The purpose of this research is to find out whether or not the brainstorming technique was able to improve the student's ability to write hortatory expository text in the eleventh grade of SMAN Seputih Agung. The subject of this research is the eleventh grade students in SMAN 1 Seputih Agung. The result of this research shows that from cycle I and II the result of pre-test is 63.7, the average score of post-test II from cycles is 82.26.
Tujuan dari penelitian ini adalah untuk mengetahui apakah teknik brainstorming dapat meningkatkan keterampilan menulis siswa kelas 11 SMAN Seputih Agung. Hasil penelitian ini menunjukkan bahwa dari siklus I dan II diperoleh hasil pre-test 63,7, rata-rata post-test siklus II adalah 82,26.
INTRODUCTION
- Background of Study
- Problem Identification
- Problem Limitation
- Problem formulation
- Benefit of Research
Based on the above explanation, the researcher finds some problems, such as the students did not have confidence in writing hortatory exposition text, the students got inhibition related to their knowledge in writing hortatory exposition text, and the students did not have the opportunity to write hortatory exposition text. text. Based on the problem identification, the researcher limited the problems in the second task that the students had inhibition related to their knowledge to write hortatory exposition text. So the researcher used brainstorming technique against students' ability to write hortatory exposition teks among eleventh grade in SMA NEGERI 1 SEPUTIH AGUNG.
Based on the explanation in the problem limitation, the researcher formulates the problem: Can brainstorming technique improve students' ability to write hortatory expository text in eleventh grade in SMA NEGERI 1 SEPUTIH AGUNG. For the students: it was expected to provide a solution to writing hortatory exposition text so that they had more enthusiasm in studying English.
THEORETICAL REVIEW
The Concept of Writing Hortatory Exposition
- The Definition of Wrinting
- The Process of Writing
- The Types of Writing
As the second stage in the writing process, drafting strategies are designed to organize and develop a grounded piece of writing. Revision is a set of strategies designed to re-examine and evaluate the choices that led to a piece. It means that if one is going to write, he should be aware of the writing process.
Narrative is a form of writing used to connect a story about action or events. One of the problems with procedural writing is that it takes time. Planning can take too much time and sometimes limit spontaneity and creativity. 8 . 5. Writing technique 1) Copying.
The Concept of Brainstorming Technique
- The Consept of Technique
- The Consept of Barainstorming
- The Steps of Brainstorming
- The Advantages and Disadvantages of Brainstorming
Finally, writing can be defined as an activity of communicating a message on a page that involves both higher-order self-regulated thought process and lower-order transcription skills such as handwriting, punctuation, and spelling. Based on the explanation above, it can be deduced that a technique as an implementation is a particular way in teaching and learning process that is used to apply or an approach in classroom activities. Furthermore, Lang and Evans maintain that brainstorming can be used as a fun, useful, creative thinking technique to initiate problem solving.
It can be included and done in a group or individually in any lesson.17 In other words, brainstorming is a technique to come up with ideas or thoughts in our mind either alone or in a group. Based on the above quote, the researcher can infer that brainstorming is a technique in the pre-writing process which is used to generate as many as ideas about the topic through an open mind without judging the ideas. Based on the guidelines above, it can be known that to make a written form it is very easy way by brainstorming technique.
With the above steps of the brainstorming technique, we can achieve that the paragraph is written well and when we read the text, we will understand it clearly. While the lesson is a refreshing change of pace, it can be used whenever or wherever a problem arises. Based on the quote above, the researcher concludes that the brainstorming technique has advantages when used in writing activities.
The advantages of brainstorming are that students can freely express their creative thinking and feelings without judging every idea that comes to mind. Based on the above quote, it can be deduced that besides brainstorming has advantages, it has disadvantages. The Disadvantages of Brainstorming Sometimes it is difficult to determine which ideas are useless during brainstorming season.
Action Hypothesis
It can take too long if the group of students is not managed and is allowed to run for too long. Sometimes some students feel pressured and uncomfortable because the discussions usually don't flow freely like in a structured season. In a group, there is difficulty in putting some ideas from many students, so it makes some students feel uncomfortable because the discussion does not flow freely.
