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THE EFFECT OF BRAINSTORMING TEACHING TECHNIQUE ON STUDENTS ACHIEVEMENT IN WRITING NARRATIVE PARAGRAPH.

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THE EFFECT OF BRAINSTORMING TEACHING TECHNIQUE

ON S

TUDENTS’ ACHIEVEMENT IN WRITING

NARRATIVE PARAGRAPH

A THESIS

Submitted to the English Department Faculty of Language and Arts UNIMED in Partial Fulfillment of the Requirements for

the Degree of Sarjana Pendidikan

By

ERNAWATI GULTOM

NIM.2101121016

ENGLISH EDUCATION DEPARTMENT

FACULTY OF LANGUAGES AND ARTS

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ACKNOWLEDGEMENT

Thanks God and praise to the majesty Lord, Jesus Christ, for his amazing grace, uncountable blessings and loves which are always there for every laugh and tear. He is the only Shelter in past time, now and forever in the writers’ life. He is also the only God who has blessed her to be able to finish her study at the Faculty of Languages and Arts, State University of Medan.

The writer should admit that writing this thesis is not a simple thing to do. She has gone through a lot of challenges and difficulties, but she is optimistic that life needs struggle, so it needs spirits and expression of gratitude to Almighty God, Jesus Christ. She gets so many assistances in completing the thesis such as suggestions and critical comments from her consultant and invaluable advices from people who pay attention to her.

The writer would like to take her opportunity to express her deep and sincere gratitude to the following:

 Prof. Dr. Ibnu Hajar Damanik, M.Si., Rector of State University of

Medan.

 Dr. Isda Pramuniati, M.Hum, the Dean of Languages and Arts Faculty.  Prof. Dr. Hj. Sumarsih, M.Pd., the Head of English Department, Dra.

Masitowarni Siregar,M.Ed, the Head of English Education Study Program, Rika,S.Pd,M.Hum, the Secretary of English department and Dra.Meisuri,MA,the Head of English Non Educational Program.  Prof. Dr. Busmin Gurning, M.Pd., Indra Hartoyo,S.Pd, M.Hum, her

thesis consultant.

 All lecturers who have taught her in this English Department, for

giving knowledge, advices and amazing study experiences.

 Drs. Hotman Situmorang, the principal of SMA Swasta Raksana

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 Amser Gultom,and Lusianna Aritonang, her beloved parents, who

always give her everlasting love, affection, prays and hard works. She loves them to the moon and back.

 Her beloved friends, Pitra Sihite, Robby Tampubolon, Tiopan, agustina, Oktavia, Harnoi ,Herbiana, Elsa, Roida, Helti, for all of their supports and advices. She also thanks for her special friend, Revin Nababan for his love, motivation, support and advices. Last but not least, the writer extends gratitude for all people who helped the writer during the writing process of this thesis. The writer can not mention them all one by one, but she would like to thank them so much and God may bless them all the time.

The writer hopes this thesis will be useful for those who read it, especially for the student of English Department.

Medan, September 2014

The Writer,

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i

ABSTRACT

Gultom, Ernawati. NIM: 2101121016. The Effect of Brainstorming Teaching

Technique on Students’ Achievement in Writing Narrative Paragraph. A Thesis. Faculty of Languages and Arts (FBS), State University of Medan (UNIMED), 2014.

This study aims to discover the effect of using Brainstorming Teaching Technique on students’ achievement in writing narrative paragraph. It was conducted by using experimental research design. The population of this research was the second grade students of SMA Swasta Raksana Medan. The samples of the research were two classes which consisted of experimental and control group which were chosen by using random sampling technique. Twenty one students were taken as the samples in each class. The experimental group was taught by using Brainstorming Teaching Technique, while the control group was taught by using lecturing technique. The instrument was used to collect the data by asking the students to write a narrative text. After analyzing the data, it was found that the value of t-observed was 5.51 with the degree of freedom (df) = 40 at the level of significance p(0.05)= 1.684. It means that t-observed was higher than t-table (5.51>1,684). The result of this study showed that teaching by using Brainstorming Teaching Technique was higher than that taught by using Lecturing Technique.

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iv

TABLE OF CONTENTS

Page

ABSTRACT ... i

ACKNOWLEDGEMENT ... ii

TABLE OF CONTENTS ... iv

LIST OF TABLE ... vii

LIST OF APPENDIXES ... viii

CHAPTER I INTRODUCTION ... 1

A. The Background of the Study ... 1

B. The Problem of the Study ... 5

C. The Scope of the Study... 5

D. The Objective of the Study ... 5

E. The Significance of the Study ... 6

CHAPTER II REVIEW OF RELATED LITERATURE A. Theoretical Framework ... 7

1. Students’ achievement in writing ... 7

2. The writing process ... 8

3. Writing narrative paragraph ... 11

3.1 Paragraph ... 11

3.1.1 Example of narrative paragraph ... 13

3.2 Types of writing ... 14

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v

4. Writing assessment ... 17

5. Technique of teaching ... 18

5.1 Brainstorming teaching technique ... 18

5.1.1. Literature review and previous studies ... 18

5.1.2. The procedure of using brainstorming teaching technique .. 19

5.1.3 The advantages of brainstorming technique ... 22

5.1.4. The disadvantage of brainstorming technique ... 23

6. Lecturing Method ... 23

B. The Relevant Previous Study ... 24

C. Conceptual framework ... 25

CHAPTER III RESEARCH METHOD A. The Research Design... 30

B. The Population and the Sample... 30

a. Population ... 31

b. Sample ... 31

C. The Instrument for Collecting Data ... 31

D. The Procedure of Collecting Data ... 31

a. Pre-test. ... 32

b. Treatment ... 32

c. Post Test ... 39

E. Scoring Test ... 39

F. The Validity and the Reliability of The Text ... 40

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vi

2. The Reliability of The Text ... 41

G. The technique for Data Analysis ... 42

H. The Statistical hypothesis ………43

CHAPTER IV DATA ANALYSIS AND DISCUSSION ... 49

A. The Data ... 44

B. Data Analysis ... 44

C. Testing Reliability of the Test ... 44

D. Testing Hypothesis ... 46

E. Discussion ... 46

CHAPTER V CONCLUSION AND SUGGESTIONS ... 50

A. Conclusion ... 50

B. Suggestions ... 51

REFERENCES ... 52

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vii

LIST OF TABLE

Page

Table 1.1 List of students’ score ... 3

Table 2.2 Advantages and disadvantages of brainstorming teaching technique and lecturing technique ... 28

