ABILITY AT SMP NEGERI 2 RENGAT
BY
KHOIRI AQILLA ARIFIN SIN. 11810423668
FACULTY OF EDUCATION AND TEACHER TRAINING
STATE ISLAMIC UNIVERSITY OF SULTAN SYARIF KASIM RIAU PEKANBARU
1444 H / 2023 M
ABILITY AT SMP NEGERI 2 RENGAT
By
KHOIRI AQILLA ARIFIN SIN. 11810423668
Thesis
Submitted as partial fulfillment of the Requirements for Bachelor Degree of English Education
(S.Pd)
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF EDUCATION AND TEACHER TRAINING
STATE ISLAMIC UNIVERSITY OF SULTAN SYARIF KASIM RIAU PEKANBARU
1444 H / 2023 M
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ACKNOWLEDGEMENT
In the name of Allah, the most Gracious and Merciful, praise belongs to Allah Almighty. By his guidance and blessing, the researcher has accomplished the final research paper entitled ―Brainstorming Technique:Its Effect on Students’
Descriptive Text Writing Ability at SMP Negeri 2 Rengat‖. It is a scientific writing to fulfill one of the academic requirements to finish the bachelor degree (S. Pd) at Department of English Education Faculty of Education and Teacher Training State Islamic University of Sultan Syarif Kasim Riau. Then, shalawat and salam always be presented to the last mesengger of Allah, Prophet Muhammad SAW who has inspired and lightened many people up all around the world.
Appreciation and sincere thanks to my beloved parents, Mr. Aripin and Mrs. Ernatuna, who has devoted all love and affection as well as moral and material attention. May Allah SWT always bestow grace, health, and blessings in the world and in the hereafter for the kindness that has given to the researcher.
Thank you so much Dad, Mom. Please keep becoming my inspiration.
The researcher would like to show her gratitude to all beloved people that have encouraged. Motivated even helped the researcher in finishing the paper.
They are:
1. Prof. Dr. Hairunas, M. Ag., the Rector of State of Islamic University of Sultan Syarif Kasim Riau. Prof. Dr. Hj. Helmiati, M.Ag., the vice-rector I of
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State Islamic University of Sultan Syarif Kasim Riau, Dr. H. Mas‟ud Zein, M.Pd., the vice-rector II of State Islamic University of Sultan Syarif Kasim Riau, Prof. Edi Erwan, S.Pt., M.Sc., Ph.D., the vice-rector III of State Islamic University of Sultan Syarif Kasim Riau.
2. Dr. H. Kadar, M. Ag., the Dean of Faculty of Education and Teacher Training, State Islamic University of Sultan Syarif Kasim Riau. Dr. H.
Zarkasih, M.Ag., the vice Dean I. Dr. Zubaidah Amir, MZ, M.Pd., the vice of Dean II. Dr. Amirah Diniaty, M.Pd. Kons., the vice Dean III, and all staff.
3. Dr. Faurina Anastasia, S.S., M. Hum., the Head of Department of English Education, who has given me correction, suggestion, support, advice, and guidance in completing the thesis.
4. Dr. Nur Aisyah Zulkifli, M.Pd., the Secretary of Department of English Education, for her guidance to the students.
5. Nuardi, M. Ed., the Academic Supervisor for his guidance to the students.
6. Drs. Samsi Hasan, M.H.Sc., my beloved supervisor who has given me correction, suggestions, support, advice, and guidance in accomplishing this thesis.
7. Yusnaini, S.Pd., the Headmaster of SMP Negeri 2 Rengat, and his staff and teachers have given me their kindness as long as the researcher took the data.
8. Raja Ratna, S.Pd., as English Teacher of SMP Negeri 2 Rengat who has given the writer guidance and advice in conducting the research.
9. The researcher’s beloved siblings, Syifa Saurah Arifin and Abrar Arifin as my mood booster in my life time.
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10. The researcher’s beloved cousins, Yulia Sastiani S.Pd., Chairunnisa and Julya Arni, thanks for the support, motivation, and patience when helping the researcher in completing this research.
11. The researcher’s beloved friends, Nadya Rosalina, S.Pd., Kiki Andriani, S.Pd., Novita Safitri S.Pd., Graselly S.Pd., Dina Nafsirul Rahmah S.Pd., who has always given support, advice and thank you so much for always being there for me whatever the condition is.
12. The researcher’s C-Classmates, thank you for being my first family in English Education Department.
13. For all people who have given her the great support in conducting and finishing this paper that cannot be written one by ones.
14. Last but not least, I want to thanks myself. I want to thank me for believing in me, I want to thank me for doing all this hard work, for having no days off, I want to thank me for never quitting many times. Thanks, myself.
Finally, the researcher realizes that this thesis is still far from perfections.
Therefore, constructive comments, critiques and suggestions are appreciated very much.
Pekanbaru, November 1st, 2022 The Researcher
KHOIRI AQILLA ARIFIN SIN. 11810423668
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ABSTRACT
Khoiri Aqilla Arifin, (2022): Brainstorming Technique: Its Effect on Students’ Descriptive Text Writing Ability at SMP Negeri 2 Rengat.
This research aims to find out whether there was any significant difference of using or without using Brainstorming Technique on Descriptive Writing Ability at The Eighth Grade Students of SMP Negeri 2 Rengat. The type of this research was quasi-experimental design. Therefore, this research used two classes;
control class and experimental class. This quasi-experimental research was conducted by using pre-test, treatment, and post-test. The instrument used in this research was a test (pre-test and post-test) containing the writing activity related to describing someone. The population of this research was the eighth grade students of SMP Negeri 2 Rengat. The object of this research was the effect of brainstorming technique on students’ descriptive writing ability. In this research, 53 students from 191 students were chosen as samples. To analyze the data, the researcher used the Mann-Whitney U test by using SPSS 21 version. Based on nonparametric data analysis with the Mann-Whitney U test, the result of data analysis showed that the Sig. 2-tailed was 0.00 which is smaller than 0.05. Thus, it can be concluded that there was a significant difference in using brainstorming on students’ writing ability, especially in writing descriptive text at the eighth grade students of SMP Negeri 2 Rengat.
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ABSTRAK
Khoiri Aqilla Arifin, (2022): Teknik Brainstorming: Pengaruhnya Terhadap Kemampuan Siswa Menulis Teks Deskriptif di SMP Negeri 2 Rengat
Penelitian ini bertujuan untuk mencari tahu apakah ada perbedaan signifikan dengan menggunakan atau tanpa menggunakan teknik brainstorming terhadap kemampuan menulis deskriptif siswa kelas delapan di SMP Negeri 2 Rengat. Jenis penelitian ini adalah quasi-experimental design. Oleh karena itu, penelitian ini menggunakan dua kelas; kelas kontrol dan kelas eksperimental.
