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Group ideation √
Students in groups produced an opinion about moral value from the
reading text. Random input
√ Each groups tried to give their opinion
about moral value from the text, and had to present it in front of the class
6th 10 AK 2
Brain-netting √
Teacher showed two videos to define the topic and asked to students about
what is the case of those video. Free-wheeling
√ Teacher gave some questions to
students then they had to answer it by their own answer or ideas or opinion
Group ideation √
Teacher divided students into 7 groups and gave them a paragraph for each
group different case then they were asked to discuss about the main point
of that paragraph given
Random input √
Still in their group, teacher asked students to give opinion about the
paragraph and solution to solve that problem
7th 11 TKJ
2 Brain-netting
√ Teacher showed video from YouTube
and students were asked to give opinion about it.
Free-wheeling √
After giving opinion, teacher asked about students’ understanding toward
topic bullying and they mentioned all the things related with it.
Group ideation √
Teacher divided students into 5 groups and gave them a different paragraph
for each group. Then, they had to share about the main point of that paragraph
Random input √
After sharing the main point of the paragraph, students were asked to give
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the opinion about the case in the paragraph and how to solve it.
1 Meeting 1
There were three activities that were provided in this meeting. They were free-wheeling, brain-netting, and random input. The first
activity, free-wheeling, was conducted in pre-activity. In free- wheeling activity, in the beginning, teacher told students the theme or
problem introduce ourselves. Then, she asked them about what they need to do to introduce theirselves. This offer resulted the production
of ideas freely and randomly among students. During that activity, none gave any additional ideas. Here are the dialogues between
teacher and students during the classroom process: T
: “today we’re going to talk about our self. How to introduce our self? what we need to do to introduce our self? What
we’ve to mention?” S
: “name, class, address...”.
T : “Please, raise your hand”.
S : “age”.
T : “Age. And then?”
S : “Number phone, number telephone...”
T : “Phone number..okay..what else? Only four?
S : “....”
T : “How about ‘hobby’?”
S : “yes...hobby, miss....”
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The next activity was brain-netting. This activity was conducted in main-activity of teaching-learning session. Teacher used
electronic device laptop and power point slides PPT. There are pictures and words to brainstorm the students. The activities where
brainstorming conducted were matching words and pictures and reading short person’s identity to then changing its subject. Here are
the media used by students to conduct brain-netting: a
Teacher provided pictures and words in the PPT. Those things were used in the matching word and picture activity on PPT.
Figure 4.1
Brain-netting Media: Matching words and pictures b
The next brain-netting was providing short texts about person’s identity. Students were asked to mention all-of the things
related to the topic introducing ourselves. After that, teacher
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also gave them challenges to change the subject of it. Here are the texts in this activity:
Figure 4.2
Brain- netting Media: Person’s Identity
Then next brainstorming was random input. In using this kind of brainstorming, teacher provided text and then asked the students
about the important components in introducing ourselves. As a response to this offer, students tried to analyze about the detail parts
and information inside a letter and email from their new friend in pair. Then, they shared their ideas each other.
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The following picture showed the text used by teacher in teaching-learning process:
Figure 4.3
Brain-netting Media: Text about Introducing Self
2 Meeting 2
In the second meeting, teacher provided 2 brainstorming activities. There were free-wheeling in the pre-activity and brain-
netting in the main activity. Firstly, the initial brainstorming conducted by asking students to mention about anything that has to be mentioned
when someone wants to introduce their own self. To provide a brief illustration, here are the conversations on that activity:
T : “if you want to introduce about yourself, apa yang harus kita
sebutkan? S
: “name, place, address, age, phone number...”
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T : “pardon, phone number?”
S : “yes”.
T : “and then?”
S : “family” low voice
T : “sorry, can you repeat?”
S : “Family”
T : “Okay, family.”
From those conversations, it becomes clear that teacher tried to provoke students for producing any ideas and sharing it. Then, teacher
tried to verify students’ answer if they were uncertain with it. To
record all of the things that they had been mentioned, teacher asked them to make their personal identity containing all the things relating
with the topic that they mentioned before. The second brainstorming activity conducted in this meeting
was brain-netting. Applying this activity, teacher provided two slides of PPT which contained of a text to give any input and key words that
are usually used to introduce their own self.
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Here, students were asked to mention all of the things in the text relating with the topic introducing self. Here is the text
employed:
Figure 4.4
Brain-netting Media: Short text about Personal Identity The second slide was a slide containing of some key words of
introducing self. These words became a guide in doing the task during this activity. The tasks were asking students to correct the pronoun and
imagining that the key words on the slide are their new identity. Then, in the point of
“hobby”, teacher asked students to mention various hobbies. Here are the conversations between teacher and students to
encourage students’ ideas relating with the topic:
T : “contohnya hobi tu apa saja?’
S :
“bicycle, swimming, walking, singing, running, snorkeling,” T
: “tambahkan sesuatu.. S
: “cooking..,
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3 Meeting 3
There were four brainstorming activities provided by student- teachers in this third meeting. They were free-wheeling, brain-netting,
group ideation, and random input. Something discussed in this meeting was folklore. The first brainstorming activity, free-wheeling,
was conducted in pre-activity. To encourage students’ ideas, teacher
asked about the example of folklore, “can you give me the example
about folklore?”, then students answered by mentioning the example of folklore such as Tangkuban Perahu, Snow White, and etc.
The next brainstorming activity was brain-netting. This activity was conducted on the main activity of teaching-learning session. In
conducting this activity, teacher provided some pictures of various folklore, then she asked about what they usually find inside each
folklore characteristic, setting, etc.. Besides, teacher tried to clarify it with all of students. Here are the pictures provided by teacher:
Figure 4.5
Brain-netting Media: Various Folklore
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The third brainstorming activity was also conducted on the main-activity. It was group ideation where all the students, in form of
groups, produce any opinion about moral value from the text provided. Each person gave ideas and found the best one.
