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IN 2016/2017

THESIS

BY

SINARWATI MENDROFA Reg. Number 122108104

INSTITUTE OF TEACHER TRAINING AND EDUCATION OF GUNUNGSITOLI FACULTY OF EDUCATION OF LANGUAGES AND ARTS

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IN 2016/2017

THESIS

Subbmitted to

institute of teacher training and education of gunungsitoli

in Partialfulfilment of Requirements

For The Degreeof Sarjana in Education

BY

SINARWATI MENDROFA Reg. Number 122108104

INSTITUTE OF TEACHER TRAINING AND EDUCATION OF GUNUNGSITOLI FACULTY OF EDUCATION OF LANGUAGES AND ARTS

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ABSTRACT

Mendrōfa, Sinarwati, 2017, Increasing the Students’ Ability in Writing Descriptive

Paragraph by using Exclusion Brainstorming Strategy at the Eighth Grade of SMP Negeri 2 Hiliserangkai. Thesis’ advisors (1) Adieli Laoli, S.Pd., M.Pd. (2) Yasminar Amaerita Telaumbanua, M.Pd.

Key word: Writing Descriptive Paragraph, Exclusion Brainstorming Strategy

Writing is one of the basic skills should be mastered by students in learning English. In writing, the students can understand each other even though they do not meet but they are able to know the Characteristic one another through written form. The problem that the students face in writing were the students’ vocabulary were low, the students were not able to compose their own sentences in simple present tense, the students were not able develop their idea in writing descriptive paragraph, the low of the students ability in comprehending the generic structure of descriptive paragraph. To overcome the problem the reseacher used Exclusion Brainstorming Strategy.

Exclusion Brainstorming Strategy is strategy helped the students to open their mind in thingking and developing the specific topic in writing descriptive paragraph. The purpose of the research is to increase the students’ ability in writing descriptive paragraph using exclusion Brainstorming Strategy at the eighth grade of SMP Negeri 2 Hiliserangkai. To achieve the purpose, the researcher conducted CAR Method and it was applied into two cycles. Each cycle consisted of some phases such as planning, action, observation, and reflection. The instruments used by the researcher to collect the data were observation sheet, field notes and evaluation sheet.

In Cycle I, it showed that there were 2 students (6.67%) can be classified in “very good” level. There were 7 students (23.33%) in “good” level. There were 9 students (30%) in “enough” level. There were 3 students (10%) in “less” level and there were 9 students (30%) classified in “fail” level. The result shows that some of the students were still unable to comprehend the text. Meanwhile, the students’ ability in mastering vocabulary in Cycle II was there were 18 students (60%) classified in “very good” level. There were 10 students (33.33%) classified in “good” level. There 2 students (6.67%) classified in “enough” level but there were not students who got less and fail. The average of the students’ value was 86.50. Therefore, based on the average for the students’ value in the two cycles, it can be categorized in very good level. Hence, Exclusion Brainstorming Strategy can increase the students’ ability in writing descriptive paragraph.

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ACKNOWLEDGMENTS

Praise to the Lord of His blessing and protecting to the researcher in finishing the thesis entitled “Increasing the Students’ Ability in Writing by using Exclusion

Brainstorming Strategy at the Eight Grade of SMP Negeri 2 Hiliserangkai in

2016/2017”.

The researcher is very grateful for her parents (Mr. Sarofati Mendrofa and Mrs. Mey Delima Zebua), her Grandpa (Mr. Bowo’aro Mendrofa) and her siblings

(Murniwati Mendrofa, Yoniman Mendrofa, Neni Elniwati Mendrofa, Agus Kristiani Mendrofa And Helni Berlian Mendrofa) for their constant encouragements, supports, and advices so the researcher is so spirit in finishing her

study. The researcher would like to thank for all their sacrifices in her study. She

simply has no words for how much their kindness to her.

The researcher would like to thank to Mr. Henoki Waruwu M.Pd, as the Rector of IKIP Gunungsitoli who always motivates and supports all of the activities

of the students of IKIP Gunungsioli.

She would like to recognize and express appreciation for the guidance of two

advisors (Mr. Adieli Laoli S.Pd, M.Pd and Ms. Yasminar Amaerita Telaumbanua S.Pd, M.Pd) in finishing the thesis writing. They have an amazing ability to do the best in correcting, revising and suggesting her. From them, the

researcher feels have gotten many things and new experiences. And the researcher

would like to thank for teaching her how to teach others through example and for

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words how much she learned from them about teaching, learning, and caring of

others.

The researcher’s sincerest appreciation goes to the Secretary of English

Department and also her Academic Advisor (Mr. Afore Tahir Harefa, S.Pd. M.Hum) who always dance attendance on preparing many things of the researcher’s

needs. The researcher would like to acknowledge his contributions. He is simply the

most insightful and interesting person with whom the researcher consulted everything

that make the researcher to be motivated and so spirit in finishing the thesis writing.

He is also exceedingly generous with what he knows and he knows a lot. His has not

hesitated to set his straight and he has always been right. The researcher appreciates

most that Mr. Afore is a parent academic.

The researcher would like to thank for all her lecturers, for their amazing

ability in dedicating their knowledge to her. They taught her many things that she did

not know to be known and many others that related to the teachership profession.

The researcher would like to acknowledge for all examiners of the thesis who

had guided, suggested and who had given final touch of the thesis writing, thanks for

being patient and impute to the researcher.

The researcher wishes to thank for all her classmate and her closed friends

(Srikurniawati Hulu, Hasratmin Citra Harefa, Yasaro Zega, Erta Meysiska Mendrofa, Septin Indah Riani Zebua, Yurmina Lase, Arman Laowo, Yakimano Zalukhu, Fontianis Zai), her boy Friend (Alvyman Hulu) for their constant encouragements, supports, motivations, laughing with her for hours while

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the friends who always are ever with her in doing the assignments so the researcher is

so spirit and can finishing her study. The researcher appreciates their many words of

encouragement; she will always miss the good times since together with them.

The researcher would like to thank for Dinas Pendidikan who allowed her in

conducting the researcher in SMP 2 Hiliserangkai. She wishes to thank for the

Headmaster and English Teacher of SMP Negeri 2 hiliserangkai who had abided her

in conducting the research in the classroom. She thanks for their help since he did the

researcher at the school. She would like to thank for all the students who had

participated in the research and helped her in doing the strategy. So at the end, the

researcher found the conclusion that thestrategy is appropriate in teaching writing.