RESEARCH METHOD
- Research Setting and Subject of the Research
- The Research Procedure
- The Data Collecting Technique
- The Data Analysis Technique
- The Indicator of Succes
On the other hand, the researcher used the final score of the students' writing as pre-test and post-test to get the quantitative data. The classroom action research material was the use of brainstorming as a technique to improve the students' ability to write short presentations at SMA N 1 Seputih Agung. The researcher also planned to provide an evaluation to measure the students' mastery over the materials given.
The result of learning process to increase students'. the writing ability of hortatory expository text using brainstorming technique in cycle 1 was increasing than before. From the result of cycle 1, it showed that there was an increase in the result at pre-test and post-test 1. The students were interested enough in the learning process, although the state of the learning process was still uncontrolled. But the result of the students' test was better than the students' post-test in cycle 1.
The researcher was checked the students' scores before and after using brainstorming technique to teach writing hortatory expository text. There was an improvement in the students' pretest, posttest 1 and posttest 2 in cycle I and cycle II. Based on the result of pre- and post-test, it could be seen that the brainstorming technique was able to improve students' ability to write hortatory expository text.
The result of the students' activities in I. and II. cycle Without student activities I. cycle II. The improvement can be seen in the average score of the student's ability to write an orientation text before and after the examination. This means that the brainstorming technique could improve the student's ability to write a stimulating expository text.
RESEARCH RESULT AND DISCUSSION
Research Result
- Description of Research Setting
- Description of Research Data
The researcher told the students that the researcher would conduct a survey in their class to learn about their ability to write a persuasive text before conducting an action research in the classroom. This is the reason why the researcher used Brainstorming as a .. technique to improve students' ability to write a stimulating expository text at SMA Negeri 1 Seputih Agung. This session, which was used as a post-test II at the end of cycle II, students received an action.
It was well completed by the students where they individually had to make a hopratory outline. In this step, there were also five indicators that were used to know the students' activities as before in learning process. The comparisons between the students' score at pre-test, post-test I and post-test II were taken.
Interpretation
- Action and learning Result in Cycle 1 and Cycle 2
- Result The Students‟ Activities
From the increasing each cycle, it can be seen that the use of brainstorming technique can improve students' ability to write hortatory expository text because students are able to mention and develop their ideas well, they could improve their ability to write hortatorically exposition. text. This means that the students were able to reach the goal, the goal is 80% of students achieved a score of 78. There was an improvement in the students who scored up to the standard from pre-test to post-test 1, and from post-test 1 to post - test 2.
Based on the above explanation, the researcher concluded that the study was successful because the students' result score had achieved the success indicator of 80% with the minimum mastery criteria 78. Based on the above data, it could be deduced that the students felt comfortable and active in following the teaching and learning process. Most students showed good progress in learning activities when the brainstorming technique was used in the teaching and learning process from Cycle I to Cycle II.
Based on the graphic above, it could be concluded that there was an improvement in students' learning activity during the study period by using Brainstorming technique to improve students' ability to write hortatory expository text. Therefore, this research was declared finished and could be stopped in cycle II, because the results of the students' activities had achieved the indicator of success, which was 80%. Based on the result of the use of Brainstorming technique in the ability to write hortatory expository text, it can be concluded that there is an improvement in students' ability to write hortatory expository text by using brainstorming at SMA Negeri 1 Seputih Agung.
The use of Brainstorming as a technique to learn English, especially to improve students' ability to write hortatory expository text in eleventh graders in SMAN 1 Seputih Agung, especially in X IPA 1. Students are often suggested to be involved in sharing their idea to stimulate their brain and make it easier for them to write hortatory expository text. Teachers are suggested to use this media to help students be more active in class.
CONCLUTION AND SUGGESTION
Conclusion
The results of the pre-test and post-test show that there is an improvement from pre-test to post-test. It can be seen that the result of pre-test and post-test on cycle I to cycle II from the result of pre-test is lower than the result of post-test.
Suggestion
Donald Ary overhovedet, Introduction to Research in Education, USA: Wadsworth Cengage Learning, 2010, ottende udgave. Glenda Mac Naughton og Patrick Hughes, Do Action Research in Early Childhood Studies: A Step by Step Guide, New York: Open University Press, 2009.
