This is caused by various problems, such as: teacher does not have many different techniques to teach writing skills, the students struggle to develop their descriptive paragraph writing skill mastery, the students who are not interested in studying English, etc. So to increase their descriptive paragraph writing skill the researcher used brainstorming technique in learning process. This research aimed to know the level of writing skill and to find out the increasing writing skill in making descriptive paragraph through brainstorming technique in MTs Muhammadiyah Metro Pusat.
Then, for collecting data, the researcher uses: test (pre- and post-test), observation and field notes. Based on the result above, it can be said that brainstorming technique can increase descriptive paragraph writing skill. This thesis is presented as a Partial Fulfillment of the Requirements for the Degree of Sarjana Pendidikan Islam (S.Pd.I) in English Education Studies Program, entitled: “Increasing the Descriptive Paragraph Writing Skill through Brainstorming Technique in MTs.
INTRODUCTION
- Background of the study
- Problem Identification
- Problem Limitation
- Problem Formulation
- Objective of the Study
- Benefit of the Study
Increasing Descriptive Paragraph Writing Skill Using Brainstorming Technique of MTs Muhammadiyah Metro Pusat Eighth Graders in Academic Year. Based on the identification of the above problems, the researcher focused on improving the descriptive paragraph writing skill through brainstorming technique in the eighth graders of MTs Muhammadiyah Metro Pusat in the academic year. Descriptive paragraph writing skill level of eighth graders of MTs Muhammadiyah Metro Pusat in the academic year.
The increase of descriptive paragraph writing skill through brainstorming technique in eight scrapers of MTs Muhammadiyah Metro Pusat in academic year. To give information about whether brainstorming technique can be implemented in the school to increase the descriptive paragraph writing skill. To give them information on how to improve their descriptive paragraph writing skills.
REVIEW OF THE LITERATURE
Theoretical Description
- Descriptive Paragraph Writing Skill
- Descriptive
- Paragraph
- Writing
- Skill
- Brainstorming Technique
Conclusion, writing is very important to develop students' performance in English because writing is one of the main parts of English. But teaching writing is not the same as teaching speaking because both activities are different. In other words, teaching writing guides students not only to write sentence in paragraphs, but also to organize ideas in written form.
Then the teacher should guide the students to be able to express their writing ability well. According to the Oxford Advanced Learner's Dictionary, skill is "the ability to do something well".10. It also helps you overcome many of the issues that can make group problem solving a sterile and unsatisfying process. a.
In other words, brainstorming is a writing technique that invites students to think about an idea, and then students can explore those ideas well. One of the reasons it is so effective is that brainstormers not only come up with new ideas during the session, but also trigger associations with other people's ideas, developing and refining them. Brainstorming with a recorder requires a team leader who captures all the ideas of the members and is responsible for recording all the information on the board.
Some organizers of this activity design a humorous setup for those who did not win. Therefore, even if they continue to analyze only to solve the problem, at the end of the activity there is a reward and sanctions for the losers. Writing is usually considered the most frustrating thing for English learners.
The result of the preliminary study shows that the students of MTs Muhammadiyah Metro Pusat have difficulty writing descriptive paragraphs, especially in terms of content and organization.
Action Hypothesis
Following a brainstorming technique learned during the writing process, the teacher first designed the lesson plans and instructional materials in the planning phase. This activity required the teacher to provide a good example of a descriptive paragraph on the topic and explain its structure. As for the technique of brainstorming, the teacher had to introduce it in preparation for writing and the students had to practice generating ideas through brainstorming.
RESEARCH METHODOLOGY
- Subject and Object of the Study
- Setting of the Study
- Concept of Classroom Action Research (CAR)
- Planning
- Action
- Observation
- Reflection
- Data Collection Technique
- Test
- Observation
- The field note
- Indicator of Success
- From Aspect of Process
- From Aspect of Point
- Data Analysis Method
If the result score of the students is more than 6.5 and 75% of the students have passed, the researcher can stop the research. In this chapter, the research result and the interpretation of the research are discussed with the researcher. Based on the pre-test score result, which is attached to the attachment page, the examiner got the student's score by summarizing the score of each point.