Penelitian quasi-experimental ini dilakukan dengan menggunakan pre-test, treatment dan post-test. Instrumen yang digunakan dalam penelitian ini adalah tes (pre-test dan post-test) yang berisi kegiatan menulis berhubungan dengan mendeskripsikan tentang seseorang. Populasi penelitian ini adalah siswa kelas delapan dari SMP Negeri 2 Rengat. Objek penelitian ini adalah pengaruh dari teknik brainstorming terhadap kemampuan menulis deskriptif siswa. Didalam penelitian ini, 53 siswa dari 191 siswa dipilih sebagai sampel. Untuk menganalisis data, peneliti menggunakan Mann-Whitney U Test dengan menggunakan apikasi SPSS versi 21. Berdasarkan analisis data non-parametrik dengan Mann-Whitney U Test, hasil analisis data menunjukkan bahwa Sig. 2-tailed adalah 0.00 yang mana lebih kecil dari 0.05. Oleh karena itu, dapat disimpulkan bahwa ada perbedaan signifikan dengan menggunakan brainstorming pada kemampuan menulis siswa terutama dalam menulis teks deskriptif siswa di kelas delapan dari SMP Negeri 2 Rengat.
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صخلم
( ،ينفراع ةلقاع ييرخ ٢٢٢٢
ةباتك ةراهم ىلع اهيرثتأ :نيهذلا فصعلا ةينقت :) ةطسوتلما ةسردلما في ذيملاتلا ىدل يفصولا صنلا
ةيموكلحا ٢
تاعنير
ةينقت مادختسبا يربك قرف كانه ناك اذإ ام ةفرعم لىإ ثحبلا اذه فدهي
ةسردلما في ذيملاتلا ىدل يفصولا صنلا ةباتك ةراهم ىلع انهودب وأ نيهذلا فصعلا ةيموكلحا ةطسوتلما ٢
،كلذل .بييرتج هبش ميمصت وه ثحبلا نم عونلا اذه .تاعنير
.بييرتج فصو طباض فص ؛ينفص ثحبلا اذه مدختسي هبشلا ثبح اذه ءارجإ تم
في ةمدختسلما ةادلأا .يدعبلا رابتخلااو ،جلاعلاو ،يلبقلا رابتخلاا مادختسبا بييرجتلا ةطشنأ ىلع يوتيح يذلا )يدعبلا رابتخلااو يلبقلا رابتخلاا( رابتخلاا يه ثحبلا اذه نم نماثلا فصلا ذيملات نم ثحبلا اذه عمتمج .ام صخش فصوب ةقلعتلما ةباتكلا ا ةيموكلحا ةطسوتلما ةسردلم ٢
ةراهم ىلع نيهذلا فصعلا ةينقت يرثتأ هعوضومو .تاعنير
تلا ىدل يفصولا صنلا ةباتك رايتخا تم ،ثحبلا اذه في .ذيملا
٥٣ نم اذيملت ١٩١
جمنارب مادختسبا نيتيو نام رابتخا ةثحابلا تمدختسا ،تناايبلا ليلحتل .ةنيعك اذيملت مولعلل ةيئاصحلإا ةمزلحا ةيعامتجلاا
١٢ مادختسبا ةيترماربالالا تناايبلا ليلتح ىلع ءانب .
يه ليذلا ةيئانث ةيونعلما نأ تناايبلا ليلتح جئاتن ترهظأ ،نيتيو نام رابتخا ٠٠٫٠
يهو
نم لقأ نيهذلا فصعلا مادختسا في اًيربك اًقرف كانه نأ جاتنتسلاا نكيم ،كلذل . ٥٠٫٠
في يفصولا صنلا ةباتك في ةصاخ ،ذيملاتلا ىدل يفصولا صنلا ةباتك ةراهم ىلع ةيموكلحا ةطسوتلما ةسردلما ٢
تاعنير
.
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LIST OF CONTENT
SUPERVISOR APPROVAL ... i
EXAMINER APPROVAL ... ii
ACKNOWLEDGEMENT ... iii
ABSTRACT ... vi
ABSTRAK ... vii
صخلم
... viiiLIST OF CONTENT ... ix
LIST OF TABLES ... xi
LIST OF CHARTS ... xii
LIST OF APPENDICES... xiii
CHAPTER 1 INTRODUCTION ... 1
A. Background of the Problem ... 1
B. Problem of the Research ... 5
1. Identification of the problem ... 5
2. Limitation of the Problem... 6
3. Formulation of the Problem ... 6
C. Objective and Significance of the Research... 6
1. Objective of the Research ... 6
2. Significance of the Research ... 7
D. Definition of the Terms ... 7
1. Brainstorming ... 7
2. Writing ability... 8
3. Descriptive text ... 8
CHAPTER II LITERATURE REVIEW ... 9
A. Theoretical Framework ... 9
1. Brainstorming ... 9
2. Writing ... 18
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3. Descriptive Text ... 23
B. Relevant Research ... 24
C. Operational Concept... 26
D. Assumption and Hypothesis ... 28
1. Assumption ... 28
2. Hypothesis ... 28
CHAPTER III METHOD OF THE RESEARCH ... 29
A. Research Design ... 29
B. Time and Location of the Research ... 31
C. Subject and Object of the Research ... 31
D. Population and Sample of the Research ... 31
1. Population of the Research ... 31
2. Sample of the Research ... 32
E. Technique of Data Collection ... 33
F. Technique of Data Analysis ... 36
CHAPTER IV RESULTS AND DISCUSSIONS ... 38
A. Results ... 38
B. Discussions ... 58
CHAPTER V CONCLUSIONS AND SUGGESTIONS ... 61
A. Conclusions ... 61
B. Suggestions ... 61
REFERENCES APPENDICES
CURRICULUM VITAE
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LIST OF TABLES
Table III.1 Research Design 31
Table III.2 Population of SMPN 2 Rengat 32
Table III.3 Sample of SMPN 2 Rengat 33
Table III.4 Score of Writing Aspect 35
Table III.5 Classification of Students Score 36
Table IV.1 Score of Students’ Writing Ability Taught by Using
Brainstorming Technique 39
Table IV.2 Frequency Distribution of Students’ Pre-Test Scores of
Experimental Class 40
Table IV.3 Percentage of Experimental Class Pre-Test 41 Table IV.4 Statistical Description of Students’ Pre-Test Score 42 Table IV.5 Frequency Distribution of Students’ Post-Test Scores of
Experimental Class 44
Table IV.6 Percentage of Experimental Class Post-Test 45 Table IV.7 Statistical Description of Students’ Post-Test Score 45 Table IV.8 Score of Students’ Writing Ability Taught without Using
Brainstorming Technique 48
Table IV.9 Frequency Distribution of Students’ Pre-Test Scores of
Control Class 49
Table IV.10 Percentage of Control Class Pre-Test 50
Table IV.11 Statistical Description of Students’ Pre-Test Score 51 Table IV.12 Frequency Distribution of Students’ Post-Test Scores of
Control Class 53
Table IV.13 Percentage of Control Class Post-Test 54 Table IV.14 Statistical Description of Students’ Post-Test Score 54
Table IV.15 Test of Normality 56
Table IV.16 Mann-Whitney U Test 57
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LIST OF CHARTS
Charts 1.1 Experimental Class Pre-Test Histogram 43
Charts 1.2 Experimental Class Post-Test Histogram 46
Charts 1.3 Control Class Pre-Test Histogram 52
Charts 1.4 Control Class Post-Test Histogram 55
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LIST OF APPENDICES
Appendix 1 Syllabus Appendix 2 Lesson Plan
Appendix 3 Instrument of the Research
Appendix 4 Score of Pretest – Posttest Rater 1 and Rater 2 Appendix 5 Documentations
Appendix 6 Recommendation Letters
1 CHAPTER 1 INTRODUCTION A. Background of the Problem
The majority of students consider writing to be a difficult skill that allows students to sort out and think of concepts, ideas, and feelings to make a well-written text. It is supported by Richards and Renandya (2002, p. 303) that writing is the most difficult skill for non-mother tongue learners to master. They added that writing involves more than just coming up with ideas; it also involves knowing how to translate sentences into text that can be read. Writing in English can be difficult for students whose second language is not English since it requires them to pay attention to numerous things at once, like grammar and translation.