The last activity in this meeting was random input activity. This activity was conducted in the last session of this meeting. Before
doing this activity, teacher asked the students to translate folklore under the title “An Enchanted Fish”. After they had translated the
story, each groups tried to contribute their opinions related to the moral value found from the text. They had to present it in front of the
class. In giving their opinion, students tried to link between the story intrinsic meaning and their experience.
4 Meeting 4
In the fourth meeting, there were five brainstorming activities; free- wheeling, brain-netting, group ideation, and random input. The
same with the previous meeting, teacher asked students about folklore and the example of it. The sentence was:
“What is folklore?”. Then, students answered by
“dongeng”. After that, teacher asked students about the example and students’ answer were “Si Kancil, Timun Mas,
Snow White”. The second activity, brain-netting, was conducted in main
activity. Same with the activity in the previous meeting, teacher
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provided pictures of various folklores. Then, while standing in front of the class and clarifying it, students were asked about the things that
they usually read inside each folklores characteristic, setting, etc.. The next activity was random input. Teacher provided words
with different form and asked students to tell the different about those words. Then, they tried to give opinion about that similar word with
different form. This activity required students to link between the problem different words in form and their knowledge about
grammar. Here are lists of different words: Lived Live
Walk Walked Take Took
Shake Shaken Cook Cooked
The fourth activity was group ideation. Teacher divided students into groups consisting of three students. Each group produced
an opinion about moral value from the reading text. Students also experienced an activity named random input. It is
an activity employed to produce an opinion. Students tried to link between the main ideas of the text with their knowledge. Each group
must share about their own opinion.
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5 Meeting 5
There were five brainstorming activities in this fifth meeting. The activities were free-wheeling, brain-netting, random input, group
ideation, and random input. In the first activity, teacher asked about students’ background knowledge about folklore then students
mentioned the examples of folklore. Here are the conversations: T
: “Do you know about folklore?” S
: “Dongeng” T
: “Do you know the example about folklore?” S
: “Kancil, Timun Mas,..”
The second activity was brain-netting. This activity was conducted in main activity. Teacher provided pictures of various
folklore on slides of PPT. Then, students were asked about the things that they usually read inside each folklore characteristic, magical
features, setting, etc.. Moreover, teacher tried to clarify it with all of students. Stepping further, teacher provoked
students’ ideas by asking about
“Gin”, magical creature in Aladdin story. It was asked to students about what they want to do if they have magical creatures in
their life. The third activity was random input. Teacher showed the video
about verb 2. After watching video, students were asked to mention other examples about verb 2 regular and irregular.
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The fourth activity was group ideation. In this type of brainstorming activity, teacher divided students into some groups.
They were asked about their understanding about the text. After all of the groups shared their understandin
g about the folklore “An Enchanted Fish”, students must discuss about moral value of the story.
The opinion was selected from every person’s ideas.
The last activity was random input. In connection with previous activity, students must link between the intrinsic meaning of
the story and their knowledge to produce the ideas about moral value of the story.
6 Meeting 6
In the sixth meeting, there were four brainstorming activities. The activities are brain-netting, free-wheeling, group ideation, and
random input. In the first activity, teacher provided two videos from YouTube to define the topic bullying and then she asked about
students’ opinion relating with those videos. The second activity was free-wheeling. In this activity, teacher
gave some questions about the topic and students tried to answer it by their own opinion. Here are the questions given to students:
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Figure 4.6
Brain-netting Media: Bullying Questions The third activity was group ideation. Teacher divided students
into seven groups and gave different paragraphs for them. They must give their own opinion about the problem inside paragraphs. It was the
question: “what do you think about your own paragraph? Every
student must give herhis own ideas”. The last activity was random input. Still in their group, teacher
asked students to give opinion about the paragraph and solution to solve that problem. This task was done by linking their understanding
about the paragraph and real case in life.
7 Meeting 7
This meeting was similar with the previous paragraph. There were four brainstorming activities conducted in this meeting; brain-
netting, free-wheeling, group ideation, and random input. The first activity, teacher showed two videos to define the topic bullying.
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After that, she asked to students about their understanding and opinion about the cases in video. Students shared their ideas in front of the
class. After sharing their opinion, they were asked to mention all of
the things relating with the topic. Here, the teacher did free-wheeling activity
to call out students’ ideas freely. Then, the next activity was conducted in main activity of the
session. Here, teacher divided students into five groups. After that, she gave five different paragraphs and they understand the meaning and
producing opinion based on their own ideas. The last was random input which linked their analytical
thinking about paragraph given and their background knowledge to produce the way to solve the problem in their paragraph. This activity
involved their understanding toward paragraph given and experience in their real life.
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b. Student-teacher 2
Table 4.2
Brainstorming Activities of Student-teacher 2
Meetings
Brainstorming Activities
Session Description
Pre- main
Closing
1st 11 APK
1
Free- wheeling √
To encourage students’ background knowledge, teacher asked about what
is the folklore in Indonesia.
Group ideation √
Teacher divided students into seven groups and then asked them to make
their own folklore. Then, they have to share to the other group in front the
class.
2nd 11 APK
1
Brain- netting √
Teacher provided a slide containing case watching television excessively
then students are asked to give opinion in form of suggestion.
3rd 11 APK
1
Free-wheeling √
Teacher asked about “bullying” then students must share their own answer
what they have known about the topic
Brain-netting √
Teacher showed a videos to define the topic then an article on slide. Students
must find the main point of the paragraph.
Group ideation √
Teacher divided students into seven groups to discuss the main point of the
paragraph.
4th 11 TKJ
Group ideation √
Teacher divided students into seven groups, then he gave different
paragraph for each group. They have to retail by their own words in front of
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1
other groups and then gave the opinion about the case of the paragraph.
