BRAINSTORMING SKILL IN TEACHING READING BY STUDENT-TEACHERS OF ENGLISH TEACHER EDUCATION DEPARTMENT AT SMKN 1 SURABAYA.

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BRAINSTORMING SKILL IN TEACHING READING BY

STUDENT-TEACHERS OF ENGLISH TEACHER EDUCATION

DEPARTMENT AT SMKN 1 SURABAYA

THESIS

Submitted in Fulfillment of The Requirement For the Degree of Sarjana

Pendidikan (S.Pd) in Teaching English

By:

Siti Musfiroh

D05211025

ENGLISH TEACHER EDUCATION DEPARTMENT

FACULTY OF EDUCATION AND TEACHER TRAINING

SUNAN AMPEL STATE ISLAMIC UNIVERSITY

SURABAYA

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ABSTRACT

Musfiroh, Siti. 2016. Brainstorming Skill in Teaching Reading by Student-teachers of

English Teacher Education Department at SMKN 1 Surabaya. A Thesis.

English Teacher Education Department, Faculty of Education and Teacher Training, Sunan Ampel State Islamic University. Advisors: Dra. Irma Soraya, M.Pd and Hernik Farisia M.Pd.I.

Keywords: Brainstorming Activities, Brainstorming Skill

The ability to teach reading is extremely needed by every language teacher, including English. For this reason, reading can create the more space for learners to learn the language independently. Furthermore, various activities are much more demanded to attract all the students to avoid any bored in teaching reading. In other words, it is critical to involve all the students to be active during the class. Consequently, from that demand, every language teacher needs to provide any strategies setting the class into student-centered. Thereby, brainstorming is presented as one of the beneficial strategies to choose, it is because prior knowledge triggering through brainstorming will increase learners' reading comprehension. Besides, brainstorming is also beneficial to create a chance for students to encourage their own ideas. For this purpose, this research was intended to answer the following questions: (1) What types of brainstorming activities are used by student-teachers of English Teacher Education Department at SMKN 1 Surabaya in teaching reading of Internship Program? (2) How are brainstormer skill of student-teachers of English Teacher Education Department in teaching reading? The subjects of this study were two students doing their internship teaching practice at SMKN 1 Surabaya. To conduct this study, qualitative method focusing on case study was employed. Besides, the data for first and second questions were collected using observation. Then, it was analyzed using the rubric provided. The result of this study showed that the brainstorming activities applied by students in their teaching were: Brain-netting, Random input, Group ideation, and Freewheeling. Then, dealing with the second question, it was presented in this study that from 9 qualifications of good brainstorming provided, both student-teachers did not reach all of them yet. Student-teacher 1 achieved only 7 qualifications, and student-teacher 2 achieved 6 qualifications only.

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ABSTRAK

Musfiroh, Siti. 2016. Brainstorming Skill in Teaching Reading by Student-teachers of

English Teacher Education Department at SMKN 1 Surabaya. Skripsi.

Jurusan Pendidikan Bahasa Inggris, Fakultas Tarbiyah dan Keguruan, Universitas Islam Negeri Sunan Ampel Surabaya. Dosen Pembimbing: Dra. Irma Soraya, M.Pd and Hernik Farisia M.Pd.I.