Based on the result of pre-test score, the researcher identified and found the problem after taking the student's pre-test score.. researcher directly prepared the lesson plan such as; the materials, media, task and evaluation for the second meeting. The researcher presented 2 meetings in cycle I. the researcher as the teacher gave material on how to make descriptive paragraph through a brainstorming technique. So that the researcher took the post test score on February 8, 2013 to know whether descriptive paragraph can increase or not.
Based on the score of the pre-test that you attach in the appendix, the researcher obtained the student's score by summing the points from each point. At this step, the researcher concluded that cycle I has not yet reached the researcher's Minimum Competency Standard. Based on the analysis of the learning process, the researcher concluded that this research should continue in cycle II. b.
Based on the result of the observation sheet in cycle II, the researcher showed that the learning process in cycle II is successful. Based on the above result, the researcher concluded that this research is successful and will not continue in the next cycle. In this session the researcher will discuss the interpretation of the research result.
Based on the results of the learning process in two cycles, the researcher would like to describe the conclusion that the skill of descriptive paragraph writing can be increased by using the brainstorming technique.
RESEARCH RESULT AND INTERPRETATION
Research result
- Profile of the school
- Finding description
In this session the researcher wants to discuss about the history of the school, the list of teachers and staff, the total number of students, the organizational structure of the school, the condition of the school. a. However, before the cycle I process was completed, the researcher conducted the pre-test result to know the student's result early and he used as a comparison result with the post-test. The researcher also obtained the average score by summing the total scores of all students and divided it by the total students.
It was opened by Mrs. Heni Enayati, S.Pd. The researcher as a teacher directly gave instructions on the process of the Brainstorming technique and took on the topic of "our school". The teacher directed the students with efforts in a certain direction to remain in the dark.
Based on the observation and reflection in cycle I, it showed that cycle I is successful, but the researcher was not satisfied. Therefore, the researcher and the teacher tried to review some problems that appeared in cycle I and organized the planning for the continuation in cycle II. The researcher prepared the lesson plan such as the material, media, task and assessment for the first meeting and timing.
The researcher hoped that the students would be understood and able to develop their skills by making descriptive paragraphs from these topics. Then the researcher administered posttest to measure how far the students have understood this lesson and to increase the ability to write pieces through "brainstorming". technique. In this step, the researcher presented two meetings in teaching descriptive sections through brainstorming technique by providing description text.
After the treatment, the students are able to develop their speaking skills, as seen from the result of the post-test II score which was obtained on February 19, 2013, the researchers had the highest score is 87 and the lowest score is 63, while. the average score is 72.914.
Interpretation
- Student’s Activity
- The Result of Cycle I
- The Result of Cycle II
- The comparison of pre-test and post test
KKM (Substance Mastery Criterion) 30 students passed the exam with a score of ≥ 70 with a percentage of 85.714% in posttest II. Based on the observation of the learning process in II. cycle, we can conclude that result II. Based on the above data, it can be concluded that the students felt good during the learning process.
Based on the above data, it can be concluded that there is a significant increase in student activity that the brainstorming technique is very suitable for solving low writing skills. However, there is an improvement score of the students after the test I than the score before the test. While in the result after the test there are 16 students and 45.714% of the total students pass the exam.
The result score on the pre-test shows that no students achieved a score higher than 65. While at the post-test score, there are 30 students and 85.714% of the total number of students pass the exam. The result score of post-test I was examined, which showed that 30 students had passed the exam.
Based on the above explanation, it can be concluded that the skill of writing descriptive paragraphs has increased with the brainstorming technique. Source: Table of student's pre-exam, post-exam I and post-exam results Date: February 19, 2013 Based on the above table, we can conclude that the brainstorming technique can increase the student's descriptive paragraph writing skill.
Based on the data above, it can be concluded that brainstorming technique can increase descriptive paragraph writing skills of eight grade MTs Muhammadiyah Metro Pusat in academic year 2012/2013.
CONCLUSION AND SUGGESTION
Conclusion
Suggestion
Automatically, the student's motivation in the learning process can be improved and make them try to accept the material taught by the teacher. Students should be more active in learning English, if they do not understand the lesson delivered by their teacher, they should ask the teacher. The author largely expects that this study can make a contribution for the school, such as a reference for further studies in the learning of writing skills and recommends making further studies in the application of brainstorming technique that is done by the teacher in the learning of descriptive paragraph writing skills .
