IMPROVING STUDENTS’ WRITING ABILITY IN WRITING

NARATIVE TECHNIQUE THROUGH BRAINSTORMING TECHNIQUE

THESIS PROPOSAL

Rio Putra
State University of Padang
2013

CHAPTER I

INTRODUCTION

A. Background of the Problem

Writing might be a problem for some students in learning English because

there to many aspects which should be considered, such as contents, grammars,

vocabularies, some, mechanics and styles. Besides, they should consider other

important components in writing, such as coherence, cohesion, topic sen t en c e,

s upporti ng detail. In general, it can be stated that problems in writing can be seen in

technical writing, such as, the use of language, punctuation,, quotation and lay out.

Besides, it can be seen in content organization, such as, cohesion, coherence and

unity. In addition, learners need to know the audiences of their writing, and why

they have to write. It means that writing is communicative since it is an interactive

activity. A writer should know how to express their ideas and how to convey their

messages in their writing. Yet, not all people can write well. Some of them find

difficulties in writing. In short, writing is not an easy skill for many

students to apply in since there are many components that-should be considered.

Based on the English Education Department of Bung Hatta

1
University curriculum, the second year students of have to attend writing

classes as required subjects. At the forth semester, the students are expected to

be able to employ linguistics conventions and English sentence patterns in

English writing texts (descriptive, narrative, expository, and

argumentative) in preferable forms. Thus, they had to be able to express their

ideas in a written form by considering the linguistics conventions, such as, content

and organization, vocabulary, language use, and mechanics.

However, the writer observed that many of the second year students of

English Education Department of Bung Hatta University still had problems in

writing, for example, when the lecturer asked them to write narrative texts for

several meetings in the writing class, most of them got problem in grammar. Most

of them did not understand the mechanism of writing narrative texts. Besides, more

than 25 students had poor mastery of vocabulary and grammar. That condition had

happened for several times. Most of them still made mistake in those aspects. In addition,

their writing ability could be categorized as poor.

The following case is observed. The students spent a lot of time to write a text.

There are only three students who had finished doing their tasks. The other students

seemed to find it difficult for them to produce what ideas to write. In other words, they

had difficulties in expressing ideas to be written which has become a problem for

them. The students got problems in organizing their ideas, in terms of cohesion,

coherence and unity in writing. It seemed that it derives from the fact that they did

not use the prewriting techniques to express their ideas before the real writing take

place. It can be concluded from their statement that they did not know what to

start and where to start.

2
 In addition, some of them also conveyed that they absolutely did not spend

much time to look up words in a dictionary, even though they are lack of vocabulary. In

addition, more than 25 students did not take dictionary to school with them. The

second is that they did not know where to put generic structure of the text, such in

narrative texts orientation, complications and resolutions. In addition, among the

thirty students, only three students (10%) used the generic structure of narrative

texts correctly. It seemed that most of them did not understand the generic

structure of narrative text. At last, the students did a lot of mistakes in using past

tense and choosing appropriate vocabulary items. For example, they wrote 'want'

for 'wanted' and 'cut off for the word 'decided' or 'I did' became 'I do' for past tense

Only three students (10%) categorized as good students in term of that. From the

descriptions above, it could be seen some problems which are faced by the students

in writing narrative texts. Those problems can be stated as factors which influence

the students' writing. For those reasons, the use of brainstorming technique will

help the students to express their ideas into written forms.

A number of studies on writing have been conducted. Most researchers

agree that brainstorming technique will help students in writing. Debra and

Amer (1990) had conducted a research entitled 'The Impact of Invention

Techniques upon Egyptian students' Compositional Writing in EFL'. The

research is about the use of invention technique in wilting in which that students

are more motivated to write, and write more effectively, when they have been

prepared for the writing task. The two invention technique used in this

research are brainstorming and cubing. The population included 175 students of

the English Department in a University Faculty of Education from which 120

3
students are randomly chosen for the study in order to avoid researcher bias and to

provide scientific research strength. It seems evident from the data analysis

that the opportunity to use brainstorming or cubing is a successful cognitive

strategy for moving from superficial development of the composition topic to

more substantive elaboration.

In addition, Bellovary and Johnstone (2007) conducted a research on

Brainstorming in different fields entitled 'Descriptive Evidence from Audit

Practice on SAS No 99 Brainstorming Activities''. In this case, they (2007) tended

to get information about audit practice on SAS. They gather evidence by

interviewing 22 auditors at all personnel levels across seven audit firms including

all of the Big 4 firms and by observing actual brainstorming sessions, which

include participation, leadership, time allocated to the task, steps in the process, and

the nature of group interaction. The two researches are relevant with some findings

by Osborn (1967 in Hyde, 2005) which found that by following the brainstorming

technique rules the average person can think up about twice as many ideas when

working in a group than when working, even though Debra and Amer (19%)

conducted a research about writing, while Bellovary and Johnstone (2007)

conducted about audit practice in a company. He also identified that brainstorming

technique is as a means of group problem solving that considerably increases the

quality and the quantity of ideas produced by groups. In the other side, Diehl &

Stroebe (1987) in Hyde (2005) concludes that brainstorming groups have never

outperformed nominal groups. Based on the four findings above, it can be

concluded that brainstorming technique is a great technique in order to explore

ideas in different field.