Random input √
After all of the groups shared their opinion and the way to solve the
problem of bullying, teacher repeated all of the opinion and asked to students
to get general opinion of that case “bullying”
5th 11 TKJ
2
Brain-netting Free- wheeling
√ teacher showed the paragraphs on slide
of PPT, then asked student to read aloud. after a student have read the
paragraph, teacher conducted class discussion to respond the main point of
paragraph.
1 Meeting 1
There were two brainstorming activities conducted by student- teacher. The activities were free-wheeling and group ideation. In free-
wheeling activity, teacher asked about the definition of folklore and the examples of it in Indonesia. This activity was conducted to
encourage students’ ideas freely. To give brief illustration, here are the conservation at that meeting:
T : “Apakah adek-adek tau apa itu fairytale?
S : “Dongeng...”
T : “kalau folklore?”
S :” ...”
T : “folklore tu sama dengan fairytale”. Can you give
the examples of folklore in Indonesia?
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S : “Malingkundang, Bawang merah-Bawang Putih,
Timun Mas, Keong Mas, Tangkuban Perahu... ”
From the previous dialogues, it can be seen that students mentioned the examples of folklore in Indonesia. The teacher would
move to next activity after no one of students gave any additional ideas.
The next brainstorming activity was group ideation. Teacher divided students into seven groups then asked them to make their own
folklore by their own ideas. After they finished in making folklore, they had to share their story in front of the class.
2 Meeting 2
Brainstorming in this meeting was brain-netting. Firstly, teacher provided a slide containing of short text about watching
television excessively. This slide aimed to provoke students’ ideas.
After reading the text, they were asked to give their opinion in form of suggestion as the topic in this meeting. This activity was conducted in
main activity of the teaching-learning session. The slide that was used by teacher showed as follow:
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Figure 4.7
Brain-netting: Imagine the Problem
3 Meeting 3
In this third meeting, there were three brainstorming activities conducted by student-teacher. Those are free-wheeling, brain-netting,
and group ideation. To know students understanding, teacher asked them about the topic, “bullying”. The conversation will be written as
follows: T
: “what do you know about “Bullying”? S
: “mencemooh, meledek, perkelahian, melawan, penindasan...
”
The second activity was brain-netting. There were two videos which showed by teacher. Those videos were showed to define the
topic. After watching the videos, there was an article in the next slide.
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Students were asked to find the main point of the paragraphs of the article and they also gave their own opinion about it.
The last activity was group ideation. This activity was continuation from previous activity. It was conducted in main activity.
Students were divided into seven groups to discuss about the paragraphs given to look for the main point and make the opinion
about it.
4 Meeting 4
There were two brainstorming activities in this meeting; group ideation and random input. This meeting was continued from last
meeting. Then, teacher immediately divided students into seven groups. He gave different paragraphs for each group. He asked them to
retail the paragraph by their own words in front of their friends. After that, they shared the opinion of their group about the case that was
happened in the story. The next activity was random input. After group ideation
activity which demanded students to share their opinion and to give the solution in solving the case of the text, teacher repeated all the
opinions and solutions. By reviewing and linking the connection among the paragraphs, teacher asked the students to make general
opinion about it freely. Then, all of students shared it by linking all of
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the case randomly. The best opinion of all students was reached from this activity.
5 Meeting 5
In this fifth meeting, teacher provided brain-netting. It was conducted in main activity. In this activity, teacher showed the
paragraphs on slides of PPT. After that, he asked students to read aloud the paragraphs. When a student finished in reading a paragraph,
teacher conducted class discussion to respond the main point of paragraph. Those activities were collaboration between brain-netting
and free-wheeling because teacher provoked students to think together in producing ideas.
2. Brainstormer Skill
These findings were found based on brainstorming skill that become the requirements or qualifications of conducting good brainstorming activities
adapted from Osborn, Waters and Hutchinson. The brainstorming skills are as follows:
1
a. Teacher creates the positive attitude towards reading material in which
shehe teacher behave not to be a teacher of the subject but an interested student of the subject matter
b. Teacher demonstrates the proper background knowledge
1
Olga Goldenberg and Jennifer Wiley. 2011. “ Quality, Conformity, and Conflict: Questioning the
Assumptions of Osborn’s Brainstorming Technique”. The Journal of Problem Solving. Vol. 3, No. 2, Winter 2011. 96-118.
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c. Teacher does not criticize or express negative evaluation of any idea
presented, such as by saying “No” or “wrong” to correct students’ ideas d.
Teacher provides brainstorming activity to encourage students’ ideas the more ideas generated by students, the better brainstorming activity
provided e.
Teacher records each idea from students f.
Teacher sets a limit of time. g.
Teacher provides the atmosphere in which all students are involved to encourage idea freely, being active in discussion, or invention finding
the solution h.
Teacher provides new ideas and situation for students, and gives them motivation to generate the new ones
i. Teacher starts the activity with students’ interest in, comments,
questions, etc.
2
The following chart will give a brief overview dealing with how student teachers’ brainstorming skills match with the requirements or qualifications of
a good brainstorming activity. The chart tells about the number of qualifications reached by both student teachers in every single meeting they
conducted. The chart is drawn as follows:
2
Mohammad Ahmed Manasrah, “The importance of Brainstorming In Improving ESP Reading Compehension”. International Journal of Arts and Commerse. Vol.3 No. 1, January 2014, 22.
www.ijac.org.uk , accessed on May 5
th
2015.
