IMPROVING STUDENTS ACHIEVEMENT IN SPEAKING THROUGH BRAINSTORMING TECHNIQUE.
IMPROVING STUDENTS’ ACHIEVEMENT IN SPEAKING
THROUGH BRAINSTORMING TECHNIQUE
A THESIS
Submitted to Partial Fulfillment of the Requirement for the Degree of
Sarjana Pendidikan
By:
DEFRIYANTI ZIRALUO
Reg. Number: 209121011
ENGLISH AND LITERATURE DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
STATE UNIVERSITY OF MEDAN
2013
ACKNOWLEDGEMENT
First and foremost, the writer gives the greatest thanks to the almighty
God, Jesus Christ, most merciful for the opportunity, health and blessing given to
her that was enabled her to complete writer’s thesis in partial fulfillment of the
requirements for the degree of Sarjana Pendidikan at English Department of
Faculty of Languages and Arts, State University of Medan (UNIMED).
The writer got assistances and supported during completing her thesis. The
writer would like to express her deepest gratitude and appreciation to:
Prof. Dr. Ibnu Hajar Damanik, M.Si., the rector of State University of
Medan
Dr. Isda Pramuniati, M.Hum., the Dean of faculty of Languages and
Arts
Prof. Dr. Hj. Sumarsih, M.Pd, the Head of English Literature
Department
Prof. Dr. Lince Sihombing, M.Pd., as the writer’s great advisor, who has
given so many supports, patience, guidance and advices during the process
of accomplishing this thesis
Dra. Sri Juriaty Ownie. M.A., as the writer’s Academic Advisor and all
the lecturers of English Department
Beloved father, S. Ziraluo, S.Pd and lovely mother, Ag. Lase, S.Pd who
have patiently given moral, their prayer, spiritual help, advises and
financial support. Writer’s beloved brother and sister, Defriyaman
Ziraluo and Triyanis Ziraluo
Writer’s special lovely friends, Lasri Sitanggang and CDRW (Crystian,
Rini and Winda), writer’s lovely classmates, Dik B Regular ’09
(especially for Crystian, Rini, Winda, Ellis, orli, Nila, Puspita, Ida,
Irma, Dayfreeri, Mediana and Yusniah), and all of writer’s friends in
UK-KMK St. Martinus Unimed, Gelora choir(especially for Gend,
b’Lian, Mawar, Sari, Maria), writer’s lovely friends in her boarding
house, Lini, Avolen, Helena, Fera, Rina, k’Tio, k’Erika, and Yulia and
unidentified nice friends (Dwi, Kiki Maria, Resti, Meli, and Sofia) for
every single help, support and love that mean a lot to the writer
Donald Situmorang, S.S and Rio Alexander Sitio, S.Pd, as the writer’s
mentors in writer’s Teaching Experience Program and the Students of
SMA Swasta Santo Petrus Sidikalang at the year of 2012/2013
Drs. F. Manalu, the headmaster of SMA Swasta Katolik Budi Murni 3
Medan , Mrs. D. Siallagan S.Pd, the collaborator doing the research, and
all the teachers and students who had helped the writer for collecting the
data for her research.
Last but not least, the writer extends gratitude for those who cannot be
mentioned here, that give contribution on the writer’s life. May God be with them
all the time.
Medan,
October 2013
The Writer
Defriyanti Ziraluo
ABSTRACT
Ziraluo, Defriyanti. Improving Students’ Achievement in Speaking Through
Brainstorming Technique. A Thesis. English Department. Faculty of
Languages and Arts. State University of Medan. 2013.
The objective of this study is to find out whether Brainstorming Technique can
improve students’ Achievement in speaking. This study was conducted by using
classroom action research. The subject of this research was the second year
students of SMA Swasta Katolik Budi Murni 3 Medan. The research was
conducted in two cycles. The first cycle was three meetings and the second cycle
was two meetings. The instruments for collecting data used speaking test for
quantitative data and used diary notes, questionnaires sheet, interview and
observation sheet for quantitative data. Based on the speaking test result, the
students’ score kept improving in every test. In orientation test, the mean score
was 47,8. In the test of cycle 1 the mean score was 59,2 and the mean score in the
test of cycle 2 was 70,1. In line with the data, it was found that the Brainstorming
technique can improve students’ speaking achievement.