She wishes them a life-long love of study writing. The researcher would like to thank

for all people who support her during studying in IKIP Gunungsitoli until she

finished the thesis writing.

Finally, the researcher realized the thesis is far from being perfect. So she

expects such as suggestion and criticism to make the thesis better and hopefully the

thesis is useful for the readers. Thanks for everything and may God bless us.

Gunungsitoli, 21 Desember 2016 Researcher,

SINARWATI MENDROFA

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TABLE OF CONTENTS

Page

ABSTRACT ……….. i

ACKNOWLEDGEMENTS ……… ii

TABLE OF CONTENTS …..………. V LIST OF FRAMES ………..… ix

LIST OF TABLES ……… x

LIST OF GRAPHICS ……… xi

LIST OF APPEDICES ……….. xii

CHAPTER I : INTRODUCTION ………. ..1

A. Background of the Problems ……… 1

B. The Identification of the Problems……… 4

C. The Limitation of the Problem ……… 4

D. The Formulation of the Problem ………. 4

E. The Purpose of the Research ………. 5

F. The Significances of the Research……… 5

G. The Assumptions of the Research ………. 6

H. The Limitations of the Research ……… 6

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vi

CHAPTER II : REVIEW OF RELATED LITERATURE ……… 8

A. Theoretical Framework ……… 8

1. Writing ………. 8

a. Definition of Writing ……… 8

b. The process of Writing ………. 9

c. Teaching Writing ……….11

d. The Ability in Writing ………13

e. Purposes of Wring ………14

f. Paragraph ………16

1) Definition of Paragraph ……… 16

2) Kinds of Paragraph ……… 17

g. Descriptive Paragraph ………17

1) Definition of Descriptive Paragraph …… 17

2) Evaluating the Students’ Ability in Writing………18

h. The Syllabus of Writing skill at the Eighth of SMP Negeri 2 Hiliserangkai ………..20

2. Exclusion Brainstorming Strategy ………20

a. Definition of Exclusion Brainstorming Strategy ………20

b. Procedures of Implementing Exclusion Brainstorming Strategy ………22

c. Advantages and Disadvantages of Using Exclusion Brainstorming Strategy …...……..23

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B. The Latest Related Research Findings ….………24

C. Conceptual Framework ………25

CHAPTER III : RESEARCH METHOD ……….28

A. Object of the Research ……….28

B. The Setting and Subject of the Research………...29

C. Schedule of Implementing the Action ………..30

D. The Procedure of Action Research ………..31

E. Instruments of Collecting Data……….45 F. The Techniques of Analysis the Data ……… 46

CHAPTER IV : RESEARCH FINDINGS AND DISCUSSIONS A. The Research Findings ...………. 50

1. The Research Setting ……….. 50

2. The Explanation of the Research Findings for Each Cycle ……… 51

a. Cycle I ……… 51

b. Cycle II ………... 65

3. The Students’ Activities for All Cycles ………… 77

4. The Researcher’s Activities for All Cycles …….. 78

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B. Research Findings Discussions ……….. 81

1. Common Response of the Research Problem …… 81

2. Analysis and Interpretation of the Research Findings ……… 82

3. Research Findings versus the Latest Related Research ……… 84

4. Research Findings versus Theory ………. 85

5. Research Findings Implication ………. 86

6. Analysis of the Research Findings Limitation ….. 87

CHAPTER V : CONCLUSIONS AND SUGGESTIONS ………. 88

A. Conclusions ……….. 88

B. Suggestions ………. 89

BIBLIOGRAPHY ………. 90

APPENDICES ………..

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ix

LIST OF FRAMES

Page

1. Conceptual of Research by Using Exclusion Brainstorming Strategy…..… 27

2. The Procedure of Classroom of Action Research by Using Exclusion

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x

LIST OF TABLES

Tables Page

1. The Condition of the Students at the eighth Grade of SMP

Negeri 2 Hiliserangkai ………... 30

2. The Students’ Ability in in Writing Descriptive Paragraph by

using Exclusin Brainstorming Strategy in the Second Meeting of

Cycle I ……… 63

3. The Students’ Ability in Writing Descriptive Paragraph by

4. using Exclusin Brainstorming Strategy in the Second Meeting of

Cycle II ……….. 75

5. The Students’ Activities for all Cycles ……… 79

6. The Researcher’s Activities for all Cycles ……….. 79

7. The Students’ Ability in Writing Descriptive Paragraph after

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LIST OF GRAPHICS

Graphics page

1. Percentage of the Students Who Had Done and Undone

the Activities in the First Meeting of Cycle I ………. 55

2. Percentage of the Researcher’s Activities that Had been Done

and Undone in Cycle I in the First Meeting ……… 56

3. Percentage of Students’ Activities that Had been Done and Undone

during Teaching and Learning Process ………. 60

4. Percentage of the Researcher’s Activities that Had been Done and

Undone in Second Meeting of Cycle I ………. 62

5. The Students’ Ability in Writing Descriptive Paragraph by Using Exclusion Brainstorming Strategy in the Second Meeting of

Cycle I ……….. 64

6. Percentage of the Students’ Activities in the First Meeting that

Had been Done and Undone of the Cycle II……….. 67

7. Percentage of the Researcher’s Activities that Had been Done and

Undone in the First Meeting of Cycle II ………. 68

8. Percentage of the Students Who Had Done and Undone

Activities in Second Meeting of Cycle II ……… 72

9. Percentage of the Researcher’s Activities that Had been Done and

Undone in the Second Meeting of Cycle II ……… 73

10. The Students’ Ability in Writing Descriptive Paragraph by Using Exclusion Brainstorming Strategy in the Second Meeting of

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LIST OF APPENDICES

Appendices page

1. Appendix 1a. Syllabus………... 92

2. Appendix 2a. Lesson Plan (The First Meeting in Cycle I) ………... 95

3. Appendix 2b. Lesson Plan (The Second Meeting in Cycle I) ………... 100

4. Appendix 2c. Lesson Plan (The First Meeting in Cycle II) ………... 104

5. Appendix 2d. Lesson Plan (The Second Meeting in Cycle II) ………... 109

6. Appendix 3a. The Material ………. 113

7. Appendix 3b. Example of Descriptive Paragraph……… 114

8. Appendix 4a. The Table of Specification (Cycle I) ………. 115

9. Appendix 4b. The Table of Specification (Cycle II) ……….... 117

10. Appendix 5a. The Test Instruments Validity in Cycle I………... 121

11. Appendix 5b. The Test Instruments Validity in Cycle II……….. 122

12. Appendix 7a. The Observation Sheet of the Researcher’s Activities in Cycle I (Meeting I) ………... 123

13. Appendix 7b. The Observation Sheet of the Researcher’s Activities in Cycle I (Meeting II) ……….. 126

14. Appendix 7c. The Observation Sheet of the Researcher’s Activities in Cycle II (Meeting I) ……….. 128

15. Appendix 7d. The Observation Sheet of the Researcher’s Activities in Cycle II (Meeting II). ……… 131

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17. Appendix 6b. The Observation Sheet of the Students’ Activities in