4
 In additional, Fitzpatrick (2005:31) suggests in one chapter of his book

about 'Writing a Narrative Paragraph to use brainstorming as prewriting activities in

order to help explore a topic and gather ideas. Based on the findings above, the

four authors have entirely discounted the usefulness of group brainstorming.

Although much work on has been done, more studies need to be conducted to

ascertain the influences of brainstorming technique in teaching writing.

B. Identification of the Problem

Dealing with the background above, it is important to apply the

brainstorming techniques in teaching writing at the second years English Education

Students of Bung Hatta University because of problems below:

1. The lecturer do not have prewriting techniques to start writing a narrative text.

2. The students found it difficult to express their ideas in writing.

3. The students have very limited vocabulary items.

4. The students' competence in using good grammar is still low.

5. The lecturer does not always use appropriate techniques in teaching writing.

C. Limitation of the Problem

Based on the identification of the problem above, the students’ problem in

writing skills are influenced by many factors from the students and lecturer. From

the students’, the factors are getting difficulties in order to express their ideas in

writing, lack of vocabulary, having low ability in using grammar. In this research,

the researcher will focus on the students' a prewriting technique to start writing a

narrative text. In this study, the prewriting technique used is brainstorming

5
technique.

D. Statement of the Problem

The problem in this study are formulated as follows:

1. To what extent can brainstorming techniques improve students' writing ability?

2. What factors influence students' low ability in writing?

E. Purposes of the Research

The general objectives of this action research are:

1. To find out whether the use of brainstorming techniques in teaching writing

can better increase the students' ability in writing,

2. To find out what factors influence the students' low ability in writing.

F. Importance of the Research

By doing this research, the writer expects will give valuable contributions:

Firstly is for science. In this case, the research will develop the scientific

need by finding one important research. Secondly is for the university. For this

point, the research will help students to overcome their problem in writing. Besides

it will give information to the teachers about teaching writing techniques, in this

case brainstorming techniques. Finally is for the writer that the research will

develop and enhance the writer's mastery about some techniques in teaching

writing. In addition, it will also help lecturer to solve class problem in learning

writing.

6
G. Definitions of the Key Terms

The terminology used in this research can be defined as in the following:

1. Writing skill is one of four macro skills which are involved in productive

skill, in which a student is able to develop ideas and feeling by considering

some important components and writing processes.

2. Brainstorming technique is one of prewriting techniques which is very

helpful for a writer to collect ideas before coming to the first draft of

writing

3. Narrative text is defined as a text written by considering the elements of

narrative genre; unfold over time, display emotion, events focus, and

particular generic structure of narrative.

7
 CHAPTER II

REVIEW OF THE RELATED LITERATURE

A. Review of Related Theories

1. Writing Skill

According to Happer (2004), writing is one of four main macro- skills

taught in the ESL classroom, besidesreading, speaking and listening. All of the

four macro- skills can be considered important components of ESL, inclus=ding

writing skill. He (2004) also adds that writing is one of four basic skills which

involved in productive (output) skill. In other point of view, Widdowson

(1979:57) states that writing is a productive skills besides speaking. Hamp- Lyons

(in O Malley, 1996: 136) explains that writing is personal act in which writer

takes ideas and transform theminto “self-initiated” topics. Besides, Robert

(1982:2) emphasized the practical importance of communication skills in writing,

because communication skills enable students to fully express their thougght and

feelings. It is also echoed by Laksmi (2006:40) that writing does not merely mean

applying grammatical rules; it is more students’ learning to communicate their

ideas in written forms. Based on the theories above, it can be stated that writing is

a way learning and developing students’ communication skill as one of effective

ways to develop students’ thinking, to understand their thought and feelings more

precisely than just expressing them orally. Besides, writing can improve the

students’ language and stimulate the students’ cognitive which is useful for

students who learn a language.

8
In relation to nature of writing, Richard (2003: 44) views “writing as a complex,

recursive and creative process that is very similar in its general outlines for first

and second language writers: learning to write requires the development of an

efficient and effective composing process". Teaching students to write well is one

of the most challenging tasks in education. Kamen (2005) also argues that writing

itself is complex, often disorderly, and frequently frustrating. When teachers

compare notes and approaches, they invariably conclude that they need more than

a fixed or single approach to teach writing, particularly if they are to address the

needs of all students. In other point of view, Oshima and Hogue (1999) also state

that writing is not easy, because students need to consider to some processes in

order to produce a good writing. Those processes are also mentioned by

Fitzpatrick (2005). Those are prewriting, writing, revising, and writing final draft.

In addition, Simon and Schuster (2003:8) add that a good writing does not happen

overnight because it involves a process which consists of five steps: prewriting,

writing a first draft, sharing, revising into a second draft, and editing into a final

draft. Based on the definitions above, it can be concluded that writing needs a

process in order to produce a good writing.

