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IMPROVING STUDENTS ACHIEVEMENT IN SPEAKING

THROUGH BRAINSTORMING TECHNIQUE

* Defriyanti Zira!"

**#in$e Si%"&'in(

A')tra$t

The objective of this study is to find out whether Brainstorming Technique can

improve students Achievement in speaking. This study was conducted by using

classroom action research. The subject of this research was the second yearstudents of SA Swasta !atolik Budi urni " edan. The research was

conducted in two cycles. The first cycle was three meetings and the second cycle

was two meetings. The instruments for collecting data used speaking test for

quantitative data and used diary notes# questionnaires sheet# interview and

observation sheet for qualitative data. Based on the speaking test result# the

students score kept improving in every test. $n orientation test# the mean score

was %'. $n the test of cycle ( the mean score was )*#+ and the mean score in the

test of cycle + was &,#(. $n line with the data# it was found that the Brainstorming

technique can improve students speaking achievement.

!eywords- Speaking, Speaking Assessment, Brainstorming, Classroom ActionResearch

(

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+

Intr"!$ti"n

Backgrouund of the study

nglish as international language has already become one of the

compulsory subjects for both senior and junior high school students. $n many

countries including $ndonesia# it cannot be denied that the importance of nglish

has gained a lot of attention from many people all over the world. $n order to

master this# so nglish students should achieve the four basic skills of language#

they are listening# speaking# reading# and writing.

According to Smith /+,,+-(0# speaking is many things1 it is thinking of

what one wishes to say# choosing the right words from the language users

vocabulary# putting the words in the proper grammatical framework#

communicating the feelings the speakers have# and so on. $n fact# most of students

are difficult to speak out when they want to ask something or answer teachers

question because they never practice speaking in nglish regularly. So# most of

the students become passive in the class. Teachers should help the students

overcome this problem by motivating them to speak. 2or this reason# teacher

should use effective teaching methods that encourage students to take part actively

in the class. The teaching learning process has to involve not only teacher and

students# but also the students and students. To help students solve these problems#

the teacher should motivate them and create the most effective way to stimulate

them# so they will be interested in practicing their speaking.

3n the other hand# the teacher should use certain technique to stimulate

students to practice their speaking# because good strategy will support them in

achieving skill including nglish skill. Teachers have to teach the materials by

using good method# good technique and organi4e teaching1learning process asgood as possible# so teaching1learning process can run well# that can make

students master nglish skill# especially in this case speaking skill successfully#

because one of the teaching failures is caused by unsuitable method or strategy.

The goal of teaching speaking skill is to make the students communicate

effectively. Students should be able to make themselves understood and use good

communication with others. They should try to avoid confusion in the message

due to the problems of pronunciation# grammar# or vocabulary. The students

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should know how to observe the social and cultural rules applied in each

communication situation. any teachers have already been very good at teaching

vocabulary and grammar in order to translate te5ts and to prepare students for

e5aminations. 6owever# organi4ing lessons to practice speaking nglish can be a

big challenge for both teachers and students.

This problem happened too when the writer did Teaching Training

7ractice. ost of students of Senior 6igh School cannot speak nglish fluently.

They are passive in the class and in turn it makes them bored. So they put

themselves only as hearers although they e5pect that they can speak nglish

fluently. 3f course the class does not give anything to their improvement. The fact

shows that teaching speaking does not give satisfied result.

3ne of the appropriate and comprehensive strategies for teaching speaking

is brainstorming technique. Brainstorming is a group or individual creativity

techniqueby which efforts are made to find a conclusion for a specific problem by

gathering a list of ideas spontaneously contributed by its members. By using

brainstorming technique# the writer tries to make students speaking easily# because

the students free to think and give information about the topic. And the students

can then be responsible for recording the thoughts and ideas which are simply

written up on a wall# flip chart or blackboard for all to see.

The very advantages of using brainstorming technique in teaching nglish

for the students thought are activated to e5press their opinion# makes students

think quickly and logically# increases the participation of students in receiving

lessons# even students feel free and happy# and democratic atmosphere and

discipline can be grown in the class.

Research Question

$s students achievement in speaking significantly improved if they are

taught by using brainstorming technique8

Conceptual Framework

Speaking is 9process of building and sharing meaning through the uses of

verbal and non1verbal symbols# in a variety of conte5ts:. Speaking is a crucial

"

http://en.wikipedia.org/wiki/Creativity_techniquehttp://en.wikipedia.org/wiki/Creativity_techniquehttp://en.wikipedia.org/wiki/Creativity_techniquehttp://en.wikipedia.org/wiki/Creativity_technique

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+

part of the language learning process. The major goal of teaching speaking skill is

communicative efficiency. ;anguage learners should be able to make themselves

understood by using their current proficiency. They should try to avoid confusion

in the message because of the faulty pronunciation# grammar# or vocabulary./!ayi#