Cycle I (Meeting II) ………. 136

18. Appendix 6c. The Observation Sheet of the Students’ Activities in Cycle II (Meeting I) ……… 138

19. Appendix 6d. The Observation Sheet of the Students’ Activities in Cycle II (Meeting II) ……….. 142

20. Appendix 9a. Field Notes ……… 143

21. Appendix 9b. Field Notes………. 144

22. Appendix 9c. Field Notes………. 145

23. Appendix 9d. Field Notes………. 146

24. Appendix 10a. The Students’ Attendance List at the Eighth Grade of SMP Negeri 2 Hiliserangkai. ………... 147

25. Appendix 10b. The Students’ Attendance List at the Eighth Grade of SMP Negeri 2 Hiliserangkai. ……… 149

26. Appendix 10c. The Students’ Attendance List at the Eighth Grade of SMP Negeri 2 Hiliserangkai. ……… 151

27. Appendix 10d. The Students’ Attendance List at the Eighth Grade of SMP Negeri 2 Hiliserangkai. ……… 153

28. Appendix 11a. The Result of the Students’ Ability in Writing Descriptive Paragraph by Using Exclusion Brainstorming Strategy in Cycle I and Cycle II……… 155

29. Appendix 11a. The Result of the Students’ Ability in Writing Descriptive Paragraph by Using Exclusion Brainstorming Strategy in Cycle I and 30. Cycle II……… 156

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1

A. The Background of the Problem

Writing is one of the most important skills to be learnt by students in junior

high school and senior high school based on the curriculum. It is because writing is a

skill that has practically universal uses in almost everyday life, such as in writing a

thesis, business transaction, legal document and even in political agreement. This is

supported by Brown (2004:218), he says,

Today, the ability to write has become an indispensable skill in our global literate community. Writing skill, at least at rudimentary levels, is a necessary condition for achieving employment in many walks of life and is simply taken for granted in literate cultures.

Nunan (2003:88) says, “Writing is the mental work of inventing ideas,

thinking about how to express them, and organizing them into statements and

paragraphs that will be clear to a reader.” Furthermore, Fowler (2007:10) affirm, “Writing often is a process of discovering ideas, arriving at knowledge of the self,

and selecting effective ways to present concepts and information.”

Based on the theories of writing above, it can be concluded that writing is an

act of personal or group which is used to express ideas, thoughts, feeling, message,

and information through written language. Therefore learning writing is a crucial

subject for students which they can communicate ideas in written form and also to

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In syllabus of KTSP-2006 of Junior High School especially for the eighth

grade of SMP Negeri 2 Hiliserangkai, the competence standard expects students to be

able to express the meaning of functional texts and simple essay in descriptive, and

recount forms to interact with the environs. While Basic competence is students

express the meaning of simple short functional texts, express the meaning and

rhetorical steps in short essay acurately, fluently, and receiveable to interact with the

environs in descriptive and recount form. To achieve the target which is stated in the

syllabus, the school has decided the Minimum Competence Criterion (MCC) that is

70 as the indicator of the students’ success in writing skill.

In reality, based on the researcher’s observation that has been conducted in

SMP Negeri 2 Hiliserangkai, Furthermore The students would not compouse their

own sentences in simple present tense, the students were not able develop their idea

in writing descriptive paragraph, the students were not able to write the sentences

systematically in one paragraph. Therefore the discussion will not be effective. It

makes the students are not able to write senteces in a good paragraph especially

descriptive paragraph.

Regarding to those factors of problem, the researcher is motivated to solve it

by promoting and applying Exclusion Brainstorming Strategy in teaching writing

skill to the students. According to Zion et.al (2008:40)

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On other hand, Sejnost (2009:72) defines Exclusion Brainstorming is an

effective strategy for most students. Meanwhile, Williams (2012) remarks that

Exclusion Brainstorming is a strategy used to determine what students already know

about a topic. This strategy promotes engagement and encourages critical and

complex thinking. It can be concluded that Exclusion Brainstorming Strategy is a

strategy which helps the students have something to write that provide a model in

their own composition. And, before to write something, the students can discuss her

or his ideas in their groups. In this time, the students interest and more open to

speaking and writing under different conditions and situations.

Respecting to all the previous explanations, the researcher did a research

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B. The Identification of the Problems

The identification of the research consisted of some factors that in fluence the

students in writing descriptive paragraph, namely:

1. The students’s vocabularies were low.

2. The students were not able to compose their own sentences in simple present

tense.

3. The students were not able develop their idea in writing descriptive paragraph.

4. The low of the students’ ability in comprehending the generic structure of

descriptive paragraph.

C. The Limitation of the Problem

In doing the research, the researcher was limited herself to increase the students’ descriptive paragraph ability especially describing person using Exclusion

Brainstorming Strategy at the eighth grade of SMP Negeri 2 Hiliserangkai in

2016/2017.

D. The Formulation of the Problem

Based on the limitation of the problem, the researcher formulated the problem “How does Exclusion Brainstroming Strategy increase the students’ ability in writing

descriptive paragraph especially describing a person of SMP Negeri 2 Hiliserangkai

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E. The Purpose of the Research

The purpose of the research is to increase the students’ ability in writing

descriptive paragraph especially in describing a person at the eighth grade of SMP

Negeri 2 Hliserangkai 2016/2017.

F. The Significances of the Research

The significanses of the research are signified for:

1. The researcher, as a guideline and tool of comparison material in teaching writing

descriptive paragraph.

2. The English teacher, as contribution to increase the students’ ability in writing

descriptive paragraph in teaching-learning process.

3. The students, as a way to solve their problem in writing descriptive paragraph

through Exclusion Brainstorming Strategy.

4. The readers, as information to increase the students’ ability in writing a descriptive

paragraph.

5. The next researchers, as a comparative material to the researcher who wants to

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G. The Assumptions of the Research

In doing the research, the researcher has some assumptions, namely:

1. Teaching writing descriptive paragraph by using Exclusion Brainstorming

Strategy makes the students have something to write and interest in learning

writing.