On the other sides, Reid (1994:81) states that writing is a complex skill. It

is caused by some components that should be focused in writing, such as the

purpose of writing and writer's knowledge of writing (paragraph's

component and pattern organization). Besides, O Malley (1996:142) finds four

dimensions of writing: (a) Ideas development/ organization (focuses on central

idea with appropriate elaboration and conclusion); (b) fluency/ structure

(appropriate verb tense used with a variety of grammatical and syntactic

9
structures (cohesion and coherence); (c) word choice (uses varied and precise

vocabulary appropriate for purpose; (d) mechanics (absence of errors in spelling,

capitalization and function). It is also mentioned by Weir (1993) that there are

seven components in writing; relevance and adequacy of content, compositional

organization, cohesion, adequacy of vocabulary for purposes, grammar,

mechanical accuracy 1 (punctuation) and mechanical accuracy II (spelling),

appropriateness of language to context, function and intention and

appropriateness of layout.

In short, based on the explanation above, it is concluded that writing skill is

one of four macro skills which is involved in productive skill in which a student is

able to develop ideas and feeling by considering some important components and

writing processes.

2. Narrative Texts

Genre, as a process that produces a particular text type is learned by all

students since they are in high school. Narrating is five keys of genres beside

describing, explaining, instructing, and arguing (Peter and Megan, 2000:11). It is

explained by Knapp and Watkin (1994) that narrating is one of the five keys genres

that can be done through the process of sequencing people and events in time and

space. Moreover, Sarantha and Soo (1995:37) definite a narrative writing contains

a sequence of events together with characters and setting. It is obviously a

valuable mode to use in retelling of experiences. In other point of view, Henderson

(1990:117); Simon and Schuster (2003); and Donald (1991) state that a narrative

means a real or imagined story. Besides, narrative is defined as a natural method of

10
telling a story step by step (Stanley, Shinkin, and Lanner, 1988:103; Hom, 1977:6).

It is supported by Syafi'e (2009) that there should be three important elements

considered in narrative; unfold overtime, display emotion, and events focus. Based

on the descriptions about the narrative text above, it can be stated that narrative

text is a way to people to share their experiences and history with one another by

considering some elements in narrative genre.

In the relation to the explanation above, Gibbons (2002:55) explains that

narratives have a purpose which may be to entertain or perhaps to leach.

She also points out that a narrative text has a particular organizational

structure that consists of three main things as in the following quotations:

(1) Orientation, the purpose of which is to set the scene, introduces the

characters, and says when and where the narrative is set. (2) There are a

number of events, which lead to some kind of problem, sometimes

referred to as a complication. (3)The problem is resolved in the final past

of the story. In addition, Gibbons (2002:55) also suggests that a narrative

text uses that generic structure because narratives deal with problematical

events of a particular period of time which lead to a crisis which in turn

finds a resolution. In addition, Gibbons (2002:55) explains that

narratives have a purpose which may be to entertain or perhaps to teach.

She also points out that a narrative text has a particular organizational

structure that consists of three main things as in the

following quotations:

“(1) Orientation, the purpose of which is to set the scene,

introduces the characters, and says when and where the narrative is set.
(2) There are a number of events, which lead to some kind of
problem, sometimes referred to as a complication. (3)The problem

11
 is resolved in the final past of the story. A narrative text uses that
generic structure because narratives deal with problematical events of
a particular period of time which lead to a crisis which in turn
finds a resolution.”

At last, it can be added that a narrative text has a particular generic

structure which is different from other genres.

On the other point of view, Knapp and Watkin (1994) describe that

narrating is commonly used in personal recounts, historical recounts, stories,

fairly tales, myths, fables and narratives. It is also supported by Felluga (2002)

that a narrative or story is a construct created in constructive format (written,

spoken, poetry, prose or theater) that describes a sequence of fictional or non-

fictional events. It is added in Michigan's Genre Project, it is clarified several of

narrative genres: adventure, drama, fable, fantasy, folktale, historical fiction,

legend, memoir, mystery, myth, personal narrative, poetry, realistic fiction,

science fiction. Ii is also stated by Na'ali (2008) that narration can be in form,

of story such as fairy stories, mystery, science fiction and horror. Moreover,

in writing Baker and Smotiar (2009), it is mentioned that narrative is a genre

of writing that entertains or tells a story with text types that include

adventure, fairy tale, fantasy, historical fiction, mystery, personal narrative,

realistic friction, and science fiction. In addition, Baker and Smotiar (2009)

add some other types of writing; novel, film, and play. Based on the

statements above, it can be identified that narrative text refers to a way to

share a story of someone or something, whether fictional or non-fictional

events.

Based on the explanation of narrative text, from different of view

above, it is concluded that narrative text is a text written by considering

12
the elements of narrative genre; unfold over time, display emotion, events

focus, and a particular generic structure of narrative.

Finally, based on the definition of writing skill and narrative text

above, it can be concluded that writing skill of narrative text is a skill done by

writing a story about someone or about something, which is written

chronologically, by considering some elements and processes of writing

narrative text.

3. Brainstorming Technique

a. Definition of Brainstorming

A good writing involves a process that begins with prewriting and end with

proofreading a final draft. Prewriting is very helpful fora writer to have

something to express. Simon and Schuster (2003) mention, that there are several

prewriting techniques, free writing, brainstorming, clustering, and mapping.