In learning English, Junior high school 2 Rengat is one of the junior high schools that uses the 2013 curriculum to organize English writing lessons for the students. English has been taught twice a week for 90 minutes and the passing grade of English material is 65. Based on the Syllabus of Curriculum 2013 of English Subject for Junior High School students, the basic competence of learning descriptive text is the students are expected to be able to arrange short and simple descriptive text in oral and written related to a person, animal, and thing by cognizing to the social function, text structures, and language elements correctly based on the context.
Based on the preliminary observation the researcher did in SMP Negeri 2 Rengat through an interview with the teacher, the researcher found that most of the students’ English skills were relatively low, especially in their writing skills. Problems the students faced were about how to generate ideas, the grammatical features, and the organization of the paragraphs. When they first started writing, they could not put their ideas into sentences or paragraphs because they could not implement them well. They were immobile, take a lot of time to process ideas, and were confused about how to get started. Also, at the time of writing, there were a lot of errors in their grammar. They were not aware of their error, and the same mistakes were repeated. In addition, they also had difficulty compiling the sentences that have been made. Sometimes they did not know how to put the main idea and supporting details correctly, so the sentences they made seemed confusing. They were confused about how to develop their ideas, and some even have no ideas at all. This will become more serious if there is no teacher supervision and guidance in the process of improving students' writing skills.
The researcher did the initial observation and interview, and the researcher observed that the teacher used the speech method to explain the material and that the teacher focused on giving examples after explaining the material. The teacher also gave the students exercises after teaching the descriptive text. So, the researcher concluded that the teacher used speech and exercise as the teaching methods. If the teacher only uses traditional
teaching methods, the students' abilities will not improve, particularly their vocabulary, which is the fundamental skill required to improve their English skills, particularly in writing.
Based on the statement above, it is important to find a way to convince students that writing is not difficult to do. One way is to find interesting techniques for students to motivate them to write, as a way for students to explore more ideas and improve their writing skills. One technique that can make this happen is brainstorming. As stated by Brown (2000, p.184), brainstorming is a kind of technique that has a goal of helping someone begin their thinking process. Also, Turkenik (1998, p.10) in Dewi (2016, p.3) states, "One way to get ideas about a subject is to focus your thoughts on it and then let your mind run free in all directions around it. Let your mind release a storm of ideas. This process is called brainstorming".
In writing, Kelly and Gargagliano (2000, p.4) state that brainstorming is a situation when you write down as many words or phrases as you can dig up in your mind about a topic. So does the statement from Fleming (2014), whose statement sounds the same as Turkenik, who states that the brainstorming technique is a technique to generate ideas that students can use for writing a paper. In the process of brainstorming, you should put off any concerns about how to make the words stay organized. The goal is to put your thoughts on paper without
worrying about whether they make sense or how they align with each other.
Through brainstorming, students can absorb raw ideas onto paper according to their knowledge and imagination about a specific problem or topic. This technique will make students write down as much as possible.
Also, to make the students write more freely, the researcher used a free- write technique that encourages the students to produce diverse ideas nonstop and just focus on the topic without worrying about grammar, spelling, or the worthiness of their ideas.
Siahaan (2008, p.119) in Hikmah (2017) states in writing, there are some kinds of paragraph such as narrative paragraph, descriptive paragraph, and expositor paragraph. One of them is the descriptive paragraph. Descriptive paragraph is used to describe something that can be people, place, thing, etc. it can also be an abstract object such as an opinion or idea, love, hate, or belief, etc. With the statement above, it is clear that descriptive text is about giving an explanation as it is and what is known about an object so that it can be described to the reader. In this case, Ratna as an English teacher of SMP Negeri 2 Rengat said the students have problems in describing and developing existing ideas into a descriptive paragraph text.
In addition, there are few researchers who researched about the brainstorming technique. A research that focuses on solving the problems in students’ writing text especially hortatory exposition text (Hasibuan,
2019), another research used brainstorming technique in invitation text (Wandira, 2021), and used brainstorming for descriptive text (Shela Rizkina, 2017). Therefore, the researcher thinks that this research is necessary to be conducted. The researcher used free-writing and listing brainstorming in the treatment to allow the students to think and write more freely in the descriptive text.
Based on the statements above, the researcher thinks the brainstorming technique is one of the effective techniques that can be applied in order to make an improvement on the students’ writing ability.
