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15
CHAPTER III
DISCUSSION
In this chapter, the writer discusses about three things related to the teaching
activities. They are teaching description, teaching analysis, and teaching evaluation.
It also explains about teaching activities in the classroom, the advantages of using
brainstorming in teaching writing recount text, the students’ writing results of using
brainstorming, and the problems and solutions during teaching process. The data is
taken from the classroom action research at 8th grade students of MTs. Al-Husna
Depok.
3.1. Teaching Description
In this sub-chapter, the writer discusses about teaching description based on the
classroom action research in the 8th grade students of MTs. Al-Husna Depok. The
writer chooses to teach the 8th grade students because it is suitable with the topic and
the technique which is used by the writer in teaching. In that school, there are 6
classes of the second grade like VIII-A, VIII-B, VIII-C, VIII-D, VIII-E and VIII-F
but the writer focuses to teach in VIII-E. There are 42 students, 24 boys and 18 girls
of students in the class. The writer teaches twice a week, on Wednesday and on
Friday. It takes 90 minutes for each meeting.
Teaching is an activity that is happened between the teacher and the learners in
order to share knowledge or skill by giving some instructions through a certain
method. Therefore, the teacher has to make a good preparation in order to make the
teaching process goes well and the goal in sharing knowledge or skill to the students
16
are completely transmitted. The preparation which is the writer did includes
preparation before teaching, while teaching, until the last teaching. The writer
prepared lesson plan and some medias to support teaching activities. The teaching
activities includes warming up (greeting and introduction), taking attendence,
delivering material and so on.
For the first, the writer greets and makes an introduction and asks also the
students to introduce themselves because it will be easy to teach them if the writer
know their names. After that, the writer leads the students to play a game together.
The writer considered that by playing a game before teaching can make students
more relax and hopefully can make them enjoy and following the teaching process
very well.
Then, the writer always asks about the last material in each meeting in order to
make the students still remember the material they have learnt. After that, the writer
continued the teaching process by giving students the new material about personal
recount text, which is mentioned before in the second chapter. The writer explains
about what personal recount text is, the writer explains about its definition, its
general structure and its language features. After the writer explains those some
points about recount text, the writer gives students the examples of recount text.
Then, the writer asks the students to make recount text based on their own
experiences. This is called pre-test because they do the assignment before using
brainstorming.
In the next meeting, the writer gives explanation about brainstorming which can
use in writing personal recount text by making a list of ideas. It can helps the
students to write in good structure and in acccurate grammar. This time the students
17
is asked to make their own recount text by using brainstorrming. This is called post-
test because they do the assignment after using brainstorming.
In addition, closure is used in the end of every meeting by the writer, the writer
collected the task, managed students to sit on the own chair. The writer summarized
all of this lesson and teaching, gave motivation because it is important to motivate
the students in studying. Finally, the writer ends the class with pray and saying good
bye.
Based of this teaching description the writer redescribed all of teaching activities
which has done. This description based on lesson plan and research, lesson plan will
manage teaching time, included all activities in teaching and teaching purposes.
3.1.1. Teaching Preparation
In order to make an effective and fun teaching and learning process, the teacher
should arrange a great preparation before serving the students materials. There are
several things that must be prepared by the writer before teaching. The preparations
are lesson plan, modul, attendance, score sheets, and teaching aids (white board,
black markers, eraser board, pens and so on).
Lesson plan is the teacher’s guide to teaching in the classroom in one time. It
helps the teacher to control time management in the delivery topic in the class.
Lesson plan also can build teachers’ confidence in teaching in the front of the
students. The contents of lesson plan includes; topic, objectives, prior knowledge,
teaching aids, times, procedures, task, interactions, and purpose. Lesson plan
contains warming up, presentation, practice, summary, production, and closure. For
the modul, the writer gets from the teacher before the class starts and also the writer
18
brings it by herself. While, teaching aids are equipment of things to help teaching
process going on effectively.