Oshima and Hogue (1999:4) Fitzpatrick (2005:9) also divide some technique into

prewriting called brainstorming; listing, clustering and free writing. All of them are

used before writing by discovering ideas without editing thoughts and limiting

ideas. Besides, a writer should not concern with grammar or spelling. In this

research, the writer focuses on brainstorming technique. It is clearly stated that

brainstorming is one of helpful technique to generate ideas before starting

writing.

Dealing with the definition of brainstorming above, there are some functions

in educational field. Coffin, et at (2003:34) states that brainstorming, as one of

prewriting strategies can help writers find ideas, collect information, activate tacit

13
knowledge, and - organize their thoughts. Fitzpatrick (2005) explains that

brainstorming has functions 'to gather ideas (brainstorming) and discover about the

topic is really important to you. It is added by McDowell (1999) that brainstorming

is as the act of defining a problem or idea and coming up anything related to the

topic - no matter how remote a suggestion may sound. All of these ideas are

recorded and evaluated only after the brainstorming is completed. Alice and Ann

(1999) also support the Fitzpatrick and McDowell that brainstorming step is to

generate ideas. Moreover, Simon and Schuster (2003:21) state that brainstorming

is a way to map ideas. In addition, Jeffrey (2006) adds that brainstorming can be

an effective way to generate lots of ideas on a specific issue and then determine

which idea – or ideas – is the best solution. It is most effective with groups of 8-12

people and should be performed in a relaxed environment. From those ideas, it can

be stated that brainstorming has an important role in order to do creative thinking

and find the focus on the writing because brainstorming is one of stages in writing

process which has the function to generate ideas before writing.

Based on the definition above, it is concluded that brainstorming is one of

prewriting techniques which is very helpful for the writer to collect ideas before

coming to the first draft of writing.

b. Procedures of Brainstorming

According to Coffin, et al (2003:35), in brainstorming, student sparks ideas off

each other after a discussion or reading. Ideally, students throw ideas into a

nonjudgmental forum, with the goal of generating multiple ideas on a topic

without immediately evaluating their suitability for development. The lecturer or

14
a student lists the ideas generated by the group on the blackboard to create a

record. An individual write can also others missing. In the same points with

Coffin, et al (2003), Simon and Schuster (2003: 21) mentions some formula to

brainstorm; writing the topic of a sheet a paper and the purpose of the

assignment at the top, listing everything that relate to the topic by using simple

words and phrases, letting the ideas be creative, selecting the best ideas and

grouping the ideas. Besides, based on Mc Dowell (1999), there are some

procedures of brainstorming: (1) select a leader and a recorder (they may be the

same person), (2) define the problem or idea to be brainstormed, (3) set up the

rules for the session which include: letting the leader have control, allowing

everyone to contribute, ensuring that no one will insult, demean, or evaluate

another participant or his/her response, stating that no answer is wrong, recording

each answer unless it is a repeat, setting a time limit and stopping when that time

is up, (4) Start the brainstorming by having the leader select members of the

group to share their answers. The recorder should write down all responses, if

possible so everyone can see them, (5) Make sure not to evaluate or criticize any

answers until brainstorming has been done, (6) Go through the results and begin

evaluating the responses. Some initial qualities to look for when examining the

responses include: looking for any answers that are repeated or similar, grouping

like concepts together, eliminating responses that definitely do not fit, and

discussing the remaining responses as a group. Based on the procedures above, it

clearly describe that each participant need to participate to brainstorm their ideas

without eliminating any ideas.

In some different procedures, Salsini (2008) and Jeffrey (2006) give

15
limitation time to brainstorm ideas. Salsini (2008) proposes some steps for

brainstorming in her research entitled “Brainstorming Paper Topics in Class'.

Firstly, the groups take about 15 minutes to work up a topic, a thesis statement

for the topic, and a broad outline of how that thesis will be supported in the

paper. The outline exercise helps them to determine if the topic will be feasible.

Secondly, each group then shares its ideas with the rest of the class, and this

discussion often generates even more ideas, or allows groups to fine tune their

original topics, based on comments from other students. Students are not required

to use these paper ideas (although they may), but the exercise does give them a

sense of how choosing a topic is both a creative and an organizational process.

In addition, Jeffrey (2006) describes some steps to brainstorm; (1) Define your

problem or issue as a creative

challenge, (2) Give a time limit such as recommending around 25 minutes. Larger

groups may need more time to get everyone's ideas out. Alternatively, give

yourself an idea limit, at minimum, push for 50 ideas, but 100 ideas are even

better, (3) once the brainstorming starts, participants shout out solutions to the

problem while the facilitator writes them down – usually on a white board or flip-

chart for ail to see. There must be absolutely no-Criticizing of ideas. No matter

how daft, how impossible or how silly an idea is, it must be written down, (4)

once your time is up, select the five ideas which you like best. Make sure

everyone involved in the brainstorming session is in agreement, (5) Write down

about five criteria for judging which ideas best solve your problem, (6) Give each

idea a score of 0 to 5 points depending on how well it meets each criterion, (7) The

idea with the highest score will best solve your problem. Based on the procedures

16
of brainstorming above, it can be seen that basically, the procedures of

brainstorming of the five procedures are similar in terms of each student share

their ideas. Yet, there are some differences between the three procedures. The

procedures of brainstorming written by Jeffrey (2006), the ideas given by the

students are selected, so the students get much better ideas than other. Besides, each

of idea has different score. On the other hand, the procedures of brainstorming

written by Salsini (2008), has no ideas selection after the students explore their

ideas and only consist of two general steps. On the other side, the procedures of

McDowell (1999) have evaluation of ideas given. It is very appropriate for

written task.