Kata Kunci: Brainstorming Activities, Brainstorming Skill

Kemampuan mengajarkan membaca sangat dibutuhkan oleh semua pengajar bahasa, termasuk bahasa Inggris. Karena alasan ini, membaca dapat menciptakan ruang yang luas untuk siswa mempelajari bahasa dengan mandiri. Selain itu, mengajar membaca, menjadi hal yang lebih dibutuhkan untuk menarik semua siswa menghindari kejenuhan. Dalam kata lain, hal ini melibatkan semua siswa menjadi aktif selama pelajaran. Akibat dari tuntutan tersebut, setiap guru bahasa menyediakan beberapa strategi yang menjadi pengaturan kelas yang berpusat pada murid (Student-centered). Dengan demikian, brainstorming hadir sebagai salah satu strategi yang bermanfaat untuk dipilih, karena penyebutan pengetahuan yang telah dimiliki sebelumnya melalui brainstorming dapat meningkatkan pemahaman membaca siswa. Selain itu juga brainstorming berguna dalam menciptakan kesempatan kepada siswa untuk menghasilkan ide. Dengan tujuan ini, penelitian ini bermaksud untuk menjawab pertanyaan-pertanyaan berikut: (1) Tipe brainstorming apakah yang digunakan oleh mahasiswa PPL 2 Jurusan Pendidikan Bahasa Inggris di SMKN 1 Surabaya? (2) Bagaimana kemampuan brainstorming mahasiswa PPL2 Jurusan Pendidikan Bahasa Inggris dalam mengajar membaca? Subjek penelitian adalah dua mahasiswa yang melakukan PPL 2 di SMKN 1 Surabaya. Dalam melakukan penelitian ini, methode yang digunakan adalah qualitative khususnya studi kasus. Selain itu, data yang dikumpulkan untuk pertanyaan pertama dan kedua menggunakan observasi. Kemudian, data tersebut dianalisa menggunakan rubrik yang telah disediakan. Hasil dari penelitian ini menunjukkan bahwa aktifitas braistorming yang dilakukan oleh mahasiswa tersebut adalah: Brain-netting, Random Input, Group Ideation, dan Free-wheeling. Kemudian, berkaitan dengan pertanyaan kedua, hasil penelitian menunjukkan bahwa dari 9 kualifikasi pelaksanaan brainstorming yang baik, dua mahasiswa PPL 2 tersebut tidak ada yang mencapai semua kualifikasi tersebut. Mahasiswa PPL yang prtama mencapai 7 kualifikasi, dan mahasiswa PPL yang kedua hanya mencapai 6 kualifikasi

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TITLE SHEET ... i

ADVISOR APPROVAL SHEET ... ii

APPROVAL SHEET ... iii

MOTTO ... iv

DEDICATION SHEET ... v

ACKNOWLEDGEMENTS ... vi

ABSTRACT ... viii

PERNYATAAN KEASLIAN TULISAN ... ix

TABLE OF CONTENTS ... x

LIST OF TABLE ... xii

LIST OF CHART AND FIGURE ... xii

LIST OF APPENDICES ... xiv

CHAPTER I : INTRODUCTION A. Background of the Study ... 1

B. Research Questions ... 9

C. Objective of the study ... 10

D. Scope and Limitation ... 10

E. Significance of the Study ... 12

F. Definition of Key Term ... 14

CHAPTER II : REVIEW OF RELATED LITERATURE A. Review of Related Literature ... 16

1. Brainstorming ... 16

a. Definition of Brainstorming ... 16

b. Types of Brainstorming Activities ... 19

1) The Stepladder Techniques ... 19

2) Brainwriting ... 20

3) The Crawford’s Slip ... 20

4) Brain-netting ... 21

5) Round Robin Brainstorming ... 21

6) Mind Mapping ... 21

7) Reverse Brainstorming ... 22

8) Starbusting ... 22

9) Charette Procedures ... 22

10)Random Input ... 23

11)Free-Wheeling ... 23

12)Group Ideation ... 24

c. Significance of Brainstorming in ELT ... 24

2. Teaching Reading... 25

a. Definition of Reading ... 25

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c. Teaching Reading Components ... 26