3.1.2. Teaching Process
In this part, the writer will explain about the activity during the process of
teaching. The writer teaches based on the lesson plan. The teaching steps are; First,
warming up. It is process of greeting, introduction of the teacher (for the first
meeting), and taking attendance. Second is delivering the material or the the process
of teaching. In this parts, teacher gives the new topic, explains about the topic and
gives the example related to the topic. Third is practice. It is a process where the
teacher gives the task or exercise to the students. The last is closure or post teaching.
In this part, teacher analyzes the task, gives conclusion or summarising about the
topic on that day of the lesson and ending the class.
a. Meeting 1
Step 1: Pre-Teaching (Opening and Warming Up)
In the first meeting, as an opening and warming up, the writer as the teacher
was doing the greeting and making intoduction. The writer also explained why the
writer stands up as a temporary teacher. Here is the picture:
Figure III.1
Greeting
19
From the picture, it can be seen that the writer tried to be a friendly one by
giving those smiley face. The writer tried to be as confident as well in front of the
students. Moreover, to get students’ understanding, the writer spoke in English and in
Bahasa. Here is the dialogue:
The writer : “Assalamu’alaikum, good morning, students!”
Students : “Wa’alaikumussalam, good morning, Miss!”
The writer : “How are you today?”
Students : “I’m fine, thank you. And you?”
The writer : “Great, thanks! Well, sebelum kita mulai belajar, saya akan
memperkenalkan diri terlebih dahulu. Nama saya Tiara
Apriella, kalian bisa panggil saya Miss Tiara atau Miss
Ella. Saya mahasiswi dari BSI dan saya akan mengajar
kalian selama satu bulan kedepan. So, hopefully you will
enjoy learning English with me, guys!”
(Great, thanks! Well, before we start our lesson today, I
would like to introduce myself. My name is Tiara Apriella,
you can call me Miss Tiara or Miss Ella. I am a college
student from BSI and I will teach you for a month. So,
hopefully you will enjoy learning English with me, guys!)
After greeting and introducing session had done, the writer checked students’
attendances so the writer could teach the students easily because the writer knows the
students’ names. Then, the writer led the students to play a game which was related
with the materials. The writer called the students one by one to mention some verbs
in type two or verb in past form in five (5) seconds. For example, the students had to
mention it like this; drink-drank, eat-ate, write-wrote and so on. If any student could
not mention it, those student would get punishment. The punishment is sing a song
and dance at the same time in front of the class.
This warming up is important to get students attentions and to make students
get the spirits of learning. It also makes the writer and the students be more closer
each other. Surprisingly, they responded it very well although not all of them respond
it with English. After that, the writer began to teach students in order to success in
lesson plan.
20
Step 2: Process of Teaching (Not Using Brainstorming Technique Yet)
In this second step, the writer delivered the new material about personal
recount text. In this process of teaching, the writer had not used brainstorming
technique yet in order to make comparison to the next meeting while brainstorming
has been already used. The writer used the modul from the school to help the writer
deliver the material completely. The material is from the text book page 27. Here is
the picture:
Figure III.2
Modul Pengayaan : Bahasa Inggris Untuk Siswa SMP/MTs. p.27
From the picture it can be seen that personal recount text that explained and
delivered by the writer is in the Unit 3 entitled An Embarrassing Moment. In order to
get students’ better understanding, the writer quickly wrote it on the white board. The
stuff the writer used to write the material such as marker which was the stuff from
the school.
21
Here is the picture of the writer’s activity:
Figure III.3
Teaching Activity
After the writer finished to write on the white board abou the new material,
the writer looked around the class to make sure that all students in the class write it
too. Then, after a while, the writer asked students if they finished writing or not.
When students has finished writing, then the writer completely explained about
personal recount text’s definition, structure and language features. The writer tried to
explain the material clearly and briefly. Here is the dialogue between the writer and
students:
The writer : “Okay class, this time we are going to discuss about our new
material, what is that?”
Students : “Personal Recount Text, Miss.”