Finally, based on the procedures mentioned above, there are some

important points that need to be considered in brainstorming; writing the topic of

a sheet of paper, listing everything that relate to the topic, letting the ideas be

creative, selecting the best ideas and grouping the ideas. The formula of

brainstorming technique above is found in Simon and Schuster's formula (2003)

which is generally used in other brainstorming procedures. Besides, the formula is

appropriate to the second year students of English Education Department of Bung

Hatta University.

B. Review of the Related Findings

Debra and Amer (1990) had conducted a research entitled "The Impact

Invention Techniques upon Egyptian Students' Compositional Writing in EFL' I

The research is about the use of invention techniques in writing where those students

are more motivated to write, and write more effectively, when they have been prepared

17
for the writing tasks. The two invention techniques used in this research are

brainstorming and cubing. The population included 175 students of the English

Department in a University Faculty of Education from which 120 students are

randomly chosen for the study In order to avoid researcher bias and to provide scientific

research strength. It seems evident from the data analysis that the opportunity to use

brainstorming or cubing is a successful cognitive strategy for moving from superficial

development of the composition topic to more substantive elaboration. It appears that

invention techniques helped writers to tap into ideational schemata for the topic with

more linear approaches to writing do not encourage. Brainstorming invites students to

free associate all their ideas and responses to a topic helps students to activate their

own knowledge and ideas related to the assigned through a process of free

association.

Bellovary and Johnstone (2007) conducted a research about brainstorming in

tilt different fields entitled "Descriptive Evidence from Audit Practice on SAS

No. 99Brainsotrming Activities the research describes how auditors conduct

brainstorming sessions to romply with the requirements of SAS No. 99. They

gather evidence by interviewing 22 auditors at all personnel levels across seven

audit firms including all of the 4 firms by observing actual brainstorming sessions,

which include participation, leadership time allocated to the task, steps in the

process, and the nature of group interactions. Carpenters (2001) reveals that

brainstorming groups of auditors assess fraud risk higher than the average of

individuals' assessments when the financial statements contain frud and

brainstorming groups generate fewer but higher quality ideas than individually

Finally, although many researchers have been done about brainstorming, it is

18
important that more studies need to be conducted. Therefore, in this research, the

writer will apply brainstorming techniques in order to improve students' skill

writing.

C.Conceptual Framework.

The framework of this research will be conceptualized into two ways:

1. the problem to be solved

2. the tool of solving the problem

The problems that need to be solved are: teachers teaching strategy and low

quality in writing narrative text. The writer assumes that by using brainstorming, the

problems are easily solved the assumption is based on some theories about using

brainstorming which have been disscused before. The procedures of brainstorming

below will help the students use brainstorming regularly.

19
 Figure 1. Diagram of Conceptual Framework

Students’ Low students’ quality in writing

problem narrative text

Problem solving Brainstorming technique

Writing the Letting the Gropuing the

topic of a ideas be ideas
sheet paper creative

Listing Sellecting
everything the best
that relate to ideas
the topic

Expected result Improving the students’ quality in narrative

text

20
 CHAPTER III

RESEARCH METHODOLOGY

A. Type of the Research

This research is a classroom action research (CAR). According to Kemmis

(2005:6), action research is a form self-reflective inquiry undertaken by

participants in a social (including educational) situation in order to improve the

rationality and justice of their own social or educational practices and the

situations in which practices are carded out. Action research is a cycle process.

It means that a teacher can apply certain treatment in order to give improvement

to the students. When there is no improvement after giving the treatment, the

teacher can give more treatment by adding more cycles until the teacher sees a

good improvement of the students.

In this research, the second year English Education students of Bung

Hatta University will be asked to write a narrative text in both pre-test and post-

test. It will be done in certain time with certain topics. After giving the pre-test,

the students will be given some treatments as it is stated above. The treatments

given will be dealing with the steps mentioned by Simon and Schuster (2003).

There are five steps that will be done: writing the topic of a sheet of paper,

listing everything that relate to the topic, letting the ideas be creative, selecting

the best ideas and grouping the ideas. In addition, this research will be done

in three cycles, which consists of two meetings for each cycle. The procedures

will be done in every meeting of treatment given. After treatments, the post-test

is given with certain topics and times. Based on the results between the pre- test

and the post-test, it can be seen whether there is an improvement or not of the

21
brainstorming technique.