The researcher is interested in conducting a research entitled
“Brainstorming Technique: Its Effect on Students’ Descriptive Text Writing Ability at SMP Negeri 2 Rengat”.
B. Problem of the Research
1. Identification of the problem
Based on the background and the phenomena above, there were many problems that were faced by the students such as:
a. Some of the students could not implement the ideas well.
b. Some of the students were immobile and take a lot of time to process the idea.
c. Some of the students had a lot of errors in their grammar.
d. Some of the students were confused in developing the idea.
e. Some of the students had difficulty in compiling the sentence.
2. Limitation of the Problem
After identifying the problems stated above, the researcher decided to limit the research on the brainstorming technique and its effect on students’ descriptive writing ability especially at the eighth grade students of SMP Negeri 2 Rengat.
3. Formulation of the Problem
Based on the background of the research, the problem of the research discussed in the following formulated questions:
a. How is the students’ descriptive writing ability taught without using Brainstorming Technique at SMP Negeri 2 Rengat?
b. How is the students’ descriptive writing ability taught by using Brainstorming Technique at SMP Negeri 2 Rengat?
c. Is there any significant difference between the students’ writing ability in descriptive text taught by using and without using brainstorming technique at the eighth grade students of SMP Negeri 2 Rengat?
C. Objective and Significance of the Research 1. Objective of the Research
a. To describe the students descriptive writing ability taught without using brainstorming technique at SMP Negeri 2 Rengat.
b. To describe the students descriptive writing ability taught by using brainstorming technique at SMP Negeri 2 Rengat.
c. To examine whether or not there is any significant difference between the students’ writing descriptive text taught by using and without using brainstorming technique at the eighth grade students of SMP Negeri 2 Rengat.
2. Significance of the Research
In this research, the researcher expected the significances both theoretically and practically. Theoretically, this research will be useful for teachers as an alternative way of teaching writing especially in writing descriptive text, also useful for others who want to write about this issue. Practically, it can be used as a technique to improve students’ writing skills through brainstorming technique. The students’ can use the technique to gather much ideas if it comes to writing especially in writing descriptive text.
D. Definition of the Terms 1. Brainstorming
Brown (2001, p.184) stated that brainstorming is a kind of technique that has a goal of helping someone begin their thinking process.So, brainstorming technique is a technique that has the aim of generating various kinds of ideas and making students think as many ideas as possible from their minds. In this research, brainstorming technique was used in the classroom to find out the students’ ability in writing descriptive text at SMP Negeri 2 Rengat.
2. Writing ability
Meyers (2005, p.2) in Hasibuan (2019, p.9) stated that Writing ability is the skill of putting together what is on the mind, think or say by using words, which a person reading it is able to know the ideas and feelings of the writer. In this research, the researcher was focused on the students’ descriptive text writing ability at SMP Negeri 2 Rengat
3. Descriptive text
According to Siahaan & Shinoda (2008, p.89) in Sidabalok and Ginting (2012), descriptive text is a text that has two components which are identification and description. The identification is to identify the object to describe, while the description to describe parts, qualities, and the characteristic of the part of the object.
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CHAPTER II
LITERATURE REVIEW
A. Theoretical Framework 1. Brainstorming
a. Definition of Brainstorming
In the habit of writing, some people write while waiting for an idea or inspiration to come to their mind, and after that, the paragraph will be written. It will take much time, and the results often come as a disappointment. It is better to use an effective technique for focusing and shaping our minds: – Brainstorming.
Wilson (2010, p.107) explained that brainstorming is an individual or group method for generating ideas, increasing creative efficacy, or finding solutions to problems.
In addition, Boardman and Frydenberg (2008, p.33) stated to ―brainstorm‖ means down all the ideas whether the ideas are good or bad on a piece of paper. He said do not evaluate the ideas first because in brainstorming all the ideas are equal. the same sounds also stated by McDowell (1999, p.5) in Mogahed (2011) defines brainstorming as "the act of defining a problem or idea and coming up with anything related to the topic – no matter how remote a suggestion may sound. All of these ideas are recorded and evaluated only after the brainstorming is completed." So, in
learning to use brainstorming, it is learning by expressing ideas raw without being corrected or perfected first, all ideas will not be assessed before the brainstorming process is completed.
Moreover, brainstorming helps a writer especially a student to start choosing, narrowing, and gathering ideas. Littell (1985, p.64-65) argues that brainstorming helps students find topics to write about. also brainstorming facilitates students to organize the whole ideas along with the information into good writing. Kendall and Khuon (2006, p.4) say that brainstorming gives students power to develop their ideas before writing. Similarly, Muschla (2011, p.6) argues brainstorming as a strategy to identify, expand, and develop ideas for writing. In addition, Clark (2003) affirms that brainstorming is aimed to compose writing ideas to produce good written text. Brainstorming encourages students to learn organizing their whole writing. It is one of the effective ways to enhance students’ writing performances. By applying brainstorming technique, students can organize the arrangement of the paragraph well.
b. The Procedure in Brainstorming Technique
To run a brainstorming session to the students, Bobb-Wolff (1996, p.101) suggests the following:
1. State the topic: The teacher gives the topic or writes it on the board. The topic to brainstorm can also originate from one student or from a group of students.
2. Generating ideas: Give each student three to six minutes to write his or her ideas on the selected topic.
3. Selecting ideas: Form pairs and ask each pair to make a list of each one’s ideas. Set a time limit. Have the pairs form a group of four, once again sharing and combining their ideas into one limited number of items. Ask each group to read the list of ideas or write the list on the board.
4. Choosing ideas: Ask everyone to copy the entire list to keep as a reference.
c. Kinds of Prewriting Brainstorming Technique
Chesla (2016) outlined some of the techniques that are commonly used for prewriting brainstorming technique:
1. Mapping
Mapping is a graphic (visual) organizer that allows you to investigate the relationships between many diverse ideas. It’s a simple process best used for exploring simple topics. To make a map, draw a circle and add spokes radiating from it. Put your central idea or subject in the middle, and add subtopics or related ideas around it in any order. Or, draw a box with your subject written in it and continue adding boxes, connected by
arrows, showing the development of your idea. As with other brainstorming techniques, don’t judge your self during this process. Write down any and every thought you have on your subject. use circles, etc. to show the relationship between ideas.
2. Listing or Bulleting
Listing is a great brainstorming strategy which can also be called as bulleting. Listing or bulleting elicits many thoughts and ideas on a given topic and encourages students to put their ideas in the form of an ordered list. In addition, Ferris and Hedgcock (2005, p.149) argue that listing involves the generation of words, phrases, and ideas which offers another way of producing concepts and sources for further thought and exploration.