The writer : “Right. Well, personal recount text is a text which retells an
event or an experience in the past that the writer was
personalty involved in. Personal recount text has three
generic structures; orientation, event, and re-orientation. So,
we can say that recount text is used to talk about activities
or situations that happened in the past.”
Student A : “Ooh, jadi itu buat nyeritain kejadian yang udah terjadi ya
Miss?”
(Ooh, so it is a story that retells about something which had
already happened in the past, right, Miss?)
The writer : “Yes Exactly!”
Student B : “Terus kalau orientation, event sama re-orientation itu
22
maksudnya gimana, Miss?”
(Then, what the meaning of orientation, event and re
orientation, Miss?)
The writer : “In simple way, we can say that those are opening, content
and closing. That is the structure of recount text and all of
you have to remember that, okay?”
Students : “Okay, Miss!”
The writer : “And class, when you write a recount text, you also have to
remember that recount text is using past tense. Do you
know what past tense is?”
Students : “Yes!”
Student C : “Itu kalimat yang pake kata kerja bentuk kedua ya Miss?”
(It is a sentence which is used verb two, is not it, Miss?)
The writer : “Absolutely, yes! Jadi harus pakai verb ke-dua saat nulis
recount text ya class...”
(So, you have to use verb two in writing recount text, okay,
class...)
The students : “Okay, Miss!”
During the explanation, students focused on their notes, book and on what they
hear from the writer. Students gave more attentions with their seriously faces. The
students’ listened to the writer carefully as the writer explained the material clearly.
Also the students could respond to the writer very well. If the students got the
understanding of the material and there is no question that indicated the confusion of
the students’ anymore, the writer continued the teaching process.
For continuation, the writer gave the students the example of personal recount
text in order to make students more understand about the material. The writer asks
the students to open the modul page number 28. In that page, there will be an
example of personal recount text includes the explanation about its generic structure
completely.
23
Here is the picture of the modul page number 28:
Figure III.4
Modul Pengayaan : Bahasa Inggris Untuk Siswa SMP/MTs. p.28
Based on the picture above, it can be seen that there is a personal recount text
entitled A Bad Experience. Those example of personal recount text made the students
be more understand about the generic structure of recount text. Moreover to get an
optimal understanding of personal recount text, the writer gave another example of it.
Here is another example of personal recount text that the writer got from the internet
website:
Figure III.5
A Trip to the Zoo 1
Source:https://sites.google.com/a/saintpiusx.school.nz/spx-room-5-2015/writing-1
24
From the picture, it can be seen that the example of personal recount text
before which is entitled A Trip to The Zoo had no explation about its generic
structure. Thus, the writer prepared those example in a paper form before the class.
After showing the example, the writer and the students were together determined the
general structure of the example and underlined the past verbs or verbs two. Here is
the picture of story which has been analyzed by the writer and the students:
Based on the picture above, the students could completely succeed in
determining generic structures of the text. The students not only could determined the
generic structure but also the students could analyzed the verbs that are used in the
text. The students found the verb, then tried to find the meaning in bahasa, so that the
students also could improve their vocabularies.
Step 3: Post Teaching
After giving an example and analyzing it together with the students, the writer
conducted the pre test to gain information of the students’ writing ability before using
brainstorming. The writer asked the students to make their own personal recount text
in a piece of paper in just 15 minutes. The students were supposed to make it in a
good structure and also the students had to use an accurate grammar. When the
Source:https://sites.google.com/a/saintpiusx.school.nz/spx-room-5-2015/writing-1
Figure III.6
A Trip to the Zoo 2
25
students had already finished it, then the students submitted it to the writer so it could
be checked.