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Chart 4.1
Qualification of Brainstormer Skill Achieved
a. Meeting 1
1 Student-Teacher 1
Table 4.3
Qualifications of Brainstormer Skill reached by Student-Teacher 1 in meeting 1
The Amount of Qualifications The Number of Qualifications
Reached
a b
c d
e f
g h
i √
√ √
√ √
- √
- √
7
In the first meeting, student 1 reached 7 qualifications of brainstorming skill. The qualifications that were reached are creating positive
attitude which she behaved not to be a teacher but an interested student,
1 2
3 4
5 6
7 8
Meeting 1 Meeting 2
Meeting 3 Meeting 4
Meeting 5 Meeting 6
Meeting 7
Qualification of Brainstormer Skill Achieved
Series 1 Series 2
Column1
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demonstrating proper background knowledge, expressing no negative evaluation of any idea presented, generating more ideas, recording the ideas
produced, providing atmosphere which caused students encourage ideas freely, and beginning activities with students’ interest in, comments, question,
etc. The first qualification reached was
“teacher creates positive attitude”. In her teaching, the first student teacher behaved not as a teacher who
dominate the class, but as an interested student that ask anything said by her students during the lesson. This case however creates a chance in which
students can elaborate more about the topic. Here are the conversations between teacher and students in the class:
T : “what you have to mention if you want to introduce
yourself?”
S : “Name...address... age... number telephone...”
T : “only four? What else?”
S : “...”
T : “How about ‘hobby’? can we add it, Guys?”
S : “yes. Hobby.”
From the conversations above, it can be seen that teacher tried to behave like a student. When students did not add anything for the things, she
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offered a word that can be added. Here, teacher did not immediately decide it, but she asked the agreement to the students such doing a simple discussion.
This attitude of teacher also could provide the atmosphere which involved students to produce their ideas. Treating students as friends, teacher
could set students feeling enjoy and comfort to follow the teaching-learning activity. Another thing to notice from this teaching is that teacher
’s position where teacher did not stand in front as the conservative one, in fact could
provide positive atmosphere in the classroom. The second reached qualification is
“teacher demonstrates the proper background knowledge
.” When students did something wrong in pronouncing the words, the teacher corrected it by saying the right way to pronounce that
words. Unfortunately, here, teacher did not criticize students because it is not permitted in brainstorming activity. The way the teacher pronounced the
words showed that teacher mastered the topic and demonstrated the proper background knowledge. To give a brief illustration about the explanation, here
are the conversations at that meeting: T
: “what you have to mention when you want to introduce your
self?” S
: “name students pronounced nem T
: “Name teacher said the right pronunciation neim S
: “yes ... name Students followed how the teacher pronounced that word
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Then, it was happened in the next conversation, students produced the idea but the term was not suitable with the topic. Here are the dialogues:
T : “Then, what else?
S : “Old...
T : “What do you mean by ‘old’?”
S : a student raise her hand “Age?”
T : “Yes, age.”
From the above conversation, it is clear that teacher was already mastering the lesson. The reason is that when students said inappropriate word
“old” which defined by “age”, teacher asked them the right word used. She did not criticize the students about the wrong word they said.
“Teacher did not criticize students’ ideas” was the next qualification of brainstorming skill fulfilled by student 1. She did not evaluate what they
produced, because in brainstorming activities are aimed to provoke students in producing ideas. In contrast, motivation was given in much to students in
order that they can freely arouse their ideas. The next qualification reached is that teacher already provided enough
space to brainstorm students’ mind dealing with the topic. It is in line with this qualification “the more ideas generated by students, the better
brainstorming activity provided. ” In this meeting, teacher provided three
brainstorming activities; free-wheeling, brain-netting, and random input.
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In the first activity, free-wheeling, teacher defined the theme or topic of that meeting then asked the students to mention what they need to do to
introduce themselves. This activity provoked students to produce ideas freely and randomly until no one give any additional ideas. Furthermore, the second
activity - brain-netting was provided by using electronic media and exploited the internet, website, or anything else related with technology to encourage
student’ ideas.
The next activity was random input. This activity needed the ability of students to link the media provided with the background or prior knowledge
of students. Something important in encouraging students’ ideas is by providing
what they interest in, questions, or positive comments. Something that the teacher provided was showing a text on slide containing of a Japan artist,
“Taka”. The result is that students showed that they were interested in following the activity.
In contrast to the mentioned qualifications reached by student teacher, there were two items which had not been reached yet by her. Those two items
are setting a limit of time and providing novelty ideas and situations. Actually, in her teaching, any attractive activities were provided already. Unfortunately,
she did not limit the time. As a consequence, the time was so much wasted for
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doing few of activities. Then, the aim of providing brainstorming activity is to provoke students in producing novelty ideas. In her teaching, teacher was not
providing enough challenges and situation that cause students to produce novelty ideas.
2 Student-Teacher 2
Table 4.4
Qualifications of Brainstormer Skill reached by Student-Teacher 2 in meeting 1
The Amount of Qualifications The Number of Qualifications
Reached
a b
c d
e f
g h
i -
√ √
√ -
√ √
- √
6
In this first meeting, teacher reached six items of brainstorming activity. Those items are demonstrating the proper background knowledge,
expressing no negative evaluation of any idea shared, generating more ideas, setting limit of time, providing atmosphere which involves students to
encourage ideas, and starting the activities with question. The teacher provided two brainstorming activities; free-wheeling and
group ideation. In the first activity, teacher started the activity by asking various fairytale in Indonesia. Teacher initiated with the question to get many
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ideas because surely students had much information about it rather than asked them to mention foreign fairytale.
When the teacher provided a brainstorming activity, group ideation, he asked about the tittle of story used by certain group. The members of that
group said “beauty sleeping”, then without criticize what they had said, teacher immediately said, “Sleeping beauty.” This case proved that teacher
demonstrated enough background knowledge to then transfer it without expr
essing negative evaluation such as “wrong or no”.
Furthermore, conducting group ideation as decided by teacher makes students easier and more free to share their own ideas. Besides, teacher
limited the time to make a story. She gave ten minutes to finish their work. To limit the time, teacher created an atmosphere in which students behaved
actively inside the class. However, it was important to not waste the time to much stuck on a particular activity.