Table 3.3 Research design ... 30

Table 3.4 Scenario of treatment for experimental group ... 36

Table 3.5 Scenario of treatment for control group ... 38

Table 3.6 Rubrics of scoring for narrative text ... 39

Table 4.7 The result of pre-test and post-test in experimental group ... 47

Table 4.8 The result of pre-test and post-test in control group ... 48

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viii

LIST OF APPENDIXES

Page

Appendix A The result of pre-test and post-test in experimental and control

group ... 53

Appendix B The result of pre-test and post-test in experimental and control group ... 55

Appendix C The calculation of the reliability of the test ... 58

Appendix D Writing Assessment ... 59

Appendix E Percentage points of the distributions ... 61

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50

CHAPTER 5

CONCLUSION AND SUGGESTION

A. Conclusion

Based on the result of the data analysis, it shows that use brainstorming teaching technique affects on students’ achievement in writing narrative

paragraph. It is found that students’ achievement in writing a narrative paragraph

taught by using brainstorming teaching technique is higher than those taught by

using lecturing technique. There are different means between the groups,

experimental and control group in post-test. They are 76.38 and 64.42. It means

that the mean of experimental group is higher than the mean of control group.

Besides, the calculation of t-test shows that t-observed is higher than t-table. It

means that the null hypothesis is rejected and the alternative hypothesis is

accepted.

B. Suggestion

In line with the conclusion of the study, some suggestions are offered to the

English teachers that it is wiser to apply Brainstorming Teaching Technique

because it helps the teacher to be more creative in teaching writing narrative text.

And also it is suggested to the students to apply Brainstorming Teaching

Technique in order to improve their creativity in writing a text especially in

writing narrative text. In addition, it is expected to the readers who are interested

in dealing with this study so that they have a good understanding to support their

study.

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51

REFERENCES

Brown, H.D.1994.Principle of Language Learning and Teaching. New York: Chiff.

Byrne, D. (1991). Teaching writing skill. Longman Publisher

Carol, J.A. 2001. Writing and Grammar, New Jersey: Prentice hall Inc. Hyland, Ken.2002. Teaching and Researching Writing. Malaysia: Pearson

Education.

John Langan, 1991. English Skill with Readings: The United State of America,

Mcgrahi.

Klein, 1991. Second Language Acquisition. Cambridge University press.

Qattami, N. (2010). Methods of teaching gifted and talented. Amman: Dar Al-

maseera

Gardener, H (1999) Intelligence Reframed. Multiple intelligence for the 21

century. (on-line). http;//search,epent.com/login.aspx.

Richard, S. Angle, M. and Ann, T (1999). Increasing Parent Involvement during

case conference: A creative problem solving approach. contemporary

Education, 70(3), 17-30.

Al-bwli, Q. (2006). The effectiveness of using brainstorming strategy in

developing creative thinking in Islamic Education among Third secondary

students in Tabouk City. Master Thesis. Mut’a University, Krak. Jordan.

Al-maghawry, A. (2012). Effectiveness of Using the Brainstorming Technique to

Learn Some Basic Skills and Collection of Knowledge for Beginners in

Volleyball. World Journal of Sport Sciences 6 (4): 361-366.

Gardener, H (1999) Intelligence Reframed. Multiple intelligence for the 21

century. (on-line). http;//search,epent.com/login.aspx.

Honig, A (2001). How Promote Creative Thinking. Early Childhood Today,

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52

15(5), 34-41.

Hung, W. (2003). A study of creative problem Solving instruction – a design and assessment in elementary school chemistry courses. Chinese Journal of Science Educational. 11, (4), 407-430.

Jarwan, F. (2005). Teaching Thinking: Definition and applications. Amman: Dar

Al-fkir. Jordan.

Jarwan, F. (2008). Giftedness and Talents. Amman: Dar Al-fkir. Jordan.

Richard, S. Angle, M. and Ann, T (1999). Increasing Parent Involvement during

case conference: A creative problem solving approach. contemporary Education,70(3), 17-30.

Carol,J.A.2001. Writing and Grammar. New Jersey: Prentice Hall Inc

Brown.2001. Teaching by Principles: An Interactive Approach to Language

Pedagogy,2nd Edition. San Francisco: Longman.

Heaton,J.B. 1998. Writing English Language Testing.London.Longman.

Fitzpatrick.2005.Engaging Writing paragraphs and Essays. New York :

Longman.

Langan,J.2003.College Writing Skills. Fifth Edition. New York: Mc. Graw Hill. Aruan, D.M. 2007. Penafsiran Skor Test. Medan : Universitas Negeri Medan.

Byrne, Donn. 1987. Technique For Class Room Activities. New York: Longman

Hammer,Jeremy.2004. How to Teach English. London Press.

Haeton,Jb. 1998. Writing English Language test. London: Longman Group.

Gerrot, L and Wignell, P.1994. Making sense of Functional Grammar. Sydney:

Gambar

Table 1.1 List of students’ score ...............................................................

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