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THE EFFECTIVENESS OF USING BRAINSTORMING TECHNIQUE IN TEACHING ENGLISH LANGUAGE WRITING CLASSROOM

Hardiansyah, Marta (2020) THE EFFECTIVENESS OF USING BRAINSTORMING TECHNIQUE IN TEACHING ENGLISH LANGUAGE WRITING CLASSROOM. Undergraduate (S1) thesis, Universitas Muhammadiyah Malang.

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Abstract

Students' interest is necessary for the effectiveness of learning. The pleasure that will make students concentrate on every material that will be studied especially in writing skill. Before doing writing, there is a strategy or technique that can increase the motivation, confidence, and participation of students. That is called brainstorming. Brainstorming is one way of technical writing skills because it is an open sharing activity. The aim of this research is to find out whether the students taught by using brainstorming techniques in writing class have better performance than those who do not at grade eight (VIII A and VIII B) of MTS. Muhammadiyah 1 Malang. The experimental design was used by the researcher to know the different significance between two variables. The variables of this research were class VIII A as a control group and VIII B as a experimental group at MTS. Muhammadiyah 1 Malang with 21 students in each class. In collecting data, the researcher used essay tests in the form of recount text. Convenience sampling was used by the researcher because of no randomization to take the sampling. Based on the results of the research, in the pre-test of the control group, the mean score is 61.80, and the mean score of the post-test is 73.47. While in the pre-test of the experimental group, the mean score is 58.52 and the mean score of the post-test is 79.38. After being taught by using the brainstorming technique, the mean of the post-test in class B has a higher score (79.38) than class A (73.47) with the significance value 0.001 which was smaller than the significance level 0.05. It means there is an average difference between class A (control group) and B (experimental group) in writing class as a post-test or Ha was accepted and Ho was rejected. Accordingly, the post-test of the experimental group has better performance than the post-test of the control group with a score of 79 and 73 respectively. It proves that teaching writing by using a brainstorming technique can increase students’ performance in writing class.

Item Type: Thesis (Undergraduate (S1))
Student ID: 201410100311226
Thesis Advisors: Soeparto (0730065901), Riski Lestiono (0729038605)
Keywords: Writing, Teaching Writing, Brainstorming Technique
Subjects: L Education > LB Theory and practice of education
L Education > LC Special aspects of education
Divisions: Faculty of Teacher Training and Education > Department of English Language Education (88203)
Depositing User: 201410100311226
Date Deposited: 12 Jun 2020 01:28
Last Modified: 12 Jun 2020 01:28
URI : http://eprints.umm.ac.id/id/eprint/62748

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