In contrast, there were three items of brainstorming activities that have not completed yet by teacher. Those three items are teacher did not provide
positive attitude, record the ideas, and provide novelty ideas, situation, and motivation.
Teacher was still dominant in behaving toward students. When the teacher asked about the definition of fairytale and students did not know about
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the answer, he immediately answered without provoking students to give answer. Here were the dialogues:
T : “Do you know fairytale?”
S : “...”
T : “dalam bahasa Indonesia itu dongeng”.
Those dialogues proved that without asking and provoking students to produce ideas, teacher answered it. Actually, students could answer it by
having little clues from teacher. But here, he behaved like teacher who have authority in the class.
That teacher’s attitude also influences the atmosphere of the class.
In those two brainstorming activities, he did not record any ideas produced by students. Recording any ideas presented was important to help
them in producing the novelty ones so they may not repeat the ideas that have presented.
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b. Meeting 2
1 Student-Teacher 1
Table 4.5
Qualifications of Brainstormer Skill reached by Student-Teacher 1 in meeting 2
In the second meeting, the teacher reached seven qualifications of brainstorming activities. The qualifications are creating positive attitude,
demonstrating proper background knowledge, generating more ideas, recording the ideas, providing atmosphere which involve students to
encourage ideas, providing novelty ideas, initiating activities which students interest in, comments, questions, etc.
In this meeting, teacher had good skill in providing positive attitude. It was showed by the way teacher behaved as like she was a student. She
provided three words and three pictures in free-wheeling activity. The students must match those words and pictures. The teacher did a mistake
deliberately to stimulate students. To give brief illustration about that case, here is the conversation provided:
The Amount of Qualifications The Number of
Qualifications Reached
a b
c d
e f
g h
I √
√ -
√ √
- √
√ √
7
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T : “I think word “she” matched with number 1”.
S : “No, number 2”.
T : “okay”.
From the conversation above, teacher made students feel that there was not space between teacher and students. Then, another conversation also
showed that teacher tried to lose the gap between teacher and students. Here are the dialogues:
T : “what is the meaning of ‘teacher’?”
S : “Guru”.
T : “kalau ‘I’m a teacher’?”
S : “Saya seorang guru.”
T : “kalau American?”
S : “Amerika”.
T : “berarti kalau ‘I’m American’? Saya Amerika?
S : “bukan miss... negara..orang amerika laughing”.
In the first brainstorming, it is also found that teacher recorded the ideas given by students. The ideas had the things that have to be mentioned in
introducing self. She typed it on a slide of PPT and then showed that ideas by adding some items needed. Furthermore, the students were asked to make
their personal identity with those items showed.
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The next qualification achieved is that the teacher demonstrated proper background knowledge to students. It was proven when teacher showed slide
of PPT containing text about person’s identity, students were asked to mention subjects and verbs of the text. When some students did a mistake,
teacher evaluated the mistake. She explained the right answer clearly. It showed that teacher demonstrated proper background knowledge clearly to
students. Then, to create an atmosphere which involved
students’ ideas, teacher asked students to come forward and introduce their identity as at the moment
when they first time entering that school. The eighth qualification is providing novelty ideas, situations, and
motivation for students. After none of students added the things that they needed to introduce their self, teacher showed it on slide of PPT and added
some novelty ideas to generate the novelty ones from students. The novelty ideas from teacher are by adding profession, nationality, father’s profession,
and profession. When they finished sharing their identity, some students shared about her father’s profession or job. She said “my father’s profession
is official. ” After that, other students tried to ask what the meaning of it. After
they knew the meaning, then students whose father’s profession are the same
with the previous student follow to use that word.
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Being in line with the previous meeting, teacher provided any material stimulating s
tudents’ interest. The brainstorming activity conducted by showing an artist Japan “Taka” which some key words dealt with the topic to
encourage students’ ideas.
There are two items of brainstroming skill which had not yet been completed by teacher; expressing no negative evaluation and setting a limit of
time. When a student said “she is hobby”, the teacher immediatelly express
negative evaluation by saying “no”
2 Student-Teacher 2
Table 4.6
Qualifications of Brainstormer Skill reached by Student-Teacher 2 in meeting 2
The Amount of Qualifications The Number of Qualifications
Reached
a b
c d
e f
g h
i √
√ √
√ -
- √
- √
6
In this meeting, there were six qualifications of brainstorming skill achieved by teacher; creating the positive attitude in which student behave not
to be a teacher but an interested student, expressing no negative evaluation of any idea presented, generating more ideas, providing the atmosphere in which
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involving students to encourage the idea, and initiating activities which students’ interest in, comments, questions, and etc.
The first meeting, teacher conducted brain-netting activity, when he showed the short text with a picture of a young brother watching television.
He sat among his students by saying that he has a brother and his hobby is watching television especially cartoon.
“Unfortunately, I watched television excessively
” the teacher said. Then, the teacher initiated the activity with some questions,
“what should I do? What is the proper suggestion for him? And imagine if he is your brother. What should
you do”. From that case, student-teacher treated himself like a student who had problem and asked the
suggestion to other students. It can be seen from the way he tried to provide positive attitude.
To respond the case in the slide, some students shared their opinion: St 1
: “dilarang saja pak”. St 2
: “dijadwal saja kapan waktunya menonton tv”. T
: “okay, our suggestions are good. But here, it is better if you add ‘I think... I suggest... and etc. Then you can say: I suggest
you to prohibit to watch television excessively and so on”.