Listing is a useful activity for students who might be constrained by unsure concern for expressing their thoughts in grammatically correct sentences. Moreover, listing encourages students to produce diverse ideas in a sequential arrangement which will ease students in organizing the whole writing. By arranging the ideas which have been listed before, students can actualize a good writing organization in order to produce a good piece of writing.
Oshima and Hogue (2006, p.266) stated that listing is a brainstorming technique where you brainstorm your topic and quickly make a list of any words or phrases that pop up into your mind. Your purpose is to generate as many ideas as possible in a short time, and your goal is to find a focus specifically on your topic.
3. Asking Question
Chesla (2006, p.37) stated that the asking question technique is particularly useful when you’re choosing an essay topic and when focusing on a topic once you’ve made a selection. There are two sets of questions for taking stock, one suited for an impersonal or research-type essay, and the other geared toward a personal essay. Unlike some of the other brainstorming techniques, you should ask questions deliberately, with great thought given to each question. Do not rush or include every idea that comes to mind. Even if you are being timed, take a moment to give the best answer you can for each question. The better focused your answers, the more information you will have to use in your essay
4. Free-writing
As stated by Chesla (2006, p.32), free-writing means spending a predetermined period of time writing nonstop and focusing on a specific topic. In fact, free-writing should be
called ―flow writing,‖ because the most important aspect to this prewriting technique is the flow, or momentum, that comes when you stay with it. It works best when you write in full sentences, but phrases are also effective. The key is to keep writing, without regard for grammar, spelling, or the worthiness of ideas. Your speed will help keep you from editing or discarding any idea. be the creator, not the editor of your work. Free writing is a brainstorming activity where you write freely on a topic because you are looking for a particular focus. As you write, one idea triggers another idea. As with listing, the purpose of free writing is to come up with as many ideas as possible and to write them down without worrying about compatibility, grammar, spelling, logic, or organization.
Based on the explanation above, the researcher concluded that there are four types of brainstorming: mapping, listing or bulleting, asking questions, and free-writing. In addition, the researcher decided to use free writing as a technique to be implemented in the treatment of this research because this technique allows students to think and write more freely, where each piece of writing comes from an idea that is triggered by another or a previous idea, and it will make the students think without any borders.
d. Advantages of Brainstorming Technique
Wilson (2013) stated the strengths of brainstorming technique are:
1. Brainstorming has name recognition. Most people have some sense of what a group brainstorming session is like and you do not have to convince teams to use the method.
2. Provides ideas that may not surface any other way.
3. Provides many ideas quickly.
4. Requires few material resources. Paper, pens, sticky notes, and tape are all you need.
5. Is a useful way to get over design blocks that are holding up a project.
6. Is a democratic way of generating ideas (assuming that particular people don’t dominate and you have a good facilitator).
7. Provides social interaction—people like to work together in groups to solve problems.
In addition, According to Sabarun (2014) the benefits of Brainstorming technique are: A brainstorming is a useful tool to generate ideas or find solutions to a problem. Brainstorming in the classroom motivates students to freely express their ideas and thoughts on a subject. Since there are no incorrect answers, the sessions provide students with a platform where they can voice
their thoughts without fear of failure. The sessions allowed the class to draw on their previous knowledge and establish a relationship between current topics and what they have already learned. It also encourages them to listen to and consider others’
ideas, thus showing respect for their classmates.
Brainstorming also creates an atmosphere of freedom maintained by four basic rules: no evaluation or criticism, pushing the wild ideas, building others’ ideas, and fighting for quantity.
Brainstorming has some other benefits. Brainstorming activities can help more advanced students generate ideas for writing, projects, and professional presentations. It can also be very helpful in developing solutions to problems in professional settings.
Besides, brainstorming is one of the most effective pre-writing techniques that we can use. It is an important part of the creative process in writing.
Brainstorming is easy because there are not any rules.
Furthermore, brainstorming brings new ideas on how to solve a particular problem – an atmosphere of free thinking encourages creativity, even idealistic thinking can stimulate the thinking of others. Brainstorming also helps reduce conflict-this helps participants to look at other perspectives and may change their perspective on problems. All participants have the same status and the same opportunity to participate.
e. Disadvantages of Brainstorming Technique
Wilson (2010, p.110) also tells the weaknesses of brainstorming technique, they are:
1. The focus on the quantity of ideas can be derailed easily by criticism or poor facilitation.
2. It requires an experienced facilitator who is sensitive to group dynamics and social pressures.
3. It is sometimes less effective than having the same number of participants generating ideas individually. The quantity of ideas can suffer when one person in the brainstorming group blocks the production of ideas by other participants by telling
―war stories‖ or whispering to a colleague and distracting the rest of the group.
4. It can be chaotic and intimidating to the quiet or shy individual.
5. It can reduce individual recognition for good ideas (though you can compensate for this by being known as a ―good brainstormer‖ and creative contributor).
6. The status or experience differences among participants can reduce brainstorming effectiveness.
2. Writing
a. Definition of Writing
Writing is one of the basic skills students learn in learning a language. The rest of them are reading, speaking and listening skills. By writing a person can express what he wants to express using symbols that have been understood between each other. By writing someone will be able to convey thoughts, ideas, desires, and feelings, which performed through the forms of that symbols.
Brereton (1982, p.2) in Gultom and Gurning (2016, p.4) explained that writing is different from speaking. In writing a text, the writer has to carry all the meaning because the writer is not there for the readers to explain, whereas in speaking, the communication is in two ways round. In writing, there is only one way. Therefore, writing should contain relatively complete information and details.
Therefore, it is not surprising that Widiati and Cahyono (2016, p.139) conclude that writing is regarded as the most complicated skill compared to the other three language skills.
When we write, we will through so many steps or processes to make a good and exact writing. According to Alka (2021) Writing is an ability to compose or communicate intended implication, idea, and purposes to the reader by using a clear, coherent, and well-organized paper through the process of thinking, studying, developing organizing, producing, revising, and
editing the product. Oshima and Hogue (2007, p.15) also stated that writing is an unstinting activity which has not only one step needed but more. It needs some actions. The writer must think hardly to begin to write something about what to write and how to write it. What the writer wants to write is what the exactly the writer wants to say. So, when the writer finished writing, he or she must do correction or editing, revising and writing again until it expressed what the writer wanted to say. Syafi'ie (1998, p.45) in Suhaimi (2016) states that writing is pouring ideas, opinions, feelings, desires, and wishes, as well as information into writing and then "sending" it to others.