2. Writing descriptive paragraph is one of the models of writing should be mastered

by the students.

H. The Limitation of the Research

In the research the researcher has limitationsas follows.

1. Subject of the research was the students of SMP Negeri 2 Hiliserangkai, at the

eighth grade class VIII-2.

2. In the research, the researcher would conduct Classroom Action Researcher

(CAR).

3. In the research, the researcher implemented Exclusion Brainstorming Strategy

4. The material which used in the research is descriptive paragraph especialy

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I. The Key Terms Definitions of the Research

The key terms definitions of the research are:

1. Writing is the ability of the students to express feeling, emotion, and ideas or what

in their mind such as vividly and what they have ever seen as smells, tastes, felt, or

fear, in a good control in written form.

2. Exclusion Brainstorming Strategy is a way to increase the students’ ability in

writing descriptive paragraph. In Exclusion Brainstorming Strategy, the researcher

can assist the students to think about the words and ideas related to the specific topic

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CHAPTER II

REVIEW OF RELATED LITERATURE

A. Theoretical Framework 1. Writing

a. Definition of Writing

Writing is one of the language skills that should be mastered by students

because from writing language skill, they can convey their desire, belief and deliver

the information to others directly through writing form. Then they can make

communication with another and can understand each other even though they do not

meet. Writing is the means of expressive activity as productive written aspect in

language.

Peha (2003:1) affirms, “Writing is very important in education today so everyone

wants to know the best way to teach it “. Furthermore, Langan (2010:5) asserts,

“Writing is a skill that anyone can learn with practice. In addition, Byrne (1997:1)

defines “Writing is producing sequence of sentence arranged in a particular order and

linked together in certain way”.

Based on the theory above, it can be concluded that writing is a skill that the

students should to be learned because to do communicate not only with spoken

language but also in writen language. And then, writing can be used as a tool of

communication to others without being face to face. So that, the reader can

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Regarding to the importance of writing in daily life, the researcher is going

to search the students’ ability in writing descriptive paragraph especially in describing

person by using Exclusion Brainstorming Strategy.

b. The Process of Writing

Writing process is the stages that the writers do in writing to get satisfying

results. “The process of writing is learning how to write by writing,” notes by Stone

(1995:232). The writers can create a good writing if they pay attention for the process

of writing. The writers have to know the process of writing before they write down

what is in their mind, feeling, in order they reach satisfying results.

To write down composition well and make the readers satisfied, the writers

will focus and follow the steps in the process of writing, because it is a framework for

writing well and easily. According to Spivey (2006:112), the steps of the writing

process are,

1). Prewriting

Children brainstorm to generate ideas for writing. They use charts, story webs, and graphic organizers to help develop a word list for writing, decide the type of writing, and audience, and determine the purpose for writing.

2). Rough Draft

Children put their ideas on paper. At this time, they write without majorattention to punctuation, grammar, or neatness. Some teachers may refer to this as a sloppcopy or rough draft. The purpose of the rough draft is for the student to focus on his/herideas and get them on paper without the distraction or fear of making mistakes in grammar,capitalization, punctuation, or paragraph structure.

3). Peer Editing

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who, what, when,where, why, and how questions. They look for better words to express ideas and discussamong themselves how to make the writing clearer.

4). Revising

The children use the suggestions from classmates to make additions or clarify details. Children try to improve their writing on their own. The teacher steps in at this stage and gives feedback.

5). Editing

Children work with the teacher and/or peers to correct all mistakes in grammar and spelling.

6). Final Draft

Children produce a copy of their writing with all corrections made from the editing stage and then discuss this final draft with the teacher. The teacher offers the last suggestions for improvement at this point.

7). Publishing

The writing process is finally at its end. Children publish their writing by making a copy in their neatest handwriting or using a word processor. This is a time for students to celebrate. They may share their pieces with the class during story time, make a class book or a personal portfolio, or send their work to local newspapers or children’s magazines for publication!

Furthermore, Carroll et al (2001:15) say that the process of writing, namely.

1). Prewriting

Prewriting includes exploring topic. Choose your topic and begin together and organize details before you write.

2). Drafting

Drafting includes getting your ideas down on the paper roughly the form at your intended.

3). Revising

Revising includes connecting any major errors and improves the writing form and content.

4). Editing and proofreading

Editing and proofreading includes polishing the writing. The process of mechanical errors, grammar is accurate punctuations, spelling is correct and the mechanics are proper.

5). Publishing and presenting sharing your writing

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In addition, Seow (2002:315) affirms that the writing process as a private

activity may be broadly seen as comprising four main stages: planning, drafting,

revising and editing.

PROCESS ACTIVATED

PROCESS TERMINATED

Figure 1 The Writing Proces

In teaching and learning process in the classroom, the teachers must pay

attention to the process of writing above in writing composition well, because of

writing or writing rarely gets attention on writing activities can train the students to

think coherently, and to develop creativity and rhyming, in order that the students

understand easily to write composition essay through every step of the process of

writing and get a good result in writing.

c. Teaching Writing

Teaching writing is helping the students understand that writing is a social

action and that their work inherently is intended for others to read. Therefore, the

teaching-learning process in the classroom, the teachers have an important position or

function in making the teaching learning process successful. The teachers should

arrange the teaching and learning easier by applying various strategy when presenting

the materials in the classroom. It is supported by Richard and Gennady (2002: 45)

Planning Drafting

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assuming that the final aspect of classroom management is the role of the teacher.

And then, Harmer (2004: 56-57, 261-262) says that the teacher’s role does not only in

education generally, but in the classroom itself. The teachers are not only as a source

of knowledge, the controller, and the authority, but rather as a facilitator and resource

for the students to draw on.

In teaching writing, the teachers must be able to create the students writing

habit, in order that the students feel comfortable as the researcher of English and gain

their willing participation in more creative or extended activities. Therefore the

teachers must be able to identify the students need in growing their motivation to

write in English.

Reid (1993:156) states that writing is usually easier, better, and more

successful when talking, drafting, revising, and editing together in the groups that are

part of the writing process. The teachers have high responsibility to develop students’

ability in mastering language skill especially in writing. The teachers must create

interesting activities in the class in order that the students can develop their ideas in

writing. Although the teachers provides some interesting activities it does not mean

that there is no problem. The problem is how to increase the student’s writing ability

in descriptive paragraph.

Brown (2001:343) divides five majors categories of classroom writing

performance, as follows.