3. Brainstorming as Activites in Teaching-Learning Practice ... 27

4. Brainstorming as Activites in Teaching Reading... 28

B. Review of Previous Study ... 30

CHAPTER III : RESEARCH METHODS A. Research Design ... 33

B. Research Subject ... 34

C. Data ... 35

D. Research Instrument ... 36

E. Data Collection Technique ... 37

F. Data Analysis Technique ... 38

G. Data Source ... 39

CHAPTER IV : FINDINGS AND DISCUSSION A. Findings ... 41

1. Brainstorming Activities ... 41

a. Student-teacher 1 ... 41

b. Student teachers 2 ... 58

2. Brainstormer Skill ... 63

B. Discussion ... 92

1. Brainstorming Activities ... 92

2. Brainstormer Skill ... 95

CHAPTER V : CONCLUSION AND SUGGESTION B. Conclusion ... 92

C. Suggestion ... 93

REFERENCES APENDICES

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LIST OF TABLES

4.1. Brainstorming Activities of Student-teacher 1. ... 41

4.2. Brainstorming Activities of Student-teacher 2 ... 58

4.3. Qualification of Brainsormer Skill Reached by Student Teacher 1 in

Meeting 1 ... 65

4.4. Qualification of Brainsormer Skill Reached by Student Teacher 2 in

Meeting 1 ... 70

4.5. Qualification of Brainsormer Skill Reached by Student Teacher 1 in

Meeting 2 ... 73

4.6. Qualification of Brainsormer Skill Reached by Student Teacher 2 in

Meeting 2 ... 76

4.7. Qualification of Brainsormer Skill Reached by Student Teacher 1 in

Meeting 3 ... 78

4.8. Qualification of Brainsormer Skill Reached by Student Teacher 2 in

Meeting 3 ... 81

4.9. Qualification of Brainsormer Skill Reached by Student Teacher 1 in

Meeting 4 ... 83

4.10. Qualification of Brainsormer Skill Reached by Student Teacher 2 in

Meeting 4 ... 85

4.11. Qualification of Brainsormer Skill Reached by Student Teacher 1 in

Meeting 5 ... 87

4.12. Qualification of Brainsormer Skill Reached by Student Teacher 2 in

Meeting 5 ... 88

4.13. Qualification of Brainsormer Skill Reached by Student Teacher 1 in

Meeting 6 ... 89

4.14. Qualification of Brainsormer Skill Reached by Student Teacher 1 in

Meeting 7 ... 91

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LIST OF CHARTS AND FIGURES

Figure 4.1. Brain-netting Media: Matching Words with Pictures ...46

Figure 4.2. Brain-netting Media: Person's Identity ...47

Figure 4.3. Brain-netting Media: Text about Personal Identity ...48

Figure 4.4. Brain-netting Media: Short Text about Person's Identity ...50

Figure 4.5. Brain-netting Media: Various Folklore ...51

Figure 4.6. Brain-netting Media: Bullying Questions ...56

Figure 4.7. Brain-netting Media: Imagine the Problems...61

Chart 4.1. Qualifications of Brainstormer Skill Achieved ...66

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LIST OF APENDICES

Appendix 1

1. Brainstorming Activities Observation Checklist ... xv 2. Brainstormer Skill Rubric ... xviii

Appendix 2

1. Biography ... xxi

Appendix 3

1. Sample of Brainstorming Activities Observation Checklist ... xxii 2. Sample of Brainstorming Skill Rubric ... xxv

Appendix 4

1. Research Licensing Letter from SMKN 1 Surabaya ... xxix 2. Consultation Letter ... xxx

Appendix 5

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CHAPTER I

INTRODUCTION

This chapter discusses the area of the study that will be covered in some headings (1) Background of the Study, (2) Research Questions, (3) Objectives of the Study, (4) Scope and Limitation of the Study, (5) Significance of the Study, (6) Definition of Key Terms.

A. Background of the Study

Reading is an important skill that could be mastered. It gives language learners a chance to confirm expectation. Reading will create knowledge in more scientific ways rather than listening.1 Someone can know everything

scientifically better by reading because it can give detail information about particular issue rather than listening in which speaker’s opinion influence the information too much.

In addition, different from listening which requires speakers to deliver particular message, reading can be done independently, everywhere and every time. So, nowadays there is no excuse for not getting the knowledge. This statement is also supported by Stephanova who says that reading also creates

Penny Ur, A Course in Language Teaching (2nd edition) (Cambridge University Press, April 2012), 25.

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the more space for learners to conduct independent learning, moreover in today’s cyber era.2

Thus, this current study focuses on reading.