Based on the explanation of action research above, it is concluded that action

research is a process to solve the teacher's problems. The process is cyclonical and

dynamic. Researcher takes the action research based on the collected reflection

from her classroom situations in order to get better changes in teaching and

learning process. The researcher will be as researchers collaborator also had to

work with the lecturer to change and to solve the problems that will be faced by the

researcher during teaching writing process. In short, the action research helps the

researcher by using Brainstorming Technique to improve the students' ability in

writing narrative text.

B. Location and Participant of the Research

The location of this research is at English Department, Education Faculty,

Bung Hatta University. It will be conducted from April until June, in the

academic year 2011/ 2012. The participants of this research are the second year

students of English Department, Bung Hatta University, which consists of 19

females and 14 males. It is chosen because most of writing problems occur in this

class. The students of this class still have low ability in writing. They feel

uncomfortable to express their ideas in written form.

C. Types of the Research Data

The data of this research will be taken into two forms; qualitative data and

quantitative data. The qualitative data will be concerned withy a description in

details about teaching and learning activities during the research. Observation

22
checklist is used to guide the researcher in applying brainstorming technique in

students’ pre- writing activities. The researcher hereis as the collabolator that

checks the observation rubrics which explain the indicator of brainstorming

technique in students’ pre- writing activities and field note is used during the

lecturer who is as the researcher does the research. He should write some notes. It

can be described about the use of brainstorming technique in the research,

materials, classroom activities, classroom management, and teacher approach. The

interview will help the lecturer to know what factors are influence students’

writing skill by using brainstorming technique. In addition, the quantitative data

will be gottenn from test, tasks and assignments. Using writing test is used to

identify students’ ability in writing. The test will be given at the end of each cycle.

These data will represent the students’ ability in writing skill in numerical ways.

D. Instrumentation

The key instruments of this actions research is the researcher himself. It will

be conducted in three cycles (cycle one, cycle two, and cycle three). In order to

collect the data of the research, some instrumentation will be used:

1. Essay Tests

Essay tests will be given in each meeting, including pre-test, with certain topics

and times. In the pre-test, the students are asked to write a narrative text entitled

'The Unforgettable Event in My Life" in 2 x 45 minutes. Then, the students are

given treatments by using Brainstorming Technique which consisted of three

cycles and each cycle consisted of two meetings. In the first cycle, meeting one,

the students are asked to write a narrative text entitled "The Best event in My

23
 Life" in 2 x 45 minutes. In the first cycle, meeting two, the students are

asked to write a narrative text entitled "My Dream' in 2 X 45 minutes. In the

second cycle, meeting one, the students are asked to the narrative text entitled

'My Lecturer and I' in 2 x 45 minutes. In the second, meeting two, the students

are asked to write a narrative text entitled "My Illness". in 2 x 45 minutes. In the

third cycle, meeting one, the students are asked to write a narrative text entitled

"My Bad Experience' in 2 x 45 minutes. In the third cycle, meeting two, the

students are asked to write a narrative text entitled "A Difficult Beginning" in 2 x

45 minutes. In doing the tests, the students are also required to consider some

components in their writing: grammar, vocabulary, mechanics, fluency (style

and ease of communication) and form (organization). Those aspects, will be used

to measure the students' ability in writing. Besides, the students are not allowed

to take the test home. It should be finished at campus. In addition, the tests will

be assessed by using rubrics taken from Hughes,

2. Observation Sheets

In this research, a collaborator is the writer, while the leacturer will teach

and apply this technique in teaching writing. The lecturer will Yandri, M.Pd as

one of English lecturers who teaches writing in Bung Hatta University. The

collaborator will observe both the teacher and the students during teaching

teaming process by filling the observation sheet. It is very important in order to

know whether the process of teaching teaming is done property and correctly.

The specific activities that should be done by both students and the lecturer can

be seen more detail in plan. In this case, the collaborator will have to give

checklist to some items written in observation sheets if the students and the teacher

24
 did the process.

3. Field Notes

The use of observation sheets is not enough in order to collect the real data.

There are some points that cannot be in checklist, but they need such an

explanation, for instance, when there are some students who make a noise

during the teaching teaming process or there is one of them is sick, the

collaborator cannot check it in observation sheets, except with a field note. In

addition, the collaborator will use the field notes as direct observation of

everything happen both oral and action of the teacher and the students.

4. Interview

The essay tests are not enough to compare between the students' process

before and after teaching the brainstorming technique. Interview is

needed in order that the teacher, the students and readers can see that there are

some treatments given which influence the students' writing ability in post-

test. The questions that are asked to the students as follows:

1. Are you happy to study writing through Brainstorming Technique?

2. Which parts did you like? (Mention the indicators)

3. Did you like the topic of narrative text?

4. Did you practice the brainstorming out of classroom?

5. Did you know how to express ideas after studying Brainstorming

Technique?

6. Could you write the narrative texts easily?

D. Procedure of Teaching

1. Planning

25
In planning, all items that will be needed for the action will be prepared:

1. Prepare the topics that will be the materials for writing narrative text.

a. The Unforgettable Experience

b. The Best Event in My Life

c. My Lecturer and I

d. My Illness

e. My Bad Experience

f. A Difficult Beginning

2. Designing the lesson plans, this included the activities or steps in

applying Brainstorming Technique.