TABLE OF CONTENTS
TABLE OF CONTENT
PAGES
LIST OF TABLES
i
LIST OF APPENDIX
ii
CHAPTER I
INTRODUCTION ............................................................... 1
A. The Background of the Study ......................................... 1
B. Problem of the Study....................................................... 4
C. Objective of the Study..................................................... 4
D. Scope of the Study .......................................................... 4
E. Significance of the Study ................................................ 5
CHAPTER II
REVIEW OF LITERATURE ............................................ 6
A. Theoretical Framework .................................................... 6
1. Speaking ...................................................................... 6
2. The Purpose of Speaking ............................................ 7
3. The Concept of Teaching Speaking ............................ 8
4. Students’ Achievement in Speaking ......................... 10
5. Assessment of Speaking Achievement ..................... 11
a. Accent ............................................................... 12
b. Grammar ........................................................... 12
c. Vocabulary ........................................................ 13
d. Fluency .............................................................. 13
e. Comprehension ................................................. 14
6. Assessment in Speaking Test of Asking and
Giving Opinion Material ........................................... 14
a. Accent ................................................................ 14
b. Grammar ........................................................... 16
c. Vocabulary ........................................................ 16
d. Fluency .............................................................. 17
e. Comprehension ................................................. 18
7. Brainstorming Technique .......................................... 19
a. Definition of Brainstorming ................................ 19
b. The Advantages of Applying Brainstorming
Technique in Teaching Learning Process .......... 20
c. The Disadvantages of Applying
Brainstorming Technique in Teaching
Learning Process .............................................. 21
d. Models of Brainstorming .................................. 23
1. Traditional Brainstorming ........................ 24
2.
Advanced Brainstorming ........................ 24
e. Procedure of Applying Brainstorming
Technique in Teaching Learning Process ......... 24
8. Various Activities Done Through
Brainstorming Technique ...................................... 26
a. Expressions of satisfaction and dissatisfaction ... 26
b. Expressions of advice and warnings ................... 26
c. Expressions of relief, pain and pleasure ............. 26
d. Expressions of sadness ....................................... 27
e. Expressions of anger, embarrassment
and annoyance .................................................... 27
f. Expressions of giving and asking for opinion .... 27
B. Conceptual Framework .................................................. 29
CHAPTER III
RESEARCH METHODOLOGY ................................. 31
A. Research Design ............................................................ 31
B. The Subject of the Research .......................................... 31
C. The Procedure of Collecting Data ................................. 31
D. The Instrument of Collecting Data ................................ 32
1. Questionnaire sheet................................................. 32
2. Observation sheet ................................................... 32
3. Interview ................................................................. 32
4. Diary notes .............................................................. 33
E. Research Procedure ....................................................... 33
1. First Cycle ................................................................. 33
a. Planning................................................................ 33
b. Action ................................................................... 34
c. Observation .......................................................... 34
d. Reflection ............................................................. 35
F. Procedure of Data Collection for the First Meeting ...... 35
G. Procedure of Data Collection for the First Cycle .......... 36
H. Procedure of Data Collection for the Second Cycle ...... 39
I. Technique of Data Analysis .......................................... 43
CHAPTER IV THE DATA AND DATA ANALYSIS ................................. 45
A. The Data
................................................................. 45
1. Diary Notes ................................................................ 45
2. Observation Sheet ..................................................... 46
3. Interview .................................................................... 46
4. Questionnaire Sheet ................................................... 46
B. Data Analysis .................................................................. 47
1. The Activities of the First Cycle .............................. 47
a. Planning .............................................................. 47
b. Action .................................................................. 48
c. Observation ......................................................... 48
d. Reflection ............................................................ 49
2. The Activities of the Second Cycle ......................... 50
a. Planning .............................................................. 50
b. Action .................................................................. 50
c. Observation ......................................................... 51
d. Reflection ............................................................ 51
C. The Research Finding and Discussion ............................ 57
1. Research Finding .................................................. 57
2. Discussion ............................................................. 57
CHAPTER V
CONCLUSION AND SUGGESTION ........... 59
A. Conclusion ................................................................ 59
B. Suggestion ................................................................. 59
REFERENCES ................................................................................................ 60
APPENDIX..............................................................................................62
LIST OF TABLES
Table
Pages
2.1
Assessment in Speaking Test
11
2.2
Expressing asking and giving opinion
28
4.1
The Score of Students’ Speaking Test
52
4.2
Comparison of the Students’ Score in Three Speaking Tests
54
4.3
The Percentage of Students who Got Point up to 70
55
LIST OF APPENDIX
APPENDIX
PAGES
A
Lesson Plan
62
B
Students’ Dialogue Transcription
82
C
Students’ Score
89
D
Observation Sheet
93
E
Diary Notes
95
F
Interview
99
G
Questionnaire Sheet
104
CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
After analyzing the data, it was found that the students’ speaking achievement increased from
the pre-test until to the last test. It is supported by the mean of the pre-test, test cycle I and test
cycle II. It can be stated that the score continuously improved from the pre-test until to the third
test. Therefore, it can be concluded that brainstorming technique can improved students’
speaking achievement.
