The Students’ Score RESEARCH FINDINGS AND DISCUSSION

implementation of the Brainstorming technique was successful to make the students get involved in the teaching and learning process of writing. It also improved their writing skill. However, there were still some problems that occurred in implementing the actions. The students needed more explanation related to recount texts and more exercises that focused on grammar. The students still had many grammatical mistakes in their writing. In addition, some students also needed more exercises and activities that enable them to improve their vocabulary. Some students still had difficulties in choosing appropriate words when producing a recount text so that the researcher allowed them to use a dictionary. Therefore, the researcher overcame the problems so that in Cycle II the students‟ writing ability improved successfully. The research findings on improving writing ability are summarized in Table 12. Table 12. The Result after Implementing Brainstorming Technique No. Pre - condition Cycle I Cycle II 1. The students had difficulties in finding and generating ideas. The students could find and generate ideas better. The students could find and generate ideas well. 2. The students had low motivation in teaching and learning process. Some students showed enthusiasm and motivation on the teaching and learning process. They enthusiastically got involved and more motivated in the teaching and learning process. 3. The students had low average ability in writing. The students‟ writing ability was better. The students ‟ writing ability improved much. 4. The students had limited vocabulary mastery and many grammatical mistakes. Their vocabulary mastery was richer, but they had many grammatical mistakes. Their vocabulary mastery was much richer, only few students had grammatical mistakes. contined continue... 5. The activities in the teaching and learning process lacked variation and seemed monotonous. The activities in the teaching and learning process were varied. The activity using Brainstorming technique in teaching and learning process were more varied. 6. The mean score The mean score of the students‟ writing ability 6was 4.93 The mean score of the students‟ writing ability was 6.24 In reference to the result above, there were improvements on the students‟ motivation in Cycle II. They seemed interested in and enjoyed the learning process since the students could build their writing habits through conducting the brainstorming technique. The students also could work cooperatively in groups or pairs. They could finish their work well. Moreover, their grammar and vocabulary mastery were improved well although only few students still had grammatical mistakes. The students also could determine the appropriate words when producing a text. Therefore, their writing ability also improved well by using the brainstorming technique. Based on the qualitative and quantitative analysis, the students‟ writing ability improved well. Therefore, it can be concluded that the use of the Brainstorming technique could improve the students‟ writing ability. 90

CHAPTER V CONCLUSIONS AND SUGGESTIONS

This chapter presents three main parts. They are conclusions, implications, and suggestions. The explanations of each point are presented as follows.

A. Conclusions

This research was action research which aimed at improving students‟ writing ability by using the Brainstorming technique at SMP N 1 Nanggulan Kulonprogo. This study involved the students of VIII F that consisted of 32 students with varied levels of proficiency. The research was carried out in the second semester of the academic year of 20152016 from April through May 2016. Regarding to the discussions in the previous chapters, this research focused on improving students‟ writing ability by implementing Brainstorming technique. The result of the study showed that there were some improvements related to their writing ability. First, the implementation of the Brainstorming technique could improve the students‟ motivation and involvement to build their confidence to generate ideas in their writing. This was based on the fact that they enthusiastically participated in the teacher - students interaction and students‟ group discussions during the teaching and learning process in the classroom. Second, related to the grammatical aspect, the students had improvements related to the grammatical aspect. In the first cycle there were still many students who