3. Prepare research instrument ( essay tests (pre-test and post-test),

observation sheets for both students and the lecturer, field notes and

interview)

4. Arrange the research schedule

5. Meet the collaborator and explain what and how to do in the classroom

6. Prepare the evaluation sheet.

2. Acting

The researcher used writing process from Simon and Schuster (2003), which

consisted of five processes of writing:

1. prewriting,

In this stage, the researcher implemented the solution by using

Brainstorming Technique as one of prewriting techniques. At the first time,

Brainstorming Technique is done by the researcher. The researcher only gave

sample how to use the Brainstorming Technique. Next, students also did

26
brainstorming just like researcher. Moreover, students' activities in using

Brainstorming Technique are based on what students listened to from the

researcher. The steps of action that the researcher and the students are done in

Brainstorming Technique as follows:

a. Writing the topic of a sheet of paper,

In this step, the students took a sheet of paper and wrote the topic

given by the researcher in each meeting. The topic is written in the

centre of the sheet of paper. The students are also required to write the

purpose of the assignment at the top.

b. listing everything that relate to the topic,

In this second step, the students had to write down a list of

everything they could think of that related to the topic. That included

experiences, knowledge, facts, and examples. The students are

required to write their ideas by using single words and phrases.

c. letting the ideas be creative,

Each participant had same opportunity to explore their ideas. The

other students are not allowed to evaluate or criticize any answers

until brainstorming had been done.

d. selecting the best ideas,

After collecting all ideas, the students went through the result. In this

step, the students selected the ideas which they like best. Make sure

everyone involved in the brainstorming session is in agreement

27
 e. grouping the ideas

In this final step, the students are asked to look for any answers

that are repeated or similar, group like concepts together, eliminate

responses that definitely do not fit, and discuss the remaining responses

as a group.

2. writing a first draft,

In this stage, the students began to develop and form their ideas. Here is

where they began to shape their vogue thoughts.

3. Sharing

After the students finished doing their first draft, they had to seek other

friends to feedback. In this case, they asked their friends to reaction what they had

been writing.

4. revising into a second draft, and

In this stage, the students used the feedback they received to rewrite their

essay. It is the time to pay more attention to grammar.

5. Editing into a final draft.

In this final process, the students needed to smooth out the rough draft. They

are required to read their essay aloud to themselves or other friends. Finally, they

took one last proofread for stray errors before handing there work in.

28
 While the process of teaching, the collaborator, in this case Mr. Yandri,

M.Pd will observe the researcher and the students by checklist the observation

sheets. Then, the collaborator will use field notes to describe the activities during

the action. Moreover, interview will be done in order to know what happened

during the teaching learning process and students' progress after action done.

Finally, the researcher and the collaborator will analyze the data got from

those instruments (observation, field notes, interview and test) in order to

conclude the development of students' quality in writing narrative text.

4. Reflection

The researcher will give an essay test about narrative writing. The result will

be analyzed by using analytic score proposed by Hughes (1993). Then,

based on the students' test result of narrative writing and the observation

done, the researcher will do reflection by looking at the weaknesses and the

strength of the first cycle. From the weaknesses, she will do some

improvements if needed to the next cycle. The method use will be the

same as the first cycle.

Moreover, each cycle will consist of two meetings and each meeting will be

done for 2 x 45 minutes. This research will be finished in three months. The

evaluation taken is also as the description of the whole research studies. It is

hoped that evaluation will show the improving the students' quality of narrative

writing through Brainstorming Technique.

29
E. Technique of Collecting the Data

To collect the data of this research, a direct observation will be conducted.

The data function to find out what happening while implementing the

brainstorming in teaching narrative writing. In this research, the writer does

general observation by asking using question words, taking into account

participants, activities, goals, emotion, time and space. To get the data, the

collaborator will use observation sheet and field notes during the observation,

while interview will be used to know what happened during the teaching learning

process and student' progress after the action done.

Then, after doing the action, the researcher will give writing task at the end

of the cycle in order to find out students' improvement in writing narrative text,

especially in the generic structure (orientation, sequences of events and

resolution). The result of the students' writing will be used as the sources of data.

Afterward, they will be analyzed by using the assessment of scoring guider stated

by Hughes (1993).

.F. Technique of Analyzing the Data

After collecting the data, those will be analyzed as quantitative and

qualitative forms. In quantitative forms, the data will be taken from the result of

narrative writing tests. The test will be conducted at the end of each cycle. They

will be analyzed by using graphic. The graphic will show whether the quality of

narrative writing low or good from the first cycle to the second cycle and the

second cycle to the third cycle. The researcher will use the assessment of narrative

writing by scoring guide stated by Hughes (1993) at consists of five criteria that

30
uses a one through six rating scale to define the levels of performance on writing

good narrative text, namely: grammar, vocabulary; mechanics; fluency (style and

ease of communication); and form (organization).

Table 2

The Scoring system of writing

No The aspect of writing to be The score range

evaluated
1. The accuracy in grammar 6:5:4:3:2:1
2. Vocabulary 6:5:4:3:2:1
3. Mechanics 6:5:4:3:2:1
4. Form/ Organization 6:5:4:3:2:1
5. Fluency 6:5:4:3:2:1
(Hughes, 1993:91-93)

Each trait has guidelines or how to score it as seen below.