B. Suggestion
The result of the study shows that the use of brainstorming technique improves the
students’ speaking achievement in speaking. These following suggestions are offered:
1. To English teacher, it is better to use brainstorming technique especially in teaching
speaking because by applying this technique students are active in teaching and learning
process, because in this way of learning, the students should share their opinion or their
argumentations bravely, more active and be critical. It can help the teacher in monitoring
and encouraging the students so that the students can comprehend the material easily.
2. To the students of university, it is suggested to use relevant topic to conduct further research
by using brainstorming technique.
3. To students, it is better to apply brainstorming technique to improve students’ speaking skill.
REFERENCES
Bahrani, Taher & Soltani, Rahmatollah. 2012. How to Teach Speaking: Journal of
Education and Practice, Vol. 3 No. 2, 26&29
Clark, H.H and Clark, E.V. 1997. Psychology and Language: An Introduction to
Psycholinguistics. New York: Harcourt Brace Jovanonich
Dawes, Lyn. 2010. Creating a Speaking and Listening Classroom. Taylor &
Francis e-Library
Egan K.B. 1999. Speaking: Journal A Critical Skill and Challenge, Vol. 16 No. 3,
277
Mettetal, Gwinn. 2003. Journal Essays on Teaching Excellence, Vol. 14, No. 7,
page 1
Harmer, Jeremy. 1991. The Practice of English Language Teaching. London:
Longman
Hughes, Arthur. 2003. Testing for Language Teachers, Second Edition. United
Kingdom: Cambridge University Press
Kayi, Hayriye. 2006. Teaching Speaking: Journal of Activities to Promote
Speaking in a Second Language. The Internet TESL Journal, Vol. XII,
No.
11,
Available
at
http://iteslj.org/Technique/KayiTeachingSpeaking.html in Hayriye Kayi
http://unr.edu/homepage/hayriyekkayih[at]unr.nevada.edu University of
Nevada(Nevada,USA). Date modified 11 November 2006
Linse, Caroline. 2005. Practical English Language Teaching: Young Learners.
New York: McGraw-Hill
Litchfield, Robert. 2008. Brainstorming reconsidered: A Goal-Based View.
Journal Vol 3
Mandel, Steve. 2000. Effective Presentation Skills: A Practical Guide to a Better
Speaking.
United
States
of
60
America:
Course
Technology
61
Osborn Alex. 2009. Your Creative Power. United States of America: Hamilton
Paulus, Paul B. and Vincent R. Brown. 2002. Making Group Brainstorming More
Effective. Journal Vol. 11
Richard, Jack. 2008. Teaching Listening & Speaking: Journal From Theory to
Practice, 19. Cambridge University Press. USA
Varela, Luisa, et al. 2007. New Insights Into The Teaching Of Spoken Language.