1). Imitate or writing down

Imitating has the meaning like dictation. The students write the words that the teachers read.

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Writing is sometimes used as a production model of learning, reinforcing, or testing grammatical concepts. This writing is typically in controlled, writing grammar exercises.

3). Self-writing

Self-writing is note taking, where the students take note during a lecture for the purpose of later recall.

4). Display writing

Short answer exercises essay examination from students and ever research reports will involve an element of display.

5). Real writing

Real writing is reality of students writing, for example: composition, diaries, letters, post cards and notes.

Based on the theories above, it can be concluded that in teaching writing

research in the classroom, the researcher have an important position or function in

making the teaching and learning process successful in writing language. The

researcher should arranges the teaching and learning easier by applying Exclusion

Brainstorming Strategy to create a good atmosphere when presenting the materials in

the classroom. The researcher must be able to identify the students’ need and pay

attention in writing performance in the classroom.

d. The Ability in Writing

According to Fowler, Aaron, Okoomian ( 2007 : 116 ), “Teachers know that

writing is not easy, but students, especially begining writers, often have the

misconception that writing comes easily to experienced writers and is hard only for the untalented or in inexperienced”. Then addition, the point out that writing is a way

of thinking and discovering: that in the middle of drafting an essay a writer may

recognize the need to develop new supporting ideas, to make major change in the

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as written in Oxford Advanced Learners’ Dictionary (1974: 2), “Ability is potential or

capability or power to do something physical or mental”. In other words, the ability

of writing is a creative act of the writers construct ideas, opinion or capability that is

owned by the writers express something in written form. Carrol and et al (2001: 8) say, “There are some qualities of good writing namely: idea is relevant to the topic,

organization (coherence and unity), words choice (refers to phrase) and sentences

fluency”. So, the teachers must be able to pay full attention, have enough time to

think, organize ideas, creative and also concentration in what they are will write.

In summary, the ability of writing depends on the ability of the teachers

construct their ideas that are relevant to the topic, and coherence based on words

choice that are arranged into a good sentence or paragraph. These theories are very

useful to the students at the eighth grade of SMP Negeri 2 Hiliserangkai in acquiring

the ability of writing when they express their ideas, opinion especially in descriptive

writing.

e. Purposes of Writing

In doing writing, of course it has a certain purpose in the mind to think the

advantages of it. It is impossible to write something without purpose. Therefore, in

doing writing for pleasure, conveying ideas, announcement, or other purposes.

Halliday as quoted by Nunan (1999:275) suggesting that written language is

used for the following purposes.

(34)

2) For information (for example: newspapers, current affairs magazines, advertisements, political pamphlets.

3) For entertainment (for example: comic strips, fiction books, poetry and drama, newspapers features, film subtitles).

Ruby (2001:18) suggests that written language is used for the following

purposes for achieving the special goals, they are.

1) For action: includes facts and examples that teach your readers. Write objectively (avoid including your opinion).

2) Writing to persuade: includes reason and arguments to convince readers to adopt your position.

3) Writing to entertain: includes humorous situation, anecdotes or exaggerations that your audiences enjoy.

Crimmon (1984:18) says,

You write not only to convey your ideas to other readers but also to clarify and confirm them for yourself. And he adds that think yourself as an audience, you must change places, you must stop thinking like a researcher and begin thinking like a reader.

Based on the statements above, the researcher concludes that whenever the

researcher writes, of course the researcher has a purpose in writing text to convey

something. The most important thing that the researcher has to know what the

students need and make them satisfied. Briefly, the process of writing above is very

important in the research because it helps the researcher to increase the students’

ability to write descriptive paragraph especially at the eighth grade of SMP Negeri 2

(35)

f. Paragraph

1). Definition of Paragraph

In expressing ideas in a well organized paragraph it is essential because

through a paragraph you can state your thoughts, ideas, feeling clearly to the readers.

Zemach and Islam (p.9) states,

A paragraph is a group of about one topic. Every sentence in a strong paragraph is about the same topic. All of the sentences explain the writer’s main idea (most important idea) about that topic.

Furthermore, Wren and Martin (1990:465, 387) say, “A paragraph is a group

of related sentences that develop of single point”. Then a paragraph is a number of

sentences grouped together and relating to one topic or a group of related sentences

that develop a single point. In addition Zemach and Islam (p.5) say, “A paragraph is a group of five to ten sentences that give information about a topic”.

Based on the statement above, it can be concluded that a paragraph is a group

of several sentences that should focus on a single main idea and relate to a topic.

Moreover, the important point is all of the sentences within paragraph work together

to introduce, develop, and support that main idea because the sentences that form all

paragraphs contribute to the point, they make it more complete and understandable

than any single sentence.

Therefore, in the research the the students are required to be able to write

down the composition, the students must pay attention to it, in order that the students

can understand the topic of the paragraph and the students are not confused about

(36)

2). Kinds of Paragraph

There are four kinds of paragraph in writing language. These kinds of

paragraph can be used in short paragraph to longer composition writing. As Cobb

(1985: 6) states that there are four kinds of paragraph, namely.

a) Narration. It is a paragraph primarily telling a story.

b) Description. It is the paragraph primarily presenting a picture or tells what something looks like.

c) Exposition. It is the paragraph primarily explaining or informing. d) Argumentation. It is the paragraph primarily convincing or persuading.

From the statement above, the researcher is going to search one of kinds of

writing above that is writing descriptive paragraph. So in the research the students

should be able to write descriptive paragraph especially in describing person.

g. Descriptive Paragraph

1). Definition of Descriptive Paragraph

A descriptive paragraph is to create an image of person, place, or thing.

George and Burks (1980:379) says,

Descriptive reproduces the way thing looks, smells, taste, feel, or fear. It is used to create a visual image of people, place, even of unit of time-days, time of day, or reason.

Furthermore, according to Cobb (1984:35), that description is the kinds of

writing that tries to put a picture in the reader’s mind. Description tells how

something looks or sounds or tastes or smells or feels.

Little (1981:76) says, “A descriptive paragraph is a word picture”. Description

reveals an object, a person, or a scene. Description presents specific details to help the

(37)

Based on the theories above it can be concluded that, descriptive paragraph is

a paragraph that describes something (person, place, or thing) by words, in order that

the students get information, feel, and believe.So in the research the researcher should be able to increase the student’s ability to write descriptive paragraph especially in

describing person.