Based on the statement above, the researcher concluded that writing activity is an activity that goes through so many processes of thinking and developing ideas to express them into paragraphs to make it understandable to the person who is reading the writing.
With so many processes to go through, writing takes a lot of practice to master, not only would a person write down anything that relates to the idea, but it would also have to be careful to consider what to write and how to write it. So that what the writer wants to say, it would be presented to the reader.
b. Components of Writing
Heaton (1975, p.146) in Taula’bi (2016, p.152) pointed out five significant components in writing namely: content, organization, language use, vocabulary, and mechanics.
1. Content: The content of writing should be vivid so the readers can understand the message carried on from the content and get the information from it.
2. Organization: it is concerns with how the ways the writer arrangers and organizes the ideas or the message in the writing.
The organization is mainly recognized as order: chronological order, order of impotence, general to particular order and question to answer.
3. Grammar: Language use in writing description and other forms in writing involves correct languages and point of grammar.
Grammar is one of the importance components in writing.
4. Vocabulary: Someone cannot write anything if she or he have nothing to express. The writer should build the ideas in the form of word of vocabulary, the lack of vocabulary make someone fails to create what they are going to say because the writer feels difficult to choose the suitable words. Vocabulary will help the writer create their writing and also make the readers easy to understand.
5. Mechanics: The use due to capitalization, punctuation, and spelling written appropriate. In the aspect of mechanics, this is important because the reader will learn and try to immediately understand the author's exact message. The use of favorable mechanics in writing skill will make the readers easy to group conveying ideas or messages to the written materials.
Based on the statement above, the researcher concluded that there are five components used to scoring the writing ability. The components are content, organization, vocabulary, language, and mechanics.
c. Processes of Writing
Oshima and Hogue (2006, p.265) explain the four stages in writing process; prewriting, planning, writing and polishing.
1. Prewriting: when you are given a free choice of topics and can write about something you are interested in, then you must narrow the topic to a particular aspect of that general subject.
After that, you must generate the ideas and it will be done by a process called brainstorming.
2. Planning: you organize the ideas you generated by brainstorming into an outline.
3. Writing: write the rough draft first about a topic. Follow your outline as closely as possible, and don't worry about grammar, punctuation, or spelling. A rough draft is not supposed to be
perfect. Above all, remember that writing is a continuous process of discovery. As you are writing, you will think of new ideas that may not be in your brainstorming list or outline. You can add or delete ideas at any time in the writing process. Just be sure that any new ideas are relevant.
4. Polishing: After you write the rough draft, the next step is to revise it to get the improvement on what you have written.
Check it over for content and organization, including unity, coherence and transition or logic. And then proofread to check the grammar, sentence structure, spelling and punctuation before you writing the final copy to hand in.
d. Purposes of Writing
In a handbook from Houghton Mifflin Harcourt (2012, p.30), the purposes of writing: to inform, to explain, to narrate, and to persuade.
1. To inform: The purpose for writing to inform is to share facts and other information. Informational texts such as reports make statements that are supported by facts and truthful evidence.
2. To explain: The purpose for writing to explain is to tell what, how, and why about a topic. An example is to explain in writing how to do or make something.
3. To narrate: The purpose of writing to narrate is to tell a story.
The story can be made up or truthful. Most forms of narrative writing have a beginning, middle, and end. Examples are fictional stories and personal narratives.
4. To persuade: Writing that has a purpose to persuade states an opinion or goal and supports it with reasons and supporting details in order to get the audience to agree, take action, or both. At Grade 6, the emphasis shifts to argument.
3. Descriptive Text
a. Definition of Descriptive Text
Descriptive text is one of the genres in writing activities other than narrative text, report text, etc. According to Oshima and Hogue (2007, p.61), Descriptive writing appeals to the senses, so it tells how something looks, feels, smells, tastes, and/or sounds. A good description is a word picture; the reader can imagine the object, place, or person in his or her mind.
In writing descriptive text, it is the writer's job to tell a clear picture of something in detail, the writer will communicate with the reader through writing, then the writer will describe something from top to bottom, front, side, inside and outside, which seen or unseen. Ameri (2008) in Wali (2020, p.47) stated that ―If you say that the new film actress is very beautiful, your audiences next question will almost be what does she look like?‖. So by describing
something clearly, the reader can describe what is being told in their minds.
b. The Generic Structure of Descriptive Text
In Taula’bi (2016, p.153) the generic structures of descriptive text are:
1) Identification: A part in which you identify or write the recognition. Moreover, it can be a general statement about place, person, or thing that you want to describe.
2) Description: Clear detail of place, person, or thing that you want to describe so that the reader can easily imagine or illustrate the descriptions, or the readers have a kind of feel that they engaged in the experience.
3) Conclusion: is an optional that conclude that paragraph or repeat the sentences of the identification or general statement.
B. Relevant Research
There are several relevant research that are used as a guides and references related to the writing area. The first title is ―The Effect of Brainstorming Technique on Students’ Writing Ability at XI Grade of SMAN 3 Padangsidimpuan‖ by Fildayanti Wahyuni Hsb (2019). The researcher focuses on solving problems in students’ writing text especially students’ hortatory exposition text at grade XI of SMAN 3 Padangsidimpuan. The method used for this research was experimental research. To analyze the data, the researcher has collected data through
pre-test and post-test in the both classes. The researcher found that mean score of experimental class after using brainstorming was higher than control class. It was concluded that there was an effect of brainstorming on students’ writing ability at XI grade of SMAN 3 Padangsidimpuan.
The second title is ―The Effect of Brainstorming Technique in Writing Invitation Text to The Eleventh Grade Students of Upt SMA Negeri 14 Musi Banyuasin‖ by Okki Wandira (2021). The researcher aims of the research was to find out whether or not there is any significant effect of using Brainstorming technique on the students’ writing invitation text.
The population of this research is all of The Eleventh Grade Students of UPT SMA Negeri 14 Musi Banyuasin there were six classes and the total of population are 188 students. From the research, the t-obt 6.957 was highest than critical value 1.697. So, it could be concluded that it was effective to teach writing invitation text by using brainstorming technique to the eleventh grade students of UPT SMA Negeri 14 Musi Banyuasin.