Journal
Widdowson, G. 2008. Teaching Language as Communication. New York: Oxford
University Press
http://www.angelfire.com/nm/English/expressions.htm accessed on June 10, 2013
http://inventors.about.com/od/lessonplans/a/creativity_2.htm accessed on June 9,
2013
http://www.ehow.com/info_8220088_advantages-brainstorming.html accessed on
June 5, 2013
http://brainstorming-technique.blogspot.com/ accessed on April 2, 2013
http://literacy.kent.edu/Oasis/grants/brainstorming.html
accessed on May 27,
2013
http://www.buffalostate.edu/orgs/cbir/readingroom/html/Steege-99.html accessed
on May 20, 2013
http://www.ces.ncsu.edu/resources/education/sd1/ accessed on May 20, 2013
http://iinnurkhasanah.wordpress.com/2011/07/25/thesis-proposal/ accessed on
April 20, 2013
60
THROUGH BRAINSTORMING TECHNIQUE
A THESIS
Submitted to Partial Fulfillment of the Requirement for the Degree of
Sarjana Pendidikan
By:
DEFRIYANTI ZIRALUO
Reg. Number: 209121011
ENGLISH AND LITERATURE DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
STATE UNIVERSITY OF MEDAN
2013
ACKNOWLEDGEMENT
First and foremost, the writer gives the greatest thanks to the almighty
God, Jesus Christ, most merciful for the opportunity, health and blessing given to
her that was enabled her to complete writer’s thesis in partial fulfillment of the
requirements for the degree of Sarjana Pendidikan at English Department of
Faculty of Languages and Arts, State University of Medan (UNIMED).
The writer got assistances and supported during completing her thesis. The
writer would like to express her deepest gratitude and appreciation to:
Prof. Dr. Ibnu Hajar Damanik, M.Si., the rector of State University of
Medan
Dr. Isda Pramuniati, M.Hum., the Dean of faculty of Languages and
Arts
Prof. Dr. Hj. Sumarsih, M.Pd, the Head of English Literature
Department
Prof. Dr. Lince Sihombing, M.Pd., as the writer’s great advisor, who has
given so many supports, patience, guidance and advices during the process
of accomplishing this thesis
Dra. Sri Juriaty Ownie. M.A., as the writer’s Academic Advisor and all
the lecturers of English Department
Beloved father, S. Ziraluo, S.Pd and lovely mother, Ag. Lase, S.Pd who
have patiently given moral, their prayer, spiritual help, advises and
financial support. Writer’s beloved brother and sister, Defriyaman
Ziraluo and Triyanis Ziraluo
Writer’s special lovely friends, Lasri Sitanggang and CDRW (Crystian,
Rini and Winda), writer’s lovely classmates, Dik B Regular ’09
(especially for Crystian, Rini, Winda, Ellis, orli, Nila, Puspita, Ida,
Irma, Dayfreeri, Mediana and Yusniah), and all of writer’s friends in
UK-KMK St. Martinus Unimed, Gelora choir(especially for Gend,
b’Lian, Mawar, Sari, Maria), writer’s lovely friends in her boarding
house, Lini, Avolen, Helena, Fera, Rina, k’Tio, k’Erika, and Yulia and
unidentified nice friends (Dwi, Kiki Maria, Resti, Meli, and Sofia) for
every single help, support and love that mean a lot to the writer
Donald Situmorang, S.S and Rio Alexander Sitio, S.Pd, as the writer’s
mentors in writer’s Teaching Experience Program and the Students of
SMA Swasta Santo Petrus Sidikalang at the year of 2012/2013
Drs. F. Manalu, the headmaster of SMA Swasta Katolik Budi Murni 3
Medan , Mrs. D. Siallagan S.Pd, the collaborator doing the research, and
all the teachers and students who had helped the writer for collecting the
data for her research.
Last but not least, the writer extends gratitude for those who cannot be
mentioned here, that give contribution on the writer’s life. May God be with them
all the time.
Medan,
October 2013
The Writer
Defriyanti Ziraluo
ABSTRACT
Ziraluo, Defriyanti. Improving Students’ Achievement in Speaking Through
Brainstorming Technique. A Thesis. English Department. Faculty of
Languages and Arts. State University of Medan. 2013.
The objective of this study is to find out whether Brainstorming Technique can
improve students’ Achievement in speaking. This study was conducted by using
classroom action research. The subject of this research was the second year
students of SMA Swasta Katolik Budi Murni 3 Medan. The research was
conducted in two cycles. The first cycle was three meetings and the second cycle
was two meetings. The instruments for collecting data used speaking test for
quantitative data and used diary notes, questionnaires sheet, interview and
observation sheet for quantitative data. Based on the speaking test result, the
students’ score kept improving in every test. In orientation test, the mean score
was 47,8. In the test of cycle 1 the mean score was 59,2 and the mean score in the
test of cycle 2 was 70,1. In line with the data, it was found that the Brainstorming
technique can improve students’ speaking achievement.
