| dc.description.abstract | Besides, the
teachers also focused on the product of writing rather than the process because the
time allocation of teaching writing is limited. It has to be divided by the other skills
such as reading, listening, and speaking. Their scores of the last English writing test
showed that the mean score of all classes could not achieve the standard score of
writing that was 75. There are some students who got more than the standard score
but most of them got lower. The researcher tried to apply the alternative teaching
technique by using brainstorming in teaching writing.
The data collection methods used writing test and the observation in the form
of checklist to get the primary data. There are two groups as the respondents, the
experimental and the control group. The data were analyzed statistically. The
previous writing scores were analyzed using ANOVA and the result was
homogenous. It means there is no significant different mean in the seventh grade
classes. Therefore, the control and experimental group were taken by lottery. The
experimental group was taught by brainstorming technique and the control group was
taught by lecturing and free writing (without brainstorming). Each group was done in
three meeting including the post test. The result of post test was analyzed
statistically. The result is the value of sig. column of Lavene’s test was 0.559 that
was higher than 0.05. Consequently, the row that must be read was the first row of ttest
column, the value of Sig. (2-tailed) was 0.000 that was less than 0.05. It meant
that there was statistically difference between the experimental group which was
taught by using brainstorming and the control group which was taught writing by
using traditional technique (lecturing and free writing) without brainstorming.
Finally, it can be summarized that the use of brainstorming had significant effect to
the seventh grade students’ writing achievementt at SMPN 8 Jember in the
2013/2014 academic year. | en_US |