Those actions showed that the teacher mastered the background knowledge of the lesson. He added some information which was needed by
students clearly without giving negative evaluation or blaming the students’
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suggestion. From those activities, students generated more ideas which caused by teacher’s attitude and activities provided. Although the teacher did not set
the sitting arrangement classical sitting arrangement, students were still active in the class. It proves that the teacher was successful in providing the
atmosphere of class. In contrast, the teacher had not reached yet three qualifications of
brainstorming skill. He did not record the ideas presented. He did not even write the key words on the white board. Having various activities are not
enough without setting a limit of time for the activities. It is because without doing that action, unconsciously teacher will waste much time just for one
activity. Furthermore, teacher also did not provide novelty ideas, situation, and motivation in order to encourage students
’ ideas.
c. Meeting 3
1 Student-Teacher 1
Table 4.7
Qualifications of Brainstormer Skill reached by Student-Teacher 1 in meeting 3
The Amount of Qualifications The Number of Qualifications
Reached
a b
c d
e f
g h
i √
√ √
√ -
√ √
- √
7
From the table above, the teacher completed seven qualifications of brainstorming skill. The qualifications were creating the positive attitude in
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which student behave not to be a teacher but an interested student, demonstrating the proper background knowledge, expressing no negative
evaluation, generating more ideas, setting a limit of time, providing the atmosphere in which involving students to encourage the idea, and initiating
activities which students’ interest in, comments, questions, and etc. The teacher started her activity by asking a question. She asked about the various
folklores in Indonesia and other countries. Almost of students shared the folklore that they know whether it comes from Indonesia and other countries.
To generate ideas, she conducted the next brainstorming activity, group ideation. She divided the students into some groups to then translating a
text provided on slide. In further, the moral value of the text was discussed. During the process of discussing moral value of the text, teacher visited every
group to provoke them producing ideas. The follows are the dialogues transcribed:
T : teacher visited a group and sat among them How was the
discussion? S
: “bingung miss...”. T
: “ceritanya tentang apa sich “en enchanted fish” itu? Intinya apa?”
S : “itu miss minta kejaiban ke ikan”.
T : “who asked request?”
S : “his wife miss. Istrinya nelayan”.
T : “nelayannya?”
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S : “no miss. Istrinya serakah”.
T : “okay...continue your discussion” leave that group and
visited the other group. From the conversation above, teacher’s action by giving some clues
through question showed that she tried to be a student distributing the idea. She gave five minutes to students in producing the moral values. Besides, this
activity could provide the class atmosphere to involve students in generating ideas because each group had five members and surely it could generate more
ideas by that amount of members from each group. The teacher demonstrated the proper background knowledge. One of
the activities showed that item in mastering vocabulary. When the teacher evaluated
students’ task, there was a sentence: “the fisherman used to go fishing every day”. Some students were confused with that phrase then they
asked it to the teacher. The teacher did not immediately answer it, she shared it in front of the class. But no one gave the right answer. Here is the
conversation: T
: “ who knows the meaning of ‘used to’?” S
: “... ‘menggunakan untuk’ miss?” T
: “if we use that meaning, is it appropriate?” S
: “No...
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T : “Disitu ada kata ‘every day’..berarti kegiatan itu rutin
dilakukan. Then ‘used to is always’.”
The findings above showed the qualification that reached by teacher. In contrast, she did not reach two qualifications of brainstorming activity;
recording each idea and providing students with novelty ideas. Then, the teacher did not limit the time and provide novelty ideas, situation, and
motivation which made them to generate the novelty ones. 2
Student-teacher 2
Table 4.8
Qualifications of Brainstormer Skill reached by Student-teacher 2 in meeting 3
The Amount of Qualifications The Number of Qualifications
Reached
a b
c d
e f
g h
i -
√ √
- -
√ √
- √
5
The teacher reached five qualifications of brainstorming skill. They are: demonstrating the proper background knowledge, expressing no negative
evaluation, seting a limit of time, providing the atmosphere in which involving students to encourage the idea, and initiating activities which
students’ interest in, comments, questions, and etc. In this third meeting, teacher initiated a question about bullying. He did the activity in classroom
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discussion. When the teacher asked about the definition of bullying, the students answered it by menyiksa, kekerasan, and something that related with
violence. Surely ‘bullying’ is disturbing people. Then ‘bullying’ is not only
something that related with violence but the things that disturb someone’s condition. By this case, to show the various bullying, teacher showed the
videos about a boy who did mistake and got derision from his friend. Then the teacher said that ‘bullying’ is not only about violence, but the things that
humiliate individual is included ‘bullying’. In evaluating students’ ideas, the teacher did not give negative
evaluation. He also limited the time to do brainstorming group for about three minutes. His effort to provide atmosphere supporting students to generate
more ideas was seen from his action to divide students into some groups so they could freely encourage ideas.
There are some unidentified qualifications of good brainstorming skill from teacher’ teaching; creating the positive attitude in which student behave
not to be a teacher but an interested student, generating more ideas, recording each idea, and providing novelty ideas. During the first activity, he conducted
a class discussion by asking the definition of bullying. This case was happened because the teacher did not give enough input to students. He was
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also lack of providing something new in his teaching learning activities whether from ideas, situation, and motivation. It was proved by the fact that
only the few of students shared their ideas. In further, he also did not record the ideas presented by students. For this reason, it was found that the teacher
had five items of brainstorming skill and did not complete four of it.
d. Meeting 4
1 Student-Teacher 1
Table 4.9
Qualifications of Brainstormer Skill reached by Student-Teacher 1 in meeting
The Amount of Qualifications The Number of Qualifications
Reached
a b
c d
e f
g h
i -
√ √
√ -
√ -
√ √
6
The teacher reached six qualifications of brainstorming skills. They are; demonstrating the proper background knowledge, expressing no negative
evaluation, generating more ideas, setting a limit of time, providing novelty ideas, situation, and motivation to them in generating the novelty ones, and
initiating activities which students’ interest in, comments, questions, and etc.
In this meeting, teacher asked about the meaning of ‘folklore’ and the
example of it. While doing classroom discussion in free-wheeling, a student
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said a wrong tittle of ‘folklore’. The teacher gave the right title by repeating the tittle. When she correct
ed the tittle, she didn’t express negative evaluation. She just asked him to repeat what she said. Here is the conversation:
T : “what else, the example of folklore?”