In post teaching, the writer made some evaluations, summarized the topic by
asking some questions, gave students some advices, and did the closing. After the
students submitted the task given by the writer before, then the writer evaluated the
task. The writer had to make sure that the students write their own personal recount
text with appropriate grammar and structures. But unfortunately, after the writer
checked the result, it was still far from the writer’s expectation. Some students still
used the verb of the present form not the past form. Here is the example of the
students’ result of writing personal recount text:
Figure III.7
Writing Test Result Before Using Brainstorming Technique
From the picture above, it could be seen that the students writing skill is
actually not too bad. The structure of the text is almost done well even though the
students is still lack of uderstanding about the grammar. Therefore, in the last
minutes, to make sure that the students understand the topic completely, the writer
26
tried to summarize the topic about personal recount text simpler especially in using
past tense. The writer once again asked the students to pay more attention to the
tenses which is used in writing personal recount text and finally ended the teaching
activity in the class.
b. Meeting 2
Step 1: Pre-Teaching (Warming Up)
Before the writer delivered the material in this meeting, the writer started with
greeting and checking the students’ attendance as in the first meeting. In this second
meeting, the writer greeted the students in short in order to save the time.
The writer : “Good morning, class. It is nice to see you again!”
Students : “Morning, Miss. Nice to see you too.”
After the writer greeted and checked the attendance, then as usual the writer
had prepared a game as warming up. A game was about guessing a song’s name from
popular movie. The students responded it excitedly with their happy faces. Almost all
of them could guess the song. This was a good way to begin the lesson this time.
They would be more relax so they could enjoy the lesson activity.
Step 2: Process of Teaching (Using Brainstorming Technique)
After finished the game, the writer continued into the main lesson. In this
second meeting, the writer still discussed about the same topic in the last meeting. It
was still about Personal Recount Text. Since the students’ writing ability in the last
test was far from the writer’s expectation, the writer tried to find out the difficulties
faced by students by asking to them directly. Here is the dialogue:
The writer : “Is writing personal recount text difficult for you, class?”
Student A : “Yes, Miss. Susah nyusun kalimatnya. Kita kudu sering buka
kamus, Miss.”
(Yes, Miss. It is hard enough to arranged the sentence
together. And we have to open the dictionary so often.)
The writer : “It is okay class. It is true that sometimes we faced any
27
difficulties when we write. We have to think about its
grammar and its structure. And sometimes it is difficult
because we still lack of vocabularies. So, yeah. We need a
dictionary, right?”
Students : (Laugh)... “Iya, Miss.”
(Yes, Miss.)
After that, in order to increase students’ writing ability especially in writing
personal recount text, the writer introduced brainstorming technique to the students.
The writer explained about what brainstorming is and how to do it. The writer also
showed the students how this technique could be applied in writing activity. As
always, to get an optimal understanding of the students about brainstorming, the
writer write it on the whiteboard. Here is the picture:
Figure III.8
The Writer Explains About Brainstorming
The writer explained that when using brainstorming, the students could do it
individually or in group. Then, the students could write down as many as ideas about
the topic. After that, the students could also add more items to their lists by answer
these following questions:
*When - When did the event happen? include Day, Date, Time
28
*Where - Where was the event?
*What - What happened?
*Who - Who was part of the event?
*Why - Why did you go to the event?
*How - How did the event make you feel?
In order to ignore students’ confusions, the writer gave the students the
example of listing the ideas by using brainstorming and how to generate the ideas
and arrange them into sentences. This following example was obtained by the writer
from the internet website:
Figure III.9
The Example of Brainstorming
After the writer made sure that the students understood about brainstorming,
then the writer made evaluation by giving the students assessment to write personal
recount text again by using brainstorming.
For the first, the students did this exercise in group. The member for each
group was divided by the writer in order to ignore any arguments among the students.
There were 8 group and each group contained 5 until 6 person. However, because the
Source:https://www.google.com/search?q=example+of+brainstorming+in+writing+recount+text&safe=strict&source=lnms&tbm=isch&sa=X&ved=0ahUKEwim16OVjY
HjAhVJRo8KHWHGC04Q_AUIECgB#imgrc=-0azXR7Z3x-I3M:
29
limit of the time, the writer gave them only 15 minutes to finish their writing. And
because the students did the task in a group, they agreed about the deal. Here is the
picture of the students’ making a group of brainstorming:
Figure III.10
Brainstorming Acitivity
The students were seen too busy of doing the task, but not all of them.While it
was fun to see their serious faces, in the other hand, the writer must watched other
students talking each other. Those other students just talked about unimportant
things, and sometimes they walked around the class just to play. And while each
students helped each other in their group, others were seen being lazy about the task
or not too care about the task.
