for Muslims. By asking,
people will know something that they do not know, they can get information and
explanation about something and they can also solve problems. It is one of
methods that people can use to know and understand about something. When people
really want to learn something, they ask questions. It is not surprising that
for many, questioning is at the very heart of learning, the central skill in
the teaching-learning process.
Based
on statements above, the researcher was interesting to teach writing
descriptive texts using ‘twenty-question’ game. Besides interesting and
motivating, twenty-question game is also built the students’ skill to use
descriptive questions, to apply transformation skill, to add their own details
and to have writing process guidance in such fun way that they were more
absorbed in the writing process so that their writing ability improved.
writing.
By using games, students will be more interested and more active in learning.
They will find something new and different from what they usually get in their
class.
In
conducting games in class, the researcher chooses game that appropriate to be conducted
to the students of Junior High School. The game that used in this research is
‘twenty-question’ game. This game is given to improve students’ ability in
writing descriptive texts. It is also related to make the writing practice easily.
Twenty
questions game is a guessing game in which people try to identify an object in
twenty questions or less. It is good for learning English, especially learning
descriptive text. The way of twenty question game works is almost similar with
one of story in a holy Qur’an. On surah Al-Baqarah verses Allah tells:
When Moses said
to his people: ‘God commands you to sacrifice a cow,’ they replied: are you
making game of us?’ ‘God forbid that I should be so foolish!’ he rejoined. ‘Call
on your lord,’ they said, to make known to us what kind of cow she shall be.’
Moses replied, ‘your lord says: “Let her neither be an old cow nor a young
heifer, but in between.” Do, therefore, as you are bidden,’ Call on your lord,’
they said, ‘to make known to us what her colour shall be.’ Moses replied: ‘Your
lord says: “ Let her be
yellow, a rich yellow pleasing to the
eye.” (QS. Al-Baqarah: 67-69)
The
story above shows that by asking several questions people could understand and
figure out the cow they have to sacrifice.
One
basic reason for using twenty questions game as a technique to improve
students’ ability in writing descriptive text is beside interesting and
motivating, twenty-Question game also builds students’ skill to use descriptive
questions, to apply transformation skill, to add their own details and to have
writing process guidance in such fun way so they will more absorbed in the writing
process so that their writing ability improved.
According
to Harmer, One of steps which can help students achieve success in productive
task is by supplying key language. Before teacher asks students to take part in
spoken or written activity he/she may check their knowledge of key vocabulary,
and help them with phrases or question that will helpful for the task.
Moreover,
Widarso said that it will be easier for students to write if there was a
stimulus. One of good stimulus is a picture. And the other one is a set of
questions which are related to each other. By answering the questions, and
arrange the answers in a paragraph, it will create a simple text.
Furthermore,
question stimulates to create answer, that means stimulates the brain to think.
Jean-Luc and Lebrun said that question has important role in learning process:
4) A question focuses and prepare the mind
5) A question challenges the mind
6) A question establish the issue of
paragraph clearly
Actually,
Islam has recommended to humankind to always ask towards the matter that is not
known. Allah says in a holy Qur’an on surah An-Nahl: 43
. . . Ask the people of knowledge, if
you do not know. (QS. An-Nahl: 43)
Therefore,
has spirit to ask is something that is very important for Muslims. By asking,
people will know something that they do not know, they can get information and
explanation about something and they can also solve problems. It is one of
methods that people can use to know and understand about something. When people
really want to learn something, they ask questions. It is not surprising that
for many, questioning is at the very heart of learning, the central skill in
the teaching-learning process.
Based
on statements above, the researcher was interesting to teach writing
descriptive texts using ‘twenty-question’ game. Besides interesting and
motivating, twenty-question game is also built the students’ skill to use
descriptive questions, to apply transformation skill, to add their own details
and to have writing process guidance in such fun way that they were more
absorbed in the writing process so that their writing ability improved.
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