2). Evaluating the Students’ Ability in Writing

There are some categories to evaluate the students’ work in writing (Cohen,

1994) namely: content, organization, vocabulary, language, and mechanic. Based on

the categories above, the researcher uses the categories to evaluate the students in

writing, as follows.

a) Content, it refers to thesis statements; relate ideas, and development of ideas trough personal experiences, illustration, facts, opinion, use description cause/effect, comparison/contrast, and consistent focus.

b) Organization, it refers to the writer knowing her/his subject, to make the students in the paragraph coherent, well organized and has logical sequencing.

c) Vocabulary, it refers to using vocabulary that is suitable with content, and the meaning that will be conveyed by a writer.

d) Language, it refers to how the writer constructs her/his sentence in an effective construction, write sentence by sentence in a good grammar. e) Mechanic, it refers to spelling, punctuation, citation of references (if

application) and neatness and appearance.

In conclusion, to assess the students’ writing ability in writing

descriptive text, the researcher use the assessment rubric as suggested by Brown

(38)

Aspect Score Performance Description Weighting

4 a) The topic is complete and clear and the details are relating to the topic.

3x 3

b) The topic is complete and clear but the details are almost relating to the topic.

2 c) The topic is complete and clear but the details are not relating to the topic.

1 d) The topic is not clear and the details are not relating to the topic.

Organization

a) Identification is complete and descriptions are arranged with proper connectives.

2x 3

b) Identification is almost complete and descriptions are arranged with almost proper connectives.

2 c) Identification is not complete and descriptions are arranged with few misuse of connectives. 1 d) Identification is not complete and descriptions

are arranged with misuse of connectives Grammar

4 a) Very few grammatical or agreement inaccuracies.

2x 3 b) Few grammatical or agreement inaccuracies but

not affect on meaning.

2 c) Numerous grammatical or agreement inaccuracies.

1 d) Frequent grammatical or agreement inaccuracies.

Vocabulary (V) 15%

4 a) Affective choice of words and word form. b) Few misuse of vocabularies, word forms, but

not change the meaning. 1.5x

3

c) Limited range confusing words and word form. 2 d) Very poor knowledge of words, word form, and

not understandable

4 a) It uses correct spelling, punctuation and capitalization.

1.5x 3

b) It has occasional errors of spelling, punctuation, and capitalization.

2

c) It has frequentl errors of spelling, punctuation, and capitalization.

1 d) It has dominated by errors of spelling, punctuation, and capitalization.

Adapted from Brown (2007)

Score =

(39)

h. Syllabus of Writing Skill at the Eighth Grade of SMP Negri 2 Hiliserangkai

In conducting the teaching-learning process especially in teaching writing at

the eighth grade of SMP Negeri 2 Hiliserangkai in 2016/2017 is based on the

syllabus. The competence standard expects students express the meaning of

functional texts and simple essay in descriptive, and recount forms to interact with the

environs. While Basic competence is students express the meaning of simple short

functional texts, express the meaning and rhetorical steps in short essay acurately,

fluently, and receiveable to interact with the environs in descriptive and recount

forms. To achieve the target which is stated in the syllabus, the school has decided

the Minimum Competence Criterion (MCC) that is 70 as the indicator of the students’

success in writing skill.

2. Exclusion Brainstorming Strategy

a. Definition of Exclusion Brainstorming Strategy

In teaching and learning process in the classroom, teaching strategy is very

important to help the students understand easily during the teaching and learning

occurs in the classroom. In teaching and learning writing skill, the teachers have to

use various strategy in the classroom; one of the strategies used by the teachers to

teach the students in writing is Exclusion Brainstorming Strategy. Preszler (2006:16) say, “Exclusion Brainstorming is to assist students as they think about words and

ideas they already know related to a specific topic. It will also provide students the

opportunity to explore a controversial topic while diffentiating points of view and

(40)

Exclusion Brainstorming Strategy in teaching writing is to assist the students as they

think about the words and ideas they already know related to a specific topic. It will

also provide the students the opportunity to explore a controversional topic while

differentiating points of view and formulating opinions based upon relevant

information. However,

Exclusion brainstorming help students activate and build prior knowledge of a topic as a way of learning new words or pharase tht connect to a larger concept. Regardless of their choices, thinking and talking about why a word might and might not appear enlarges students’ thinking about language s it relates to a specific event. Students can revisit the words after they’ve read the material to see whether their guesses have held true. Zion et.al (2008:40).

Exclusion Brainstorming is to predict and set a focus for learning , to find out

what the students think they know about a topic, to build skills for analyzing possible

connections (Umstatter 2002:136). On the other hand, Sejnost (2009:72) defines that

Exclusion Brainstorming Strategy is an effective strategy for most the students.

Meanwhile, Brassel (2011:33) states that Exclusion Brainstorming Strategy is an instructional strategy used to utilize the students’ prior knowledge and expand their

understanding of a social studies or science topic.

Regarding to the theories above the researcher concludes that Exclusion

Brainstorming Strategy is an effective and interesting strategy in writing descriptive

paragraph. Exclusion Brainstorming has benefit for the teacher and students. Through

this strategy, the teacher can assist the students to think about the words and idea related

(41)

b. The Procedures of Implementing Exclusion Brainstorming Strategy

According to Brunner (2011:6), the procedure in applying Exclusion

Brainstoring Strategy as follows.

1) Display the title of the rading selection for all students to see.

2) Under the title of the selection, list five words or phrases related to the topic, five words or phrases that are not related to the topic, and five ambiguous words or phrases. These word or phrases should be listed randomly.

3) Ask the students to eliminate any words or phrases they believe are not related to the topic.

4) Ask students to select the words or phrases they belive most likely to appear to the reading selection.

5) Ask the students to list words they belive may be ambiguous. 6) Explain that all students should be prepared to justify their choices.

7) Assign the reading to the students and tell them that the purpose for reading will be to see whether previous selections were accurate.

8) After students have finished reading the material, facilitate a discussion of the content. Ask them to generate their own selection of related, unrelated, or ambiguous terms.

Then, according to Umstatter (2002: 136), the steps in applying Exclusion

Brainstorming Strategy are as follows.

1) Write a topic on the chalkboard. Under the topic, write a series of words, including:

a) Some words that clearly fit the topic b) Other that clearly do not fit the topic c) And other that are ambigius

2) Students identify which words they think fit the topic by drawing a line through those that are not related and drawing a circle aound those they think are related.

3) Students than explain or discuss why they made the decision they made. 4) Students than explore the topic by reading, viewing, or visiting.

