Writting is a
communicative action that is certainly need to be taken care or developed when
the students in their language learning. According to Elite Olshtain
in Celce (2001, p. 207),
writing as a communicative
activity needs to be encouraged and nurtured during the language learner’s
course of study. Through writing, the students become involved with the
new language,
trying to express their
ideas and use eyes, hand,
brain constantly as a unique way to reinforce learning.
It is a hard one
for them when they are not accustomed to exploring
their ideas to write anything,
while they are being asked
by the teacher to write some paragraphs of a kind of text.
In the class, writing
narrative text can be hard to write because it needs enough idea
or difficult to develop the ideas become a good text.
Furthermore,
narrative as one of the
genres in English text which is regarded to be one of the difficult genre for
the students due to the fact that they have
difficulties to explore
their ideas to write and they do
not have capability to use
simple past tense. Besides that, they also find some different generic structures and language features as
like the other genres. On the other hand, creating good written text based on their genres
have to take a lot of
aspects for being paid attention by the students, for example
about the title of their
written text, good vocabulary and structures, knowing the generic structures
and also the language features. And also they do not pay attention to the punctuation and capitalization,
and one of the most important thing is to explore ideas.
The next problem, building ideas in writing
are the difficult problems for
the students. Certainly, this condition affects to teachers for increasing the
quality of the students’ writing. In this case, they should provide a good
technique to make them easy to build their ideas.
For
this problem, the researcher used the brainstorming technique as the reasons
; (1) the way to develop and generates
ideas, (2) increasing the creative thinking,and (3) have an ability in finding
out what they do know or do not know. Like Davis (1982, p. 64) states that brainstorming
is one of the most familiar ways to develop and generates ideas. Moreover, it
is useful to develop creative thinking. Meadow and Parnes (1965, p. 252) mentioned that
brainstorming as a technique for creative problem solving is useful on the
production of creative things and ideas. Moreover, using various techniques may
help students to achieve the obective learning writing. In this case,
brainstorming list can help the student to find out what they do know or do not
know. This list saves the students or the researcher from helpless feeling that
the students know about the topic. In relating to the topic for writing, the
brainstorming technique improves the writer’s curiosity. This technique is
interesting to do the research because it is never introduced before to the
students.
Method
Planning
In
this step, the researcher and the collabolator prepared the guided question
through the brainstorming technique to be implemented in teaching learning activity. It consisted
of the strategy, lesson plan and criteria of succes.
Preparing
the strategy. The strategy of brainstorming technique applied in the
classroom is devided into two types they are free writing style and listing
style. And the steps is as follow.
1. For
the brainstorming technique using free writing style.
Firstly,
give the simple picture in narrative. Secondly,
think the topic. Thirdly, write the
topic without thinking or worrying about grammar, spelling for a few minutes. Next,write the “stop” if no ideas.The last, start to write with the ideas.
2. For
the brainstorming technique using free writing style .
Firstly,
give the simple picture in narrative. Secondly,
think the topic. Thirdly, write or
list the key word of the topic. The last,
write out the everything which is related the topic.
Designing lesson plan. The lesson plan focused on the used of
the brainstorming technique in the classroom to solve the students’ problems,
especially in writing narrative. In each lesson plan there is the steps of the
free writing and listing style.
Criteria
of success. The criteria of succes
are used to know whether the
implementation of the action achieved. According to interviewing, the score
target of Narrative Writting Ability is
70 based on the Minimal Standard Passing Grade ( KKM) of SMP PGRI 1 Kediri. Then the actions were
regarded successfully if more than 75 %
of the students could achieve the Minimal Standard Passing Grade. However if the requirement above could not be
achieved in cycle 1, the action will be continued in the next cycle.
Implementation
As
all preparations are ready to be used, the researcher implemented the
activities have been designed using the brainstorming technique. The subjes is
the second years students of SMP PGRI 1 Kediri.
In
implementing the action plan, the researcher was assisted by collabolator who at the same time acted as the observer in
the teaching learning process in the class. during the process, a collbolator
held field note and observation cheklist.
Observation
Data
and source of data. The data were inthe form of
qualitative and quantitative data. The qualitative data were about the
students’ participation in writing
narrative activities, comment, opinion and sugestion. The quantitative data
were the students’ writing narrative test. The data were obtained from the
students and the collabolator as observer.
Instrument
and techniques for data collection. To
collect the required data, the researcher used an observation checklist, field
note and a test. The observation checklist
was used to observe students’ activities in teacing learning process in
the classroom, and to observe the researcher dealing with the used of the lesson plan, instructional
material, writing narrative and implementation of the brainstormin
technique. The fiels notes were used regularly
to takes notes and record the information about the event, dates, and person
involeved in teaching learning process. The list of question was used to know
the students responses to the implementing the brainstorming technique both in
free writing style and listing style.
Reflection
This
part connects with the activity to analyze the imp[lementation of the actio
during the cycle, which was gained the
result of observation. It includes the
discussion of how far the develop strategy solves the problems and the factors
that might be the causes of the unsuccessfull strategy applied. in this
research, the researcher reflecte the strategy has been done in the activities
of learning and impact of the activities as well as toward the improvement of the
students’ writing narrative ability. The data obtained then checked with the
criteria of success to see whether the data have been suitable with the
criteria or not. The result of this reflection is , then as the basic
consideration to revise the technique to
be applied in the next cycle to get
the a better result of learning or the
researcher should stop as the reason is the result have been suitable with the
criteria of success.
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