The third title is ―The Effect of Brainstorming Teaching Technique in Writing Descriptive Text at VIII Grade of MTsN Stabat in 2016/2017 Academic Year‖ by Shela Rizkina (2017). This research was intended to find out the empirical evidence of the students’ achievement by using brainstorming technique in learning writing descriptive text at VIII grade MTsN Stabat. This research was quantitative research. The population of this research was all students class VIII MTsN Stabat. The sample of this research was taken from 25 students of the experimental class (VIII-5) and
25 students of the control class (VIII-6). The instrument for collecting data was a test. After analyzed the data, the researcher got; (1) The students’
achievement in writing descriptive text by brainstorming technique got the mean 82.27 and standard deviation was 4.65 (2) The students’
achievement in writing descriptive text who were taught conventionally got the mean 75.07 and standard deviation was 3.60. The value of ttest was 2.917 and ttable was 2.009. So, the ttest was higher than ttable. It means that there was significant effect of using Brainstorming Technique on students‟ achievement in writing descriptive text.
In conclusion, the previous researches have similarities and differences to this research. For the similarities, the previous researches researched about the writing skill context, previous studies examine students' writing skills as the basis for research which is also discussed in this research. On the other hand, previous research has differences with this research, there are in the research location, research strategy and also the kind of text used in previous research.
C. Operational Concept
This research consists of two variables, X variable is the used brainstorming technique in teaching writing, and the Y variable is the students’ writing ability, especially in descriptive text. To measure each variable, the researcher identified them in some indicators as follows:
1. Variable (X): Brainstorming Technique
Bobb-Wolff (1996) suggests the process of brainstorming:
a. State the topic: The teacher states the topic or writes it on the blackboard. The topic to brainstorm can also come from a single student or from a student group.
b. Generating ideas: Give each student three-to-six minutes to write his ideas on the selected topic.
c. Selecting ideas: Form pairs and ask each pair to make a list of their individual ideas. Set a time limit. Have the pairs form groups of four, again sharing and combining their ideas into one list of a limited number of items. Ask each group either to read the list of ideas or write the list on the blackboard.
d. Choosing ideas: Ask everyone to copy the entire list to keep as a reference or follow one of these four steps. Each student or small group chooses some items on the board for writing a composition.
2. Variable (Y): Students’ descriptive writing ability
Heaton (1975, p.146) mentioned there are five of components of writing ability concerned the indicators of writing ability:
a. Content, students are able to be vivid in writing descriptive text, so the readers can understand the content and get the information from it.
b. Organization, students are able to write descriptive text based on organization stucture correctly.
c. Vocabulary, students are able to build the ideas in the form of word of vocabulary.
d. Grammar, students are able to write descriptive text with correct grammar and gramatical stucture.
e. Mechanics, sutdents are able to write descriptive text with correct of english writing such as spelling, punctuation, and capitalization.
D. Assumption and Hypothesis
1. Assumption
In this research, the researcher assumes that there is a significant difference on students’ descriptive writing ability by using brainstorming technique at the eighth grade of SMP Negeri 2 Rengat.
2. Hypothesis
In accordance with the theoretical and conceptual framework, the hypothesis as follows:
H0 : There is no significant difference between the students’ writing ability in descriptive text taught by using and without using brainstorming technique at the eighth grade students of SMP Negeri 2 Rengat
Ha : There is significant difference between the students’ writing ability in descriptive text taught by using and without using brainstorming technique at the eighth grade students of SMP Negeri 2 Rengat
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CHAPTER III
METHOD OF THE RESEARCH A. Research Design
This research was quantitative and used experimental research.
Some experts gave a number of explanations of quantitative research.
According to L.R Gay, et al. (2012, p.7) quantitative research is the collection and analysis of numerical data to describe, explain, predict, or control phenomena of interest. Leedy & Ormrod (2001) stated that quantitative research involves the collection of data so that information can be quantified and subjected to statistical analysis in order to support or deny alternative knowledge assertions.
Meanwhile, there were several definitions of experimental research which were presented by some experts. Johnson (2014) explained that the experimental research method enables us to identify causal relationships because it allows us to observe, under controlled conditions, the effects of systematically changing one or more variables. The purpose of experimental research is to determine cause-and-effect relationships.
Creswell (2012, p.294-295) stated that experimental design is the traditional approach to conducting quantitative research. In an experiment, you test an idea (or practice or procedure) to determine whether it influences an outcome or dependent variable. It means that experimental research is a type of research that uses controlled conditions to seek for the impact of one variable on another.
In this research, the researcher used quasi experimental research. In quasi-experiments, the investigator uses control and experimental groups but does not randomly assign participants to groups (Creswell, 2016).
Cash and Stankovic (2016, p.7) stated that in the quasi-experiment, participants are non-randomly assigned to treatment conditions (participants can also be assigned by forces beyond the experimenters control in the case of natural experiments).
So, in a quasi-experimental design, the group was divided into two groups who are subjected to the experiment and those who are not subject to the observations. With the existence of different groups as a comparison, it can be seen the results obtained from the groups that received treatment and those that did not. The data was collected by conducting pre-test and post-test for the experimental group and the control one. This research used a writing test as the instrument for collecting the data. The treatment using the brainstorming technique was given after getting the pre-test and after the treatment was given in several meetings, the researcher distributed the post-test to find out the significant differences by using brainstorming on students' descriptive text writing.
Based on the explanation above, the research design can be described as follows:
Table III.1 Research design
Control Grup Pre-test No treatment Post Test
Experimental Group Pre-test Experimental treatment Post Test
B. Time and Location of the Research
The time of the research had started on August 2022. This research was conducted at SMP Negeri 2 Rengat. It is located at Sultan Street, Kampung Dagang, Rengat.
C. Subject and Object of the Research
The subject of this research was the eighth grade students of SMP Negeri 2 Rengat while the object of this research was the effect of brainstorming technique on students’ descriptive writing ability.
D. Population and Sample of the Research
1. Population of the Research
Creswell (2012, p.381) said that the population is the group of individuals having one characteristic that distinguishes them from other groups. The population in this research was all of eighth grade students of SMPN 2 Rengat. There were 191 students divided into seven classes as the total population.
Table III.2
Population of SMPN 2 Rengat
No Class Total of Students
1. VIII A 27
2. VIII B 29
3. VIII C 28
4. VIII D 26
5. VIII E 26
6. VIII F 27
7. VIII G 28
Total 191
2. Sample of the Research
Creswell (2012, p.381) stated that the sample is the group of participants in a research selected from the target population from which the researcher generalizes to the target population. The sample in this research was divided into two classes, namely one class as an experimental class using brainstorming techniques and one control class that did not use brainstorming techniques. In this research, the researcher used a purposive sampling technique. According to Cohen (2007, p.115), purposive sampling is a sampling that researcher handpick the cases to be included in the sample on the basis of their judgement of their typicality or possession of the particular characteristics being sought. In this way, they build up a sample that is satisfactory to their specific needs.