TABLE OF CONTENTS
TABLE OF CONTENT
PAGES
LIST OF TABLES
i
LIST OF APPENDIX
ii
CHAPTER I
INTRODUCTION ............................................................... 1
A. The Background of the Study ......................................... 1
B. Problem of the Study....................................................... 4
C. Objective of the Study..................................................... 4
D. Scope of the Study .......................................................... 4
E. Significance of the Study ................................................ 5
CHAPTER II
REVIEW OF LITERATURE ............................................ 6
A. Theoretical Framework .................................................... 6
1. Speaking ...................................................................... 6
2. The Purpose of Speaking ............................................ 7
3. The Concept of Teaching Speaking ............................ 8
4. Students’ Achievement in Speaking ......................... 10
5. Assessment of Speaking Achievement ..................... 11
a. Accent ............................................................... 12
b. Grammar ........................................................... 12
c. Vocabulary ........................................................ 13
d. Fluency .............................................................. 13
e. Comprehension ................................................. 14
6. Assessment in Speaking Test of Asking and
Giving Opinion Material ........................................... 14
a. Accent ................................................................ 14
b. Grammar ........................................................... 16
c. Vocabulary ........................................................ 16
d. Fluency .............................................................. 17
e. Comprehension ................................................. 18
7. Brainstorming Technique .......................................... 19
a. Definition of Brainstorming ................................ 19
b. The Advantages of Applying Brainstorming
Technique in Teaching Learning Process .......... 20
c. The Disadvantages of Applying
Brainstorming Technique in Teaching
Learning Process .............................................. 21
d. Models of Brainstorming .................................. 23
1. Traditional Brainstorming ........................ 24
2.
Advanced Brainstorming ........................ 24
e. Procedure of Applying Brainstorming
Technique in Teaching Learning Process ......... 24
8. Various Activities Done Through
Brainstorming Technique ...................................... 26
a. Expressions of satisfaction and dissatisfaction ... 26
b. Expressions of advice and warnings ................... 26
c. Expressions of relief, pain and pleasure ............. 26
d. Expressions of sadness ....................................... 27
e. Expressions of anger, embarrassment
and annoyance .................................................... 27
f. Expressions of giving and asking for opinion .... 27
B. Conceptual Framework .................................................. 29
CHAPTER III
RESEARCH METHODOLOGY ................................. 31
A. Research Design ............................................................ 31
B. The Subject of the Research .......................................... 31
C. The Procedure of Collecting Data ................................. 31
D. The Instrument of Collecting Data ................................ 32
1. Questionnaire sheet................................................. 32
2. Observation sheet ................................................... 32
3. Interview ................................................................. 32
4. Diary notes .............................................................. 33
E. Research Procedure ....................................................... 33
1. First Cycle ................................................................. 33
a. Planning................................................................ 33
b. Action ................................................................... 34
c. Observation .......................................................... 34
d. Reflection ............................................................. 35
F. Procedure of Data Collection for the First Meeting ...... 35
G. Procedure of Data Collection for the First Cycle .......... 36
H. Procedure of Data Collection for the Second Cycle ...... 39
I. Technique of Data Analysis .......................................... 43
CHAPTER IV THE DATA AND DATA ANALYSIS ................................. 45
A. The Data
................................................................. 45
1. Diary Notes ................................................................ 45
2. Observation Sheet ..................................................... 46
3. Interview .................................................................... 46
4. Questionnaire Sheet ................................................... 46
B. Data Analysis .................................................................. 47
1. The Activities of the First Cycle .............................. 47
a. Planning .............................................................. 47
b. Action .................................................................. 48
c. Observation ......................................................... 48
d. Reflection ............................................................ 49
2. The Activities of the Second Cycle ......................... 50
a. Planning .............................................................. 50
b. Action .................................................................. 50
c. Observation ......................................................... 51
d. Reflection ............................................................ 51
C. The Research Finding and Discussion ............................ 57
1. Research Finding .................................................. 57
2. Discussion ............................................................. 57
CHAPTER V
CONCLUSION AND SUGGESTION ........... 59
A. Conclusion ................................................................ 59
B. Suggestion ................................................................. 59
REFERENCES ................................................................................................ 60
APPENDIX..............................................................................................62
LIST OF TABLES
Table
Pages
2.1
Assessment in Speaking Test
11
2.2
Expressing asking and giving opinion
28
4.1
The Score of Students’ Speaking Test
52
4.2
Comparison of the Students’ Score in Three Speaking Tests
54
4.3
The Percentage of Students who Got Point up to 70
55
LIST OF APPENDIX
APPENDIX
PAGES
A
Lesson Plan
62
B
Students’ Dialogue Transcription
82
C
Students’ Score
89
D
Observation Sheet
93
E
Diary Notes
95
F
Interview
99
G
Questionnaire Sheet
104
CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
After analyzing the data, it was found that the students’ speaking achievement increased from
the pre-test until to the last test. It is supported by the mean of the pre-test, test cycle I and test
cycle II. It can be stated that the score continuously improved from the pre-test until to the third
test. Therefore, it can be concluded that brainstorming technique can improved students’
speaking achievement.