During this situation, the writer tried to handle them to not too noisy and being
serious about the task because the students did not have much time left, but it was
hard enough to get their attentions. So, the writer must reminded the students several
times. Because of those situation, then the writer realized that being a teacher is not
as easy as people think. In this session, the writer had been being extra in handling
the students until the students finished their task.
30
After each group has finished with the task, then the students submitted it to the
writer. The writer asked each group to read their results of writing personal recount
text in front of the class. While a group was presenting their result, the others had to
keep silent and paid attentions to the group. Here is the picture of the activity:
Figure III.11
Presentation Acitivity
The first group was group 3 with 5 members and continued by turn. And while
the group presenting the result, the writer took picture of them and gave score. They
were really enjoy the read and each members were confident. The students who did
the presentation were not shy anymore because the students did not feel that they
were alone. If any member made a mistake, the other members would cover it. Other
students also gave good respond by keep silent while the group did the presentation
and gave applause after it finished. This process of teaching took about 60 minutes.
Step 3: Post Teaching (Evaluation of Writing Personal Recount Text In Group)
After all groups finished their presentation, they submitted the paper task again
to the writer in order to evaluate their personal recount text writing using
brainstorming by looking at its structure and the tenses used in the text.
31
Here is the sample of the students’ writing personal recount text result:
Figure III.12
Writing Using Brainstorming
From the picture above, it can be seen that the students’ writing ability has
increased by using brainstorming. Even though in this group work, some students
still wrote personal recount with mixing tenses, present and past, while we just need
to use past tense in writing personal recount text, but almost all of the students has
made good structure, they could put the punctuation correctly, and the stories has
written in chronologycally events.
Before closing this meeting, the writer gave the homework for the students.
The writer asked the students to make personal recount text again individually. At
the end, the writer did the farewell.
c. Meeting 3
Step 1: Pre-Teaching (Warming Up)
In the third meeting, in the pre-teaching, the writer did the usual things to do
like greeting and checking the attendence of the students. But this time, the writer did
32
not prepare the game, the writer just did the question and answer as an intermezzo.
Doing the little conversation with the students also increase the students’ attention
and it could make the relation between students and the writer more closer.
The writer : “Morning, class.”
Students : “Morning, Miss.”
The writer : “Do you miss me? (smiling)”
Students : “Nooooo... (Laughing)”
Student A : “I miss you, Miss! (screaming)”
The writer : “Oh, thank you! I miss you too... (giggling)”
Those little conversation was running about 5 minutes. That was fun talking to
them like that. The students were seen more relax and enjoy the meeting with the
writer. Therefore, the writer expected that this meeting would running well this time.
After that, the writer asked the students to prepare and open their book for successing
the teaching-learning process.
Step 2: Process of Teaching (Using Brainstorming Technique)
To begin the teaching process, the writer and the students reviewed the material
in the last meeting. The writer clearly and slowly explained again about what
brainstorming is to the students. Luckily, the students really paid attention to the
writer by listening to the writer carefully. After that, the writer started to discussed
about the homework which had been already given by the writer in the second
meeting.
The writer : “Now, class. Have you done with your homework?”
Students : “Yes, Miss.”
The writer : “Good job! Now, please put your homework on the table so
we can start to discuss the homework, okay?”
Students : “Okay, Miss!”
After the writer make sure that all students did the homework, the writer asked
the students to submitted it to the writer. After all students gave their homework, the
33
writer started to call students’ name one by one but not all of the students to read
their personal recount text’s stories in front of the class. They should read it slowly,
clearly and loudly. Here is the picture of those activity:
Figure III.13
Individually Presentation
As usual, the writer always recorded student who did the performance. While a
student performs, other students have to give their attentions and keep silent so the
writer can takes score and record it by well. After one student finished performing,
the writer directly checks his or her story about its grammar and its structure before
he or she goes back to sit.