(42)

Based on the theories in the previous page, the researcher modified the

procedures, as follows.

1) The researcher divided the students into five groups.

2) The researcher introduced the material and ask the students’ background knowledge.

3) The researcher guided the students in Exclusion Brainstorming Strategy such as.

a) The researcher wrote a title of a selecting reading text on the blackboard.

b) The researcher listed some words or phrases related to the topic, not related to the topic, and ambigious words or phrases.

c) The researcher asked the students to eliminate any word or phrases they belive are not related to the topic.

d) The students are asked to select words or phrases they believe are related to the topic and words which they believe may be ambigious. e) The researcher asked the students to wrote text based on words or

phrases which related to the topic.

f) The researcher showed the reading text to the students based on the title has been wrote on the blackboard and ask the students to compare with their text.

g) The researcher corrected the students written.

h) The researcher asked the students to rewrite the text while the researcher controls the students.

i) The researcher distributed a new text to the sudents and asked the students to follow the previous text in the procedure.

j) The researcher assessed the students answered.

c. Advantages and Disadvantages of Using Exclusion Brainstorming Strategy

According to Brunner (2011:7), the advantages and disadvantages of using

Exclusion Brainstorming Strategy are as follows:

1) Advantages

a) It easy to facilitate and implement b) It promotes student engagement

c) It supports readers that may need additional teacher assistance d) It applicable for a veriety of subjects

e) It activates background knowledge f) It facilitates critical thinking

g) It provides a specific purpose for reading the text

(43)

a) If the students have litle background knowledge on the topic, the disscusion of terms and pharases may not be productive.

b) Teacher preparation time is needed to choose appropiate words and pharases.

d. Relationship between Exclusion Brainstorming Strategy and Writing

Sejnost (2009:72) defines that Exclusion Brainstorming Strategy is an

effective strategy formost the students. Furthermore (Blachowicz, 1986) remarks that,

Exclusion Brainstorming strategy in teaching writing is to assist the students as they think about the words or ideas they already know related to a specific topic. It will also provide students the oppertunity to explore a controversional topic while differentiating points of view and formulating opinions based upon relevant information.

It can be concluded that Exclusion Brainstorming Strategy is one of strategies

which helps the students in writing problem, which the teacher allows them to be

more careful to selected the words which related to the topic, while the researcher

just assists the students as they think about the words and ideas they already know

related to a specific topic.

B. The Latest Related Research Findings

Generally writing is one of the important skills that should be mastered by

the students in learning English. So, there are many researchers doing the research but

they do in different methods. Actually, Wita (2013) has done a research. She searched

about the effect of Exclusion Brainstorming Strategy on students’ reading

achievement. The general aim of the research was to see the effect of Exclusion

Brainstorming Strategy on students’ reading achievement. Thus, experimental

research that the researcher used in the research was one group pretest-posttest

(44)

and the students list five words or phrases that are not related to the topic, and five

ambigious words or phrases. Then these words or phrases should be listened

randomly. The researcher ask to the students to eliminate any words or phrases they

believe are most likely to appear in the reading selection. The researcher explains that

all the students should be prepared to justify their choices. But not only writing

process, the researcher assigns the reading will be to see whether previous selection

are accurate. After the students have finished writing and reading the material, the

students discuss the text by making a group. And last, the researcher allows the

students to share sentences from the book with the vocabulary words in them, and ask

to the students which words was not in the text.

Based on the latest related research above, the researcher will implement

Exclusion Brainstorming Strategy to increase the students ability in writing

descriptive paragraph at the eighth grade of SMP Negeri 2 Hiliserangkai 2016/2017.

C. Conceptual Framework

In teaching-learning process, the teachers have to apply many strategies to

create a new environment or good condition. Exclusion Brainstorming Strategy is

teaching-learning to make the students more active and creative through Exclusion

Brainstoming Strategy raises the students to convey their ideas, feeling or opinion

through written form especially in writing descriptive paragraph. Therefore, the

researcher assumes Exclusion Brainstorming Strategy is one of the strategies that can

be applied to increase the students’ ability in writing descriptive paragraph at the

(45)

writes a title of a selecting reading text on the blackboard, lists some words or phrases

related to the topic, not related to the topic, and ambigious words or phrases. Asks the

students to eliminate any word or phrases they belive are not related to the topic. To

select words or phrases they believe are related to the topic and words which they

believe may be ambigious. The researcher asks the students to write text based on

words or phrases which related to the topic, shows the reading text to the students

based on the title has been written on the blackboard and ask the students to compare

with their text. The researcher correct the students written and asks the students to

rewrite the text while the researcher controls the students. And the last, the researcher

distributs a new text to the sudents and asks the students to follow the previous text in

the procedure then assess the students written. The researcher expects that Exclusion

Brainstorming Strategy increases the students’ ability to achieve an excellent writing

(46)

researcher

Genres (types of text

The syllabus of writing at the eighth grade of SMP Negeri 2 Hiliserangkai

Figure 1. The Conceptual framework of increasing the students ability in writing using Exclusin Brainstorming Strategy at the eight grade of SMP Negeri 2 Hiliserangkai.

Recount text Descriptive text Narrative text writing

Students of SMP Negeri II Hiliserangkai

Problem:

1. The students’s vocabularies were low.

2. The students were not able to compouse

their own sentences in simple present tense.

3. The students were not able develop their

idea in writing descriptive paragraph.

4. The low of the students’ ability in

comprehending the generic structure of

descriptive paragraph. 3) The researcher guides the students in Exclusion

Brainstorming Strategy such as.

a) The researcher writes a title of a selecting reading text on the blackboard.

b) The researcher lists some words or phrases related to the topic, not related to the topic, and ambigious words or phrases.

c) The researcher asks the students to eliminate any word or phrases they belive are not related to the topic.

d) The students are asked to select words or phrases they believe are related to the topic and words which they believe may be ambigious. e) The researcher asks the students to write text

based on words or phrases which related to the topic.

f) The researcher shows the reading text to the students based on the title has been written on the blackboard and ask the students to compare with their text.

g) The researcher corrects the students written. h) The researcher asks the students to rewrite the

text while the researcher controls the students. i) The researcher distributs a new text to the

sudents and asks the students to follow the previous text in the procedure.

j) The researcher assess the students written.