B. Suggestion
The result of the study shows that the use of brainstorming technique improves the
students’ speaking achievement in speaking. These following suggestions are offered:
1. To English teacher, it is better to use brainstorming technique especially in teaching
speaking because by applying this technique students are active in teaching and learning
process, because in this way of learning, the students should share their opinion or their
argumentations bravely, more active and be critical. It can help the teacher in monitoring
and encouraging the students so that the students can comprehend the material easily.
2. To the students of university, it is suggested to use relevant topic to conduct further research
by using brainstorming technique.
3. To students, it is better to apply brainstorming technique to improve students’ speaking skill.
REFERENCES
Bahrani, Taher & Soltani, Rahmatollah. 2012. How to Teach Speaking: Journal of
Education and Practice, Vol. 3 No. 2, 26&29
Clark, H.H and Clark, E.V. 1997. Psychology and Language: An Introduction to
Psycholinguistics. New York: Harcourt Brace Jovanonich
Dawes, Lyn. 2010. Creating a Speaking and Listening Classroom. Taylor &
Francis e-Library
Egan K.B. 1999. Speaking: Journal A Critical Skill and Challenge, Vol. 16 No. 3,
277
Mettetal, Gwinn. 2003. Journal Essays on Teaching Excellence, Vol. 14, No. 7,
page 1
Harmer, Jeremy. 1991. The Practice of English Language Teaching. London:
Longman
Hughes, Arthur. 2003. Testing for Language Teachers, Second Edition. United
Kingdom: Cambridge University Press
Kayi, Hayriye. 2006. Teaching Speaking: Journal of Activities to Promote
Speaking in a Second Language. The Internet TESL Journal, Vol. XII,
No.
11,
Available
at
http://iteslj.org/Technique/KayiTeachingSpeaking.html in Hayriye Kayi
http://unr.edu/homepage/hayriyekkayih[at]unr.nevada.edu University of
Nevada(Nevada,USA). Date modified 11 November 2006
Linse, Caroline. 2005. Practical English Language Teaching: Young Learners.
New York: McGraw-Hill
Litchfield, Robert. 2008. Brainstorming reconsidered: A Goal-Based View.
Journal Vol 3
Mandel, Steve. 2000. Effective Presentation Skills: A Practical Guide to a Better
Speaking.
United
States
of
60
America:
Course
Technology
61
Osborn Alex. 2009. Your Creative Power. United States of America: Hamilton
Paulus, Paul B. and Vincent R. Brown. 2002. Making Group Brainstorming More
Effective. Journal Vol. 11
Richard, Jack. 2008. Teaching Listening & Speaking: Journal From Theory to
Practice, 19. Cambridge University Press. USA
Varela, Luisa, et al. 2007. New Insights Into The Teaching Of Spoken Language.
Journal
Widdowson, G. 2008. Teaching Language as Communication. New York: Oxford
University Press
http://www.angelfire.com/nm/English/expressions.htm accessed on June 10, 2013
http://inventors.about.com/od/lessonplans/a/creativity_2.htm accessed on June 9,
2013
http://www.ehow.com/info_8220088_advantages-brainstorming.html accessed on
June 5, 2013
http://brainstorming-technique.blogspot.com/ accessed on April 2, 2013
http://literacy.kent.edu/Oasis/grants/brainstorming.html
accessed on May 27,
2013
http://www.buffalostate.edu/orgs/cbir/readingroom/html/Steege-99.html accessed
on May 20, 2013
http://www.ces.ncsu.edu/resources/education/sd1/ accessed on May 20, 2013
http://iinnurkhasanah.wordpress.com/2011/07/25/thesis-proposal/ accessed on
April 20, 2013
60