Step 3: Post Teaching (Evaluation of Writing Personal Recount Text
Individually)
In this step, the writer evaluated the homework of the students after they
performed. The writer checked whether the students write it in good strcture or not.
The writer also checked whether the students use appropriate language features or
not.
34
Here is the picture of the sample of students’ writing recount text result using
brainstorming:
Figure III.14
Writing Test Result After Using Brainstorming Technique
Based on the picture above, the result of the student’s writing ability has
improved this time. The students wrote personal recount text better than before. The
students have already used appropriate grammar, the students could build and
arranged the sentences correctly. The students were not confused in how to start
writing anymore.
After the writer finished evaluating the result, the writer ended the class by
saying gratitude to the students because of their help so that the writer can finish this
research. Finally, the writer closes this meeting by saying goodbye.
35
3.2. Teaching Analysis
The analysis of result is based on the writer’s practice as a teacher in MTs. Al-
Husna Depok. The writer will analyze through the process learning in the class based
on the lesson plan. The writer as an English teacher has a job to be a center of
students’ attention. The process of teaching consists of presentation, discussion, and
evaluation.
Students writing abilities will get better than before if both students and teacher
together know the difficulties faced by students in writing and solve it. So that,
brainstorming technique is used by the writer because it is suitable in teaching
writing recount text. Brainstorming can be used by all teachers as a technique to
teach students in English skills, especially in writing. By using this technique, it
means teacher and students together discuss the problem in writing and solve it. To
implement brainstorming technique, teachers can discuss about the general
difficulties in writing, such as lack in vocabularies and can not use accurate
grammar, then find a way how to solve it.
Brainstorming is an excellent teaching strategy to generate ideas on a given
topic. Brainstorming helps students promote thinking skills. Individual brainstorming
is used by students because this type of brainstorming is used extensively in free
writing and speaking, word association, and the spider web concept of brainstorming,
which is when you diagram your thoughts. The writer asks students to use this
individual brainstorming because this is a superior to that of group brainstorming,
especially when writing.
36
3.2.1. The Procedures of Using Brainstorming Technique in Teaching Recount
Text
There are some procedures which has been done by the writer in teaching
recount text through brainstorming. Those procedures are:
1. The writer began with introducing the topic and the problem that will be
discussed.
2. The writer made sure that the students understood the topic and the problem that
will be discussed.
3. The writer divided the students into small group consists 5-6 persons (for the first
trying), and individually (for the second trying).
4. The writer asked the students to write down as many as ideas related to the topic
by answering the question what, who, when, where, why, and how.
5. The writer asked the students to arrange the ideas into a sentences.
3.2.2. The Advantages of Braintorming Technique
There are many advantages of using brainstorming as a technique of teaching
personal recount text at MTs. Al-Husna. Here are the advantages of teaching recount
text through brainstorming:
1. The using of brainstorming technique in the writing personal recount text process
could encourage the students to write. It helped the students enjoy to write.
2. The students who trained using brainstroming technique in writing could manage
the writing process better.
3. Brainstorming activity could make the students’ become more creative in writing.
It enabled them to unlock the hidden ideas in their mind. The students could
produce unpredictable words for their writings.
37
4. Brainstoming activity in large group was effective to increase students’
involvement and enthusiasm in the teaching and learning process of writing. This
activity enabled the students to compete for generating ideas.
5. Students who trained using brainstorming technique show improvement in their
writing ability. They didn’t waste much time in the pre-writing stage. They could
organize their ideas faster and better. It helped them much in producing a good
personal recount text effectively.
6. Students who trained using brainstorming in writing became more confident with
their writings.
3.2.3. The Students’ Results of Using Brainstorming Technique in Teaching
Recount Text
As mentioned in the sub chapter above, it is true that using brainstorming
technique in writing recount text improved students’ writing ability. It can be seen
from the pictures below:
Figure III.15
Writing Test Result Before
Using Brainstorming
Technique
Figure III.16
Writing Test Result After
Using Brainstorming
Technique
38
From the comparison above, it can be concluded that students’ result in
writing personal recount text is getting better after the student used brainstorming
technique than before. The students could produce a personal recount text effectively
and structurally. It is also proven by student’s score below:
Table III.1. Practice Score
No.