+,,

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"% 92oreign accent: requires concentrated listening and mispronunciations

lead to occasional misunderstanding and apparent errors in grammar or

vocabulary /"0

+% arked 9foreign accent: and occasional mispronunciations that to do not

interfere with understanding /%0

% =o conspicuous mispronunciations# but would not be taking for a native

speaker /)0

% =ative pronunciation# with no trace of 9foreign accent: /

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+

, -!en$y

$% Speech is so halting and fragmentary that conversation is virtually

impossible /+0

% Speech is very slow and uneven# e5cept for short or routine sentences

frequently punctuated by silence or long pause /%0

"% Speech is frequently hesitant or jerky sentence may be left uncompleted

/

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different from other more conventional or additional types of research and that is

very focused on individual or small group professional practice and is not so

concerned with making general statement. This classroom action research was

conducted on students of second grade of senior high school of SA !atolik Budi

urni " edan. $t is located on Ealan Teratai =o. +( A edan. The class consists

of +, students with (+ girls and ' boys.

This study applied quantitative and qualitative data. The qualitative data was

taken from diary notes# observation sheet# interview and questionnaire sheet to

describe the improvement of speaking ability. The quantitative data was taken

from students speaking performance in class. The mean of the students score for

each cycle was obtained using the application of the following formula-

here- F the mean of the students

G5 F the total of score

= F the number of the students

Re)!t an Di)$!))i"n

The data was taken from the students of SA Swasta !atolik Budi urni

" edan in class H$ /$7A0. The numbers of students were +, and the researcher

took all of students in one class. The data were analy4ed qualitatively which

included diary notes# observation sheets# interview and questionnaire sheets and

quantitatively which included the students speaking test.

The research had been done for three weeks within two cycles. The first

meeting was done to conduct the orientation test. The second# third and the fourth

meeting were done to conduct the first cycle. The fifth and si5th were done to

conduct the second cycle# questionnaire sheets and interviewed. So# totally there

&

I(,,

=

N

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+

were si5 meetings in this research. Brainstorming Technique was applied in

teaching speaking class.

Ta'e / T%e Per$enta(e "f St!ent) 0%" G"t P"int !. t" 12

Speaking Test 7ercentage

(st ,I

+nd +,I

"rd &,I

The diary notes were written about student activity in every meeting

during teaching learning process as personal note. $t recorded everything which

happened in the class. This diary notes were made for evaluating the teaching and

learning process.

3bservation sheets were used to measure the level of the students

activities during the teaching learning process or tool of the evaluation. The

observation was focused on the situation of teaching learning process in which

brainstorming technique was applied teachers performance# students behavior#

interaction between teacher and students. The result of observation was used as

basic reflection to plan the ne5t cycle.

The $nterview was conducted in two sessions# in the first meeting and

the last meeting. The first session was done by interviewing teacher about the

teacher difficulties in teaching nglish especially in speaking skill and what is

the weakness of the students in teaching and learning process after that the

researcher interviewed students about their interest and difficulties in learning

speaking nglish. $n the last session# this interview was conducted to know the

students opinion about teaching and learning process during the research time.

The interview showed that the students enjoyed the teaching and learning process

by Brainstorming technique. The students felt more interested and motivated to

learn nglish.

Juestionnaire Sheet was conducted in the last meeting. This sheet was

given to the students in order to know students perception and respond about

Brainstorming Technique in teaching speaking. There were si5 questions that

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should be answered by the students related to the students response during the

lesson.

Based on the research# it was proved that the data showed the mean of the

students score increased in every test. $t meant that the action# which were done

successfully# and improved the students speaking ability. $t was supported by the

improvement of the mean of the students score namely the mean of the pre1test

/%'0# the mean of the test ( in cycle ( /)*#+0 and the mean of the test in cycle $$

/&,#(0. The pre1test was ,I /no students0 who got point up to &,. $n the test cycle

$ there was +,I /% students0 who got up to &,. $t means that there was an

improvement about +,I. $n the test cycle $$# there were (% students /&,I0 who

got points up to &,. There was an improvement about +, I from pre1test to the

test cycle $ and about &,I from the test cycle $ to test cycle $$.

C"n$!)i"n an S!((e)ti"n)

Conclusion

After analy4ing the data# it was found that the students speaking achievement

increased from the pre1test until to the last test. $t is supported by the mean of the

pre1test /%'0# test cycle $ /)*#+0 and test cycle $$ /&,#(0. $t can be stated that the

score continuously improved from the pre1test until to the third test. Therefore# it

can be concluded that brainstorming technique can improved students speaking

achievement.

Suggestions

The result of the study shows that the use of brainstorming technique

improves the students speaking achievement in speaking. These following

suggestions are offered- To nglish teacher# it is better to use brainstormingtechnique especially in teaching speaking because it can help the teacher in

monitoring and encouraging the students so that the students can comprehend

the material easily. To the students of university# it is suggested to use relevant

topic to conduct further research by using brainstorming technique. To students#

it is better to apply brainstorming technique to improve students speaking skill.

*

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Bahrani# Taher K Soltani# Dahmatollah. +,(+. 6ow to Teach Speaking-!ournal of

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