Tujuan penelitian ini yaitu: (1) mendeskripsikan langkah-langkah penggunaan model Think Talk Write dengan media puzzle (2) meningkatkan keterampilan menulis karangan deskripsi (3) mendeskripsikan kendala dan solusi Penggunaan Model Think Talk Write dengan media puzzle dalam peningkatan keterampilan menulis karangan deskripsi pada siswa kelas IVA SDN 1 Kracak Tahun Pelajaran 2014/2015.
Penelitian Tindakan Kelas (PTK) kolaboratif ini dilaksanakan dalam 3 siklus. Setiap siklus terdiri dari: perencanaan, pelaksanaan, observasi, dan refleksi. Teknik pengumpulan data berupa  observasi, wawancara, dan tes. Validitas data pada penelitian ini menggunakan triangulasi sumber dan triangulasi teknik.

Hasil penelitian ini menunjukkan bahwa : (1) model Think Talk Write dengan media puzzle sudah dilaksanakan sesuai dengan langkah-langkah yaitu penjelasan materi dan menunjukkan media puzzle, membentuk kelompok, LKS dan membuat catatan kecil berupa kerangka karangan (Think), diskusi membahas isi catatan berupa kerangka karangan (Talk), merumuskan ide-ide dalam bentuk tulisan atau karangan deskripsi (Write), mempresentasikan hasil diskusi kelompok dan kelompok lain menanggapi, dan refleksi. (2) penggunaan model Think Talk Write dengan media puzzle dapat meningkatkan keterampilan menulis karangan deskripsi pada siswa kelas IVA SDN 1 Kracak Tahun Pelajaran 2014/2015 yang dibuktikan dengan meningkatnya nilai siswa, yaitu pada pratindakan mencapai KKM 70 hanya 8 siswa atau 40% dari 20 siswa, sedangkan rata-ratanya 68. Siklus I 80 % dengan rata-rata 76,07. Siklus II 100 % dengan rata-rata 77,75, siklus III 100 % dengan rata-rata 85,55. (3) kendala yang dihadapi dalam penggunaan model Think Talk Write dengan media puzzle dalam peningkatan menulis karangan deskripsi pada siswa kelas IVA SDN 1 Kracak Tahun Pelajaran 2014/2015 diantaranya: (a) Guru belum sepenuhnya memahami model pembelajaran, (b) Siswa belum memahami tugas masing-masing individu, (c) Siswa kurang berani bertanya, (d) Proses diskusi masih didominasi oleh siswa yang pintar. Solusi dari kendala tersebut yaitu:(a) Guru lebih baiknya untuk memahami kembali mengenai langkah pembelajaran, (b) Guru seharusnya lebih menjelaskan tugas masing-masing individu, (c) Guru memberikan motivasi dan kesempatan kepada siswa untuk aktif bertanya, (d) Guru senantiasa untuk memantau peran siswa saat berdiskusi.
Kesimpulan penelitian ini adalah penggunaan model Think Talk Write dengan media puzzle dapat meningkatkan keterampilan menulis karangan deskripsi pada siswa kelas IVA SD Negeri 1 Kracak Tahun Pelajaran 2014/ 2015.

Kata Kunci: Think Talk Write, Puzzle, Karangan Deskripsi

The objectives of this study are: (1) to describe the application of think talk write model using puzzle media, (2) to improve essay writing skills of description, (3) and to find out problems and solutions of the application of think talk write model using puzzle media that can improve essay writing skills of description for the fourth grade studetns of SD Negeri 1 Kracak.  
This research is collaborative Classroom Action Research (CAR) which carried out in three cycles. Each cycle consists of: planning, acting, observing, reflecting. This data collection techniques in this study used observations, interviews, and tests. Validity of the data in this study used triangulation data and triangulation technique.
The results showed that: (1) the application of think talk write using puzzle media, teacher must be skilled in implementing the steps of think talk write with media puzzle, namely: giving lesson material and show puzzle media, compose heterogeneous group, giving essay, and making a small note in the form outline (Think), discussion about the content of the record (Talk), formulating ideas in writing (write), presented the results of the discussion groups and other groups respond, and reflection. (2) The application of think talk write model using puzzle media can improve essay writing skills of description for the fourth grade students of SD Negeri 1 Kracak. The improvement can be proven by the increase value of students writing skills essay description in each cycles, the pre-action reached passing grade was (70) only 8 students or 40% from 20 students, while the mean value was 68, in the first cycle number of students who achieved passing grade mastery value as many as 80% and the mean value was 76.07. In the second cycle, number of students who achieved passing grade mastery value as many as 100 % and the mean value was 77.75, and the third cycle number of students who achieved passing grade mastery value as many as 100% and the mean value was 85.55. (3) The problems faced by teacher in implementing model think talk write with media puzzle, namely:(a) The teacher has not fully understand the  learning model, (b) students do not understand each task each individual,(c) students lacking the courage to ask,(d) the process of discussion is still dominated by a smart student. Solutions of these problems, namely: (a) the teacher would be better to make students understood about learning step, (b) the teachers would be better to explain the duties of each student, (c) the teacher provides motivation and opportunities for students to actively ask, and (d) the teacher continues to monitor the student's role during the discussion.  
The conclusion of this research is the application of think talk write model using puzzle media can successfully improve essay writing skills of description for the fourth grade students of SD Negeri 1 Kacak in academic year 2014/2015.

Keywords: think talk write, puzzle, essay description