Name
Practice
*P1 *P2 *P3
1 Adhit Yurian Jayana 55 78 78
2 Adinda Nouera Olifianti 63 78 80
3 Affifah Raffania 67 78 80
4 Ahmad Rizqy Tri Fauzy 69 78 78
5 Anggara Fabiano Putra Sugama 55 78 75
6 Anisa Nur Fadillah 71 80 80
7 Aulia Kurnia Rizki Salsabilah 50 80 75
8 Brigade Tabah Fadli Zamzami 56 80 78
9 Choiriza Nourma Utami 50 80 84
10 Dhaffa Ramadhani Ikhwan 55 80 79
11 Dwi Ana Lisnasari 71 82 81
12 Dwi Julianto 50 82 81
13 Dzika Kamilah 55 82 76
14 Fa'iz Bimo Saputra 50 82 74
15 Fani Rizqi Yulianti 56 82 91
16 Ferisha Adilla Hidayat 50 78 80
17 Galih Dwi Novian 58 78 88
18 Indah Oktaviani 58 78 88
19 Kautsar Muzaki Fiisabilillah 52 78 88
20 Khafi Ramadhan 52 78 81
21 Lalu Muchammad Claudio 50 78 81
22 Loudia Zahwa Hadiyanto 69 80 90
23 Muhammad Daffa Dwi Pratama 50 80 75
24 Muhammad Dicky Febriansyah 50 80 75
25 Muhammad Egi Crisandi 55 80 77
26 Muhammad Fachri Ramlih 63 80 80
27 Muhammad Rifaldi 63 82 84
28 Muhammad Rizki Fadilah 54 82 75
29 Mutiara Farica Yusuf 69 82 88
30 Naufal Tri Darmawan 69 82 88
31 Nazhira Farhana 69 82 88
32 Nurul Salsabilah 50 81 75
33 Putra Firdhiansyah 50 81 84
34 Rahmad Hidayat 61 81 88
35 Rifani Putri Salwa 50 81 81
36 Rifqi Naufal Andiyan 63 81 81
39
37 Shafira Haryani Putri 64 85 81
38 Siti Aisah 63 85 81
39 Suhrotul Afdal 67 85 88
40 Thooriq Abdul Karim 69 85 84
41 Wildani Aminulloh 74 85 89
42 Zahra Habibah 78 85 94 *P1:score before using brainstorming
*P2:score after using brainsorming (in group)
*P3:score after using brainsorming (individually)
Based on the result of the data analysis above, it is proven that the students’
score of writing recount text taught by using brainstorming technique is getting better
significantly. For example, student named Zahra Habibah, in the first practice she got
78 then it increased in the second and third practice after using brainstorming. It can
be seen from the table that Zahra’s score changed to be 85 then the last is 94.
3.3. Teaching Evaluation
In this sub chapter, the writer makes the evaluations. After the writer teach in the
class, the writer gets some problems from students at MTs. Al-Husna Depok. And
there are also the solutions for the problems.
3.3.1. Problems
The problems found by the teacher when teaching students in the 8th grade of
MTs. Al-Husna Depok. The problems are:
1. The students have not courage of confidently.
2. The students less attention when the teacher give lessons.
3. The students do not really interest in English language.
4. The students less vocabulary in English language.
5. The students less understand in English language.
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3.3.2. Solutions
Solutions is the process of solving problems. The solutions is how to
overcome the problems. And here are the solutions that the teacher can do to
overcome all the problems that usually occur in the classroom during the teaching
process:
1. The writer gives some motivation for the students.
2. The writer gives some games to the students that can make more spirit.
3. The writer tell how much English is really useful in our daily life.
4. The writer gives some vocabulary in teach English language.
5. The writer gives understand about English language.