CAR

planning Action Observation Reflection

Implementing the

(47)

28

CHAPTER III RESEARCH METHOD

A. The Object of Action

In reaching the purpose of the research, the researcher conducted Classroom

Action Research (CAR). As Singh (2006:261) says “Action research is a method for improving and modifying the working system of a classroom in school”. In other

words, CAR is a reflective research that is used by the teacher which is its result can

be used as an equipment in developing curriculum, developing school, developing students’ achievement and also develop teacher’s teaching ability. Therefore, the

research is very useful in teaching-learning process.

In addition, according to Sagor (2000:3), “Action research helped educators

be more effective at what they care most about their teaching and the development of their students”. In other words, the teacher may be seeking the solution to problems

of classroom management, instructional strategies, use of materials, or student

learning to make the improvement of working system in classroom.

Based on the theories above, it can be concluded that action research is a

kind of research which can helped the researcher to overcome or to improve the

(48)

Regarding to the explanation on the previous page, the researcher was

choosed Classroom Action Research in conducting the research because the

researcher wants to increase the students’ ability in writing descriptive paragraph

especially in describing person. In the research, the researcher and the English teacher

make collaboration and work together in doing the action.

In the research, the object that was searched was the students’ ability in

writing descriptive paragraph at the Eighth Grade of SMP Negeri 2 Hiliserangkai in

2016/2017.

B.The Setting and Subject of the Research

The setting of the research is SMP Negeri 2 Hliserangkai. The school is

located in Hiliserangkai subdistrict, Nias Regency. It is about 27 kilometers from

Gunungsitoli Town. The total number of the teachers are 17 persons and the English

teachers are 3 persons. The total number of the students in the eighth grade is 74

persons consisting of 3 classes. In the research, the researcher took the eighth grade

as the subject of her research. The real condition of the eighth grade of SMP Negeri 2

(49)

Table I

The TOTAL NUMBER of the STUDENTS at the EIGHTH GRADE of SMP NEGERI 2 HILISERANGKAI

IN 2016/2017

No. Class Total

1 VIII-1 30

2 VIII-2 30

3 VIII-3 32

Source: Office of SMP Negeri 2 Hiliserangkai

The subject of the research was Class VIII-2 which consisted of 30 students.

There was a consideration to choose Class VIII-2 as the subject of the research

because the ability of the class in writing descriptive paragraph was lower than other

classes. The researcher got the information based on the observation.

C. The Schedule of Implementing the Action

In the research, the researcher conducted the research around one month. It

started in the beginning of August 2016 until the end of August 2016. The topic is

descriptive paragraph; it is learnt by students at the eighth grade especially (VIII-2) of

(50)

D. The Procedure of the Action Implementation

In doing the research, the researcher arranged the procedure of the action in

some cycles; each cycles consists of two meetings. Ferrance (2000:9) remarks the

procedure for action research can be described as cycle in four stages, namely:

1. Planning is used to plan the action in searching. In the research, the

researcher is going to prepare everything, which is needed during doing the

research such as lesson plan, materials, observation sheet and evaluation

sheet.

2. Action is the realization of theory and teaching technique. It is aimed to

improve the problem.

3. Observation is an activity of collecting data and information that can be used

as the input in doing reflection toward what has been done in action.

4. Reflection is an activity of analyzing, interpretation, and explaining all of the

information gotten from the observation of what has been done in the action.

In the reflection, the researcher will take the conclusion whether the problem

has been overcome or not.

To make it clearly, the procedures of implementing the actions are served to

(51)

Cycle I

Figure 2: The Cycle of CAR when conducting Exclusion Braintorming Strategy to increase the students’ descriptive paragraph at the eighth grade of SMP Negeri 2 liserangkai in 2016/2017.

Preliminary Study: The students’ score in under the minimum competence that has been specified (70 point)

Action. Teaching material to the students through Exclusion Brainstorming Strategy and evaluating the students.

. Planning. The researcher preparin, field

notes, and attendance list.

the teaching equipments, such as; lesson plan, material, observation sheet and evaluation sheet.

Reflection. Noting, analyzing, evaluating and concluding the result. After that, the weakness isimproved.

Observation. Observing all the happen during conducting the research in the classroom by

teacher-collaborator Cycle I

Unsuccessful

Improving and revising lesson plan, material, and the weaknesses and going to the next cycle.

Cycle II

Planning

Preparing the teaching equipments, such as; syllabus, lesson plan, material, table of specification, observation sheet, evaluation sheet, validity sheet, field notes, and concluding the result. After that, the weakness is improved.

Observation

Observing all social events during conducting the research in the classroom by teacher-collaborator.

(52)

The procedure of implementing the action of the researcher, the students, and

the English-teacher-collaborator for each cycle is described as follows.

Cycle I

In doing this cycle, there are two meetings.

1. First Meeting

In the first meeting of Cycle I, the researcher conducted some activities,

namely:

a. Planning

In planning phase, the researcher did some activities, namely:

1) The researcher prepared syllabus.

2) The researcher arranged a lesson plan.

3) The researcher prepared the teaching material (Describing person).

4) The researcher prepared table of specification.

5) The researcher prepared validity sheet.

6) The researcher prepared the observation sheet.

7) The researcher prepared the evaluation sheet.

8) The researcher prepared field notes of the researcher’s and the students’

activities.

9) The researcher prepared tests.

(53)

b. Action

In action phase, the researcher did some activities, namely:

1) Pre teaching-learning activities:

a) The researcher greeted the students and asks the students’ condition.

b) The researcher introduced herself to the students.

c) The researcher checked the students’ attendance list.

d) A student is asked to pray by the researcher.

e) The researcher motivated the students to learn English well by giving

them some suggestions

f) The researcher guided the students to learn.

2) Whilst teaching-learning activities:

a) The researcher divided the students into five groups.

b) The researcher introduced the material and asked the students’ prior

knowledge.

c) The students gave their opinions.

d) The researcher complimented the students.

e) The researcher guided the students in Exclusion Brainstorming Strategy

f) The researcher wrote title of a selecting reading text on the blackboard.

g) The researcher listed some words or phrases related to the topic, some

words or phrases are not related to the topic, and some ambigious words

or phrases.

h) The researcher asked the students to eliminated any words or phrases they

Gambar

Figure 1 The Writing Proces
Table 1. the Rubric for Assessing Writing Descriptive Text.
Figure 1. The Conceptual framework of increasing the students ability in writing using Exclusin  Brainstorming Strategy at the eight grade of SMP Negeri 2 Hiliserangkai
Figure 2: The Cycle of CAR when conducting Exclusion Braintorming Strategy to increase the students’ descriptive paragraph at the eighth grade of SMP Negeri 2 liserangkai in 2016/2017
+7

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