The success of learning English, especially learning reading, cannot be separated from teaching process. Brown defines the concept of teaching which explains that teaching guides, facilitates, encourages, and also sets the condition for the effectiveness of learning.3 Therefore, a teacher must have

good strategies or ways to support the effectiveness of learning.

In line with the previous statement, every student is also expected to build knowledge by their own idea or mind. That statement is also explained by Kolb which says that one of four kinds of abilities to reach successful learning is by forming and re-forming and processing learner’s ideas.4 Meanwhile, the teachers need to facilitate students by giving a chance for them to find and apply their own ideas.

By means of those two things, mainly students are expected to have ability to think (encouraging idea) and to share the idea. Besides, teachers also have to find any solution to achieve the aim of teaching-learning process which can encourage students’ idea and can provoke them to share their ideas. Surely, the strategy and activity which encourage student’s idea is very

2 _{Helen Stephanova, “}

Receptive skill: Resourcess for Independent Learning”. English Language Teaching. Oxford University Press, 21st May 2013, 1.

Brown H.D, Principles of Language Learning and Teaching (4thedition) (NewYork: Addison Wesley Longman,Inc, 2000), 7.

Heather Fry, - Steve Ketteridge, - Stephanie Marshall. “Understanding Student Learning”. In Heather Fry, et al.(Ed). A Handbook For Teaching and Learning in Higher Education (New York and London: Routledge, 2009), 16.

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needed as problem solving of that case.5 Then, it is important to provide

various activities in supporting the successful of teaching learning process, including the activities that can encourage students’ ideas.

Dealing with the activities to encourage students’ ideas, brainstorming can be chosen as one of any alternative options to apply. Orlich says that brainstorming activity must be used as an important rule of teaching-learning activity because brainstorming is the simple and effective skill-building technique for using.6 Brainstorming is an activity that is useful to create a

chance for students to encourage their own ideas.

Brainstorming will be one of the solutions to pursue students for sharing their ideas. It has been documented in Labiod's study stating that prior knowledge triggering through brainstorming increases learners' reading comprehension.7 In some cases, high expectation of providing brainstorming

in teaching learning often does not work properly. It is showed by phenomenon of student-teachers in 6th semester of English Teacher Education

Department of State Islamic University Sunan Ampel in Surabaya who have not been maximum yet in providing the activities which can brainstorm students’ thinking to produce ideas in Practice Teaching Class (PPL 1).8 To

Deborah L. Ulrich and Kellie J. Glendon, Interactive Group Learning: Strategies for Nurse Educators (Springer Publishing Company, 2005), 10.

Donald Orlich et al., Teaching Strategies: A Guide to Effective Instruction (Cengage Learning, 2012).

7 _{Zargham Ghabanchi and Saeedah Behrooznia, “The Impact of Brainstorming on Reading}

Comprehension and Critical Thinking Ability of EFL Learners”. Procedia - Social and Behavioral Sciences 98. 2014. 513 – 521. (www.academia.edu, accessed on May 5th 2015).

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give a kind of follow up to the previous case, a preliminary research was conducted. It is important to prove that brainstorming had not run optimal in Practice Teaching Class (PPL 1).9

In providing the sufficient data for previous statement, a preliminary research and interview to the student-teachers in 6th semester of English

teacher education department of State Islamic University Sunan Ampel in Surabaya had been conducted to prove that statement. The aim of the preliminary research was to know how many students used brainstorming as a strategy or activity in teaching-learning practice especially in Practice Teaching Class (PPL 1) to encourage student’s idea.

The result is that from 59 participants who filled the sheet of preliminary research, only 18 students used brainstorming in teaching-learning practice. From that case, it was known that there was only 30% of students who conducted brainstorming in their teaching-learning process. Besides, those 18 students did brainstorming only in the first session. This case showed that there was 70% of participants who did not apply brainstorming in all the stages of their teaching.