S : “Maling Kundang”.
T : “Okay, Malin Kundang. Can you repeat what I’ve said?”
S : “Malin Kundang”.
By mentioning the right tittle of folklore, teacher demonstrated the proper background knowledge about folklore. Furthermore, the teacher did
not only focus on the way to teach how to comprehend the text in this reading subject but also she provided the knowledge related with the text such as
providing general structure, plot, and the characteristics in the story. When the teacher did brain-netting containing the pictures of some
folklores, she provided a Japan picture which not familiar for students. It was named
‘Momotaro’. It was useful when the teacher provided it as novelty idea, the students could generate the novelty ones.
Teacher could gen erate students’ ideas moreover by stimulating them
to produce the novelty ideas. Besides, she was also good in managing the time. She limited the time to do brainstorming activity. But from all the skills
that reached by her, the teacher did not reach three qualifications of
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brainstorming skill. She did not record the ideas produced by students. Afterwards she also dominated in the class. So that, the class atmosphere was
not well provided. Those things were influence students to generate ideas. 2
Student-Teacher 2
Table 4.10
Qualifications of Brainstormer Skill reached by Student-Teacher 2 in meeting 4
The Amount of Qualifications The Number of Qualifications
Reached
a b
c d
e f
g h
i -
- √
- √
√ -
- -
3
In this meeting, the teacher reached three items of brainstorming skill. those are expressing no negative evaluation, recording each idea, and setting a
limit of time. This meeting provided group ideation activity. The teacher gave different paragraphs for each group. The students were asked to explain the
paragraph given and gave the opinion and also solution about the problem ‘bullying’. When the representation of each group explained the paragraph
and gave the opinion and also solution, the teacher asked them to take note. The teacher asked them to record it in writing to discuss it later. The teacher
gave them thirty minutes to do group discussion.
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There were six items of brainstorming skill had not achieved yet by the teacher. Those are creating the positive attitude, demonstrating the proper
background knowledge, generating more ideas, providing the atmosphere in which all students are involve to encourage idea freely, providing novelty
ideas, situation, and motivation to them in generating the novelty ones, and initiating activities which students’ interest in, comments, questions, and etc.
Actually, this brainstorming activity supported students to generate the ideas but in the beginning of the lesson the teacher immediately divided the
students into some groups without giving any input to them. Without giving any input or information about the topic, the students did not maximal in
encouraging the ideas. They were difficult to produce the novelty idea because the teacher did not provide the atmosphere of class which involved
students to generate ideas. This case was proved by the ideas shared by students. From seven groups, they just produced two moral values from the
paragraphs given; stop bullying and discussion as a problem solver.
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e. Meeting 5
1 Student-Teacher 1
Table 4.11
Qualifications of Brainstormer Skill reached by Student-Teacher 1 in meeting 5
The Amount of Qualifications The Number of Qualifications
Reached
a b
c d
e f
g h
i -
√ √
√ -
- √
- √
5
In this meeting, the teacher begun the activities with asking the questions. She asked about the definition of folklore and the example of it to
define the topic. Those two questions were also used to know students’
understanding and to provoke students’ ideas. Not all the students shared the right examples about folklore. Some of them presented the various of cartoon
in television. In brainstorming, the teacher was forbidden to express negative evaluation as happened in this meeting. The teacher did not express negative
evaluation for any ideas presented by students. The teacher also provided magical creatures which that thing is the
element of folklore. She provided it on slide of PPT. She asked the students to imagine if they had a magical creature what they want to ask. Then, all of
students looked so enthusiastic to share their request. But unfortunately, the teacher did not reach four qualifications of brainstorming skill. She did not
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record any ideas presented by students. The slide of PPT helped her to create the atmosphere of class because she provided various pictures which students
interested in. Besides the teacher also did not provide students’ novelty ideas, situation, and motivation.
2 Student-Teacher 2
Table 4.12
Qualifications of Brainstormer Skill reached by Student-Teacher 2 in meeting 5
The Amount of Qualifications The Number of Qualifications
Reached
a b
c d
e f
g h
i -
- √
- -
√ -
- -
2
The teacher achieved two items of brainstorming skill; expressing no negative evaluation and setting a limit of time. Teacher immediately asked
students to read the paragraph provided on slide of PPT. Teacher asked the students to share main point of paragraph and discuss the idea together in
class discussion. When a student shared uncomplete main point, he received it and did not express negative evaluation. he verified the ideas shared after no
one give the ideas anymore. Sometimes, he immediately translated the paragraph. This thing
caused the students be passive, because the teacher seemed have full authority
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in the class without giving another chance to students in sharing their ideas. Surely, this behavior obstructed the creation of class atmosphere to involve
students in generating the ideas. That case also proved by students who chit and chat with their friends.
f. Meeting 6
Table 4.13
Qualifications of Brainstormer Skill reached by Student-Teacher 1 in meeting 6
The Amount of Qualifications The Number of Qualifications
Reached
a b
c d
e f
g h
i -
√ √
√ -
√ √
- √
6
This sixth meeting provided four brainstorming activities; brain- netting, free-wheeling, group ideation, and random input. The teacher reached
six items of brainstorming skill. Those are demonstrating proper background knowledge, expressing no negative evaluation, generating more ideas by
students, setting a limit of time, providing the atmosphere in which all students are involve to encourage idea freely, and initiating activities which
students interest in, comments, questions, and etc. The teacher initiated the activities by providing two videos about
bullying. Those videos were used to bring them into the topic and then some
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questions related with the topic. Then if the teacher asked them to produce the ideas, they would encourage ideas freely and one line with the topic. The
questions also became one of the ways to demonstrate background knowledge of the topic.