1. one: very low

2. two: low

3. three: medium

4. four: high

5. five: very high

6. six: excellent

In analyzing the qualitative data, the researcher will analyze the data taken

from observation sheet, field note, and interview at the end of each cycle. She will

make a conclusion about the process of teaching and learning of narrative writing

much better or not. Besides, she also make a conclusion what factors that make the

process of teaching and learning can much better or worse. As Gay (2000:239)

31
proposes that there six steps in analyzing qualitative data:

1. Data Managing

Data managing involves creating and organizing the data collected during

the study. Data managing has two mains purposes. The first is to organize the data

and check it for completeness. The second is to start the researcher on the process

of analyzing and interpreting the data. In this case, the researcher will put all the

data in observation checklist.

2. Memoing/reading

The first step in this analysis is memoing/reading; reading the field note,

interview and observer comments to get sense the data.

3. Description

The aim of description is to provide a true overview of setting and events that take

place in it. So, the researcher and the reader will have a good understanding of the

context in which the study takes place.

4. Classifying

Qualitative data analysis is basically a process of breaking down the data into

smaller units, determining the importance of these units, and putting the units

together again in an interpreted form. The typical Ways of qualitative data are

broken down and organized in through the process of classifying, which means

ordering field notes of transcriptions into categories that represent different

aspects of the data.

32
5. Interpreting

Data interpretation is based on the connections, common aspects and link

among the data. Besides, interpreting involves identifying and abstracting

important understandings from detail and completely of the data.

6. Writing Report

The final stage in the qualitative research process is writing report to

describe the study and the findings. In process of writing report, the researcher will

re-examine her data interpretations.

33
 BILBIOGRAPHY

Barker and Smolliar. 2009. Text Types in Hypermedia. Retrivied. 17th of March,

2009.

Bellovary and Johnstone. 2007. Descriptive Evidence From Audit Practice on SAS
No, 99 Brainstorming Activities: Volume1, 2007. Retrivied: March 8, 2013

Coffin, Carroline,. Et al. 2005. Teaching Writing. New York: Routledge Taylor and
francis Group.

Debra and Amer. 1990. The impact of invention Techniques Upon Egyptian
Students’ Compositional Writing in EFL (an International Journal).
University of Exeter, UK. Retrivied: March 8, 2013

Felluga, Dino. 2002. Terms used by Narratology & Film theory. Retrivied: 17th
March, 2013.

Fitzpatrick, Marry. 2005. Engaging Writing. USA: Longman

Gay, L. R and Peter Airasian. 2000. Educational Research: Competencies for

analysis and Aplication (6th ed). Saddle River, New Jersey: Prentice Hall

Gibbons, Pauline. 2002. Teaching Second Language Learners in the Mainstream

Classroom. USA: Heinemann

Harper, Alan. 2004. Call Based Pronunciation Exercise & Their Effectiveness for
the Beginning ESL Learners.

Hughes, Arthur. 1993. Testing for language Teachers. Great Britain: Cambridge
University Press.

Hyde, Kimberley. 2005. Brainstorming information. http:

//www.brainstorming.co.uk/contents/html. Retrivied: April 17, 2013

Jeffey. 2006. Step to Step guide to Brainstorming. University of Belgium

Kamen, Karen. 2003. National Writing Projects. University of California. Retrivied:

April 17, 2013.

Kemmis, Stephen and Robin. 1982. The Action Research Planner. Victoria: Deakin
University.

Knapp and Watkins. 1998. Language and language teaching B: A functional Model
of Language. Victoria: Deakin University

Laksmi, Ekaning Dewanti. 2006. “ Scaffolding” Students’ Writing in EFL Class:

34
 Implementing Process Approach. Selected Article from TEFLIN Journal,
Volume XVII, Number 2, August 2006

McDowell. 1999. Process Guide: Brainstorming (The project of Sab Diego United
School District)

Na’ali, Junaidi. 2008. Teaching Narrative through Story Telling. Retrivied: 17 April
2013.

O Malley. 1996. Authentic Assessment for English Language Learners. USA:

Addison Wesley Publishing Company.

Oshima, Alice and Houge. 1999. Writing Academic English. New York: Addison
Wesley Longman

Peter and Megan. 2000. Langugae and Language Teaching B. Australia: Deakin
University.

Reid, Joy M. 1994. Teaching ESL Writing. New Jersey: Prentice Hall Regents.
Richard, Jack. C. 2003. 30 Years of EFL/ TESL: A Personal Reflection ( Teflin
Journal Volume 14 Number 1, Februari 2003)

Robbert, McQuitty. 19982. Fresh English. US: Kendali Publishing Company.

Salsini, Laura. 2008. Brainstorming Paper Topics in Class. http:///.udel.edu/UDWI/
other/principles.html. Retrivied: April 2, 2013.

Simon and Schuster. 2003. Essay Writing Step by Step. New York: Kaplan
Publishing.

Stanley, Shimkin and Lanner. 1998. Ways to Writing. New York: Mcmillan
Publishing Company

35