The population in this research was 191 students, and the classes had 26–29 students. In this research, the researcher decided to take class VIII E as the control class and class VIII F as the experimental class. The researcher took the classes after doing the interview with the teacher, and both classes worked well together in carrying out the treatment, but the students' ability to learn English, especially in descriptive text, was weak. As a result, the researcher believed that both classes needed to participate in the treatment.
Table III.3
Sample of SMPN 2 Rengat
Class Group
VIII E Control
VIII F Experiment
E. Technique of Data Collection
In this research, to obtain the data, researcher used a test as a research instrument at SMP Negeri 2 Rengat.
A test according to Brown (2000, p.384) is a method of measuring a person’s ability or knowledge in a given domain. The kind of test that is used in this research to collecting the data as follows:
1. Pre-test: a test that was given to both classes in the experimental and control classes in order to know the students’ basic writing ability in descriptive text. The pre-test was carried out before the treatment was
given. After that, answer papers were collected and assessed by the rater.
2. Treatment: Treatment was carried out after the pre-test was given. The technique given was different for the two classes. The experimental class used the brainstorming technique to improve the students' descriptive texts, while the control class did not use the technique.
Treatment was carried out for four meetings, starting after the pre-test was given at the first meeting.
3. Post-test: both classes were given a post-test after receiving treatment.
The goal is to determine the difference in the experimental and control groups after and before treatment implementation. The post-test given was the same as the pre-test questions that have been previously carried out. The purpose of this post-test is for the researcher to find out whether or not there was a significant effect on students' descriptive text writing using the brainstorming technique. There are some components that have to be considered in assessing student writing ability. They are: content, organization, grammar, vocabulary, and mechanics.
Table III.4
Score of Writing Aspect
Aspect Score Performance Description
Content (C) 30%
4 The topic is complete and clear and the details are relating to the topic 3 The topic is complete and clear but the details are almost relating to the topic 2 The topic is complete and clear but the details are not relating to the topic 1 The topic is not clear and the details are not relating to the topic
Organization (O) 20%
4 Maintains focus on the topic, has a logical organization pattern, and convey a sense of completeness and wholeness, paragraph
3 Demonstrates an inconsistent focus on the topic, shows an attempt at pattern, not inappropriately paragraph
2 Demonstrates little or no focus, has little evidence of an organizational pattern, not in the inappropriate paragraph
1 Unrelated list of details or events, no recognizable organization pattern, no paragraphed or inappropriately paragraph
Grammar (G) 20%
4 Very few grammatical or agreement inaccuracies
3 Few grammatical or agreement in inaccuracies but no effect on the meaning 2 Numerous grammatical or agreement inaccuracies
1 Frequent grammatical or agreement inaccuracies Vocabulary
(V) 15%
4 Effective choice of word and word forms
3 Few misuses of vocabularies, word form, but not change the meaning 2 Limited range confusing words and word forms, and not understandable 1 Very poor knowledge of words, word forms, and not understandable Mechanics
(M) 15%
4 It uses correct spelling, punctuation, and capitalization 3 It has occasional spelling, punctuation, and capitalization
2 It uses a frequent error of spelling, punctuation, and capitalization 1 It is dominated by errors of spelling, punctuation, and capitalization
Adapted from: (Brown, 2007)
Score =
0
(Ruspar, 2022, p.31)The classification of students’ categories scores was used to score students’ work and classify students’ scores in pre-test and post-test.
Table III.5
Classification of students score
No. Categories Score
1. Very Good 80-100
2. Good 66-79
3. Enough 56-65
4. Less 40-55
5. Fail 30-39
Adapted From: (Arikunto, 2009) F. Technique of Data Analysis
To analyze the quantitative data, the researcher used score of post- test and pre-test. These scores were analyzed by using statistical analysis.
In this research, to know if there was or there was no significant effect of brainstorming technique in writing descriptive text, the researcher used SPSS 21 version and the formula uses was Mann-Whitney U test. The formula of the Mann Whitney U Test is:
Where:
1
2
1 2
1 2
The statistical hypotheses are:
If Sig. Value < 0.05: Ha is accepted If Sig. Value < 0.05: H0 is accepted
The Mann-Whitney U test was used to find out the significant effect of brainstorming technique on students’ ability in writing descriptive text at SMP Negeri 2 Rengat. According to Cohen (2007, p.590) the Mann-Whitney U test is a statistic to measure any significant difference between two independent samples. Based on Pallant (2010, p.213) they are also useful when your data do not meet the stringent assumptions of the parametric techniques. The Mann-Whitney U test is used to test for differences between two independent groups on a continuous measure. It was used since the data was not normally distributed. So, the researcher used Mann-Whitney U test to know the significant difference of students writing ability by using or not using the brainstorming technique.
61
CHAPTER V
CONCLUSIONS AND SUGGESTIONS A. Conclusions
Referring to the data analysis and data presentation in the previous chapter, the researcher concludes the answers of the formulation of the problems as follows:
1. The mean score of students' descriptive text writing ability who took the post-test without using the brainstorming technique at SMP Negeri 2 Rengat was 46.4231, putting them in the "Less" level.
2. The score of students' descriptive text writing ability who did a post- test after conducting the brainstorming technique at the eighth grade students of SMP Negeri 2 Rengat was 52.00, and it was concluded that the students' writing ability was categorized into the "Less" level.
3. The result of the data analysis for the Mann-Whitney U Test showed that the sig. value (0.00) is lower than the alpha (0.05). As a result, there was a significant difference in the students' writing of descriptive text taught at SMP Negeri 2 Rengat using the brainstorming technique.
B. Suggestions
After conducting the treatment and saw the difference that taught descriptive writing text by using brainstorming technique improves the students’ ability, the researcher would like to give some suggestion:
1. Suggestion for the teacher, brainstorming techniques can be an alternative that can be used in the learning process on students writing skill, the brainstorming technique can make the students more engaged and involved to think creatively in learning writing, also the teacher should make the learning process more enjoyable in the class using more media to make the learning process more interesting.
2. Suggestion for the students, do not be afraid to voice ideas when asked by a teacher, they also suggest to practice more in writing descriptive text.
3. Suggestion for the other researcher, to make the learning more effective and creative, the researchers are expected to find new approach, method or strategy in learning English especially in writing.