To provide the supporting class atmosphere, teacher asked some questions to the students about their opinion about the case in videos. Some
students answered and gave any inappropriate opinions by saying “it was
amazing. ” But the teacher did not express negative evaluation. The teacher
also limited the time for about five minutes to discuss the ideas in group ideation. In group ideation activity, sometimes teacher visited all the groups.
Those behaviors aimed to know the process in producing the ideas. by visiting all groups and helped them to develop ideas, teacher showed positive attitude.
But, the teacher did not achieve three items of brainstorming skill. They are: creating the positive attitude, recording each idea, and providing
novelty ideas, situation, and motivation to involve in encouraging students’ ideas.
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g. Meeting 7
Table 4.14
Qualifications of Brainstormer Skill reached by Student-Teacher 1 in meeting 7
The Amount of Qualifications The Number of Qualifications
Reached
a b
c d
e f
g h
i -
√ √
√ -
- √
- √
5
In this meeting, the teacher had reached five items of brainstorming skills. Those are demonstrating the proper background knowledge, expressing
no negative evaluation, generating more ideas, providing atmosphere in which all students are involve to encourage idea freely, and initiating activities
which students interest in, comments, questions, and etc. The teacher started the activities by providing two videos about
bullying. After showing the videos, she provided five questions about bullying. The questions contained the background knowledge about the topic.
The students were asked to give opinion about a paragraph. The teacher divided the students into some groups. Every group had to produce the more
opinion about the paragraph presented. By showing those two videos, teacher created the situation which
could involve students to encourage the ideas. Not only by providing those media as told before, but also by making them being active in group
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discussion and also supporting the atmosphere which involved students to encourage the ideas.
However, in this meeting, the teacher had not reached yet four items of brainstorming skill; creating the positive attitude in which student behave not
to be a teacher but an interested student, recoding each idea, setting a limit of time, and providing students with novelty ideas and situations and giving
motivation to them in generating novelty ones.
B. Discussion
1. Brainstorming Activities
Based on findings, from seven meetings for student-teacher 1 and five meetings for student-teacher 2, there were 4 brainstorming activities
provided by students-teacher and 8 brainstorming activities which were not provided by students-teacher.
Regarding the findings, the researcher recognized that there were 4 brainstorming activities. Those brainstorming activities were brain-
netting, random input, free-wheeling, and group ideation. From seven meeting provided by student-teacher 1, she conducted brain-netting in
every meeting she did. Based on that case, brain-netting is one of the brainstorming activities that was often conducted by student-teacher 1.
That case also supported by Alan Brinkley and his friends which said that
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the teacher can take advantage of the electronic use for lecturing by accustoming computerized classroom tool.
3
Teacher have recently provided to use such programs to integrate in to one device to support
their lectures. This also happened in the meeting provided by student-teacher 2.
Although the teacher did not provide it in every meeting he has, this type of brainstorming activities often conducted by him. From 5 meeting
conducted by student-teacher 2, he did that type in three meetings. In brain-netting, the student-teachers used an electronic document
stored whether she did it by using electronic device or take the media from internet. Brinkley says that many web sites offer primary documents,
secondary literature, sound, and images from a various of source.
4
Student-teachers provided a picture, text, videos, and words related with the topic. Those medias taken from the internet or electronic document
stored. In generating the students’ ideas, teacher provided pictures, texts, videos, and words in slides of PPT.
The second brainstorming activity was random input. in this type of brainstorming activities, random input was conducted in six meetings
3
Alan Brinkley, et al., The Chicago Handbook for Teachers: A Practical Guide to the college Classroom.Chicago: University of Chicago Press, 1999, 67-143.
4
Alan Brinkley, et al., The Chicago Handbook for Teachers: A Practical Guide to the college Classroom.Chicago: University of Chicago Press, 1999, 73.
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of seven meetings provided. When conducting this brainstorming activity, teacher linked the thinking pattern into the other to generate ideas.
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student-teacher 1 conducted this brainstorming activity to produce students’ opinions and moral values from the stories. She tried to make
students to link their thinking pattern about the theory to produce novelty ones. She did random input in six meetings of all the meetings conducted.
In contrast, student-teacher 2 just provided random input activity once from 5 meetings he has. He also used
the text to link students’ thinking pattern to produce the opinion and moral value of the paragraphs.
The third brainstorming which provided by student-teacher was free-wheeling. This activity involved students to recommended the ideas.
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That statement proved by the teacher used this activity to involve the students to encourage students’ ideas freely and randomly until no one of
students has anything to add. Students teacher often used this activity in the beginning of the lesson.
Student-teacher 1 conducted this activity in seven meetings. She used the questions to encourage students’ ideas. usually, this activity
conducted in class discussion. So that the student teacher often provided it
5
Stephen Sterling, “Linking Thinking” educationand learning: an Introduction, ww.eauc.org.uk, accessed on February 3rd, 2005.
6
Timothy M. Franz. “Group Dynamics and Team Interventions”. Understanding and Improving Team Performance. Wiley-Blackwell, 2012.
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in teaching-learning process. student-teacher 2 also often conducted this activity. He conducted it in three meeting of five meetings that were done
by him. The last activity was group ideation. This activity was conducted
in form of group. By dividing students into form of groups, much ideas will be produced. That was also supported by Osborn says that to do
active brainstorming is by forming the people in form of group to produce the ideas together.
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Student-teacher 1 provided this activity in 5 meetings and student-teacher 2 in three meetings. By doing this activity also can
produce various ideas because the ideas come up from every single of persons in that group.
2. Brainstormer Skill
There were nine qualifications of brainstorming skill. from those nine qualification, not all of it provided by students-teacher. Based on
findings, student-teacher 1 have reached seven qualifications of brainstorming skill. this achievement happened in three meetings; meeting
1, meeting 2, and meeting 3.
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Karen E. Burris, “Leading Brainstorming Session: How to facilitate Ideation and creative Problem Solve”. Society for Healthcare Strategy Market Development of The American Hospital Association.
2015.
