| dc.description.abstract | Based on the preliminary study that was held on 13th November 2010,
most of class X-4 students of SMAN 1 Kencong Jember faced some difficulties in
writing a text. This was proven by their writing score. It showed that 19 (52.77%)
of the students got <70 and the mean score was 66.83 and they also had low
motivation in learning English. Only a few of the students were enthusiastic in the
teaching learning process.
The classroom action research with cycle model was applied in this
research because this research was intended to improve class X-4 students’
writing ability. This research was done collaboratively with the English teacher of
class X-4 of SMAN 1 Kencong Jember. It was conducted in class X-4 of SMAN 1
Kencong Jember that consisted of 36 students. The observation and the writing
test were the methods that were used in collecting the data. The data was analyzed
quantitatively.
The action was implemented in two cycles in order to achieve the goal of
this classroom action research. The first cycle was done in three meetings. The
results of the classroom observation showed that 57.57% in meeting 1 and 71.42%
in meeting 2 of the students were actively involved in the teaching learning
process. It showed that there was an improvement of the students’ participation
from meeting 1 to meeting 2, but it did not achieve the objective of the research
that was 75%. Besides, the result of the writing in the first cycle also did not
achieve the target of the research that was 70% of the students got 70 or more in the writing test. The percentage of the students who got score ≥ 70 was only 50%
of 34 students.
For those reasons, the second cycle was necessary to be conducted to
solve the problems found in the first cycle. The process and product evaluation in
the second cycle showed an improvement. The observation of the students’
participation revealed that 83.33% in meeting 1 and 86.11% in meeting 2 of the
students actively involved in the teaching learning process. So, the results of the
observation both in meeting 1 and meeting 2 had achieved the goal of this
research. In the product evaluation, the percentage of the students who got score ≥
70 in the writing test was 73.52% of the students. Based on those results, it could
be concluded that the action in the second cycle was successful because that
results of process and product evaluation achieved the objective of the research.
Finally, it could be summarized that the use of brainstorming
technique could improve the students’ ability in writing narrative text and the
students’ participation in teaching learning process at SMAN 1 Kencong Jember. | en_US |