Then, the secondary preliminary research was examining about students’ perspective related to brainstorming was conducted as the follow up. The secondary research was a preliminary interview about students’ understanding of brainstorming. The second result shows that from 11

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interviewees; 3 interviewees did not know about brainstorming and 8 interviewees knew brainstorming as only warming up activity or just in the beginning of teaching-learning practice. Whereas, according to Mongeau and Claire, brainstorming is also often used in a generic sense in producing a list of ideas10. As brainstorming having its generic sense, it can be conducted in

every session of teaching process.

In contrast, students of Practice Teaching (PPL 1) supposed that brainstorming can be conducted in the initiation only. Thus, it is clear that the students did not really catch the point of brainstorming. Considering this reason, brainstorming is taken as the object of the study to bridge between students’ understanding and the theory of Mongeau and Claire.

Talking about English learning which becomes one of the subjects in Indonesian school curriculum, there is a case that happened in education, teaching-learning process still cannot be reached as expected. It is proven by the evidence that there are many students in vocational school (SMK) who cannot use English practically although they have learned it since elementary until high school.11 This case however influences their ability to comprehend

specific terms in their field, to communicate globally, and to compete with other people all over the world. Whereas, based on Directorate of Vocational

10 _{Paul A. Mongeau, and Mary Claire Morr, “Reconsidering Brainstorming”.}

Group Facilitation: A

Research and Applications Journal. Vol.1, No.1, Winter 1999.

(http://69eisenhower.csub.edu/~rdaniels/Mongeua%20and%20Morr%201999.pdf, accessed on December 12th 2014).

11 _{Herman Dwi Surjono and Heni Rita Susila, “}

Pengembangan Multimedia Pembelajaran Bahasa

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School Development which stated that the procurement services for vocational school (SMK) aimed to establish vocational graduates are entrepreneurial, intelligent, competent, competitive, and nationalist in the local advantages development and the global market competition.12

In other words, the requirement to face global market is not only skill in job and knowledge, but also the ability to communicate especially by using English as the international language. It is also supported by the Minister of Education and Culture of Indonesian Republic which stated that the second main competence in curriculum 2013 of English also states that the purpose of teaching English in vocational school is to make students aware on the way how to behave in global interaction.13 The term “behavior” is not only seen from the attitude but also from the way to communicate with other people.

Based on the statement above, the students of vocational school is prepared to work in certain field. Whereas, senior high school does not prepare students to work because it points to the scientific optimalization in order that students can continue to a higher education. Those things are explained explicitly in the academic manuscript about standard content in senior high school which mentioned that senior high school curriculum never

Direktorat Pembinaan Sekolah Menengah Kejuruan, Direktorat Jendeal Pendidikan Menengah, dan Kementrian Pendidikan dan Kebudayaan Tahun 2014. Garis-garis Besar Program Pembinaan SMK.(http://www.ditpsmk.net/juknis/files/00_GarisGaris_Besar_Program_Pembinaan_SMK_2014. pdf, accessed on July 3rd 2015).

Menteri Pendidikan dan Kebudayaan Republik Indonesia, Kemendikbud, Peraturan Menteri Pendidikan dan Kebudayaan Republik Indonesia no.70 tahun 2013 tentang Kerangka Dasar dan Struktur Kurikulum Sekolah Menengah Kejuruan/ Madrasah Aliyah Kejuruan (Jakarta: Kemendikbud, 2013), 6.

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gives the certain experience or skill to work.14 Instead, the certain experiences

or skills to work in certain field are arranged in vocational school. Therefore, the teaching learning process in vocational school ought to provide appropriate material and teaching method for students based on their field.

Dealing with the way how vocational school students communicate using English, an interview to previous students-teacher at SMKN 1 Surabaya was conducted. That interview stated that the skill of English especially in reading and speaking of SMKN 1 students is not quite good. The reason is that because just few students could reach the goal of those subjects.

There are some studies related with this current study. The first study was done by a professor assistant of University of Jerash, Jordan, Walid Mahmoud Sdouh, in 2012-2013. The result of this research showed that there were significant differences in term of academic achievement and the development of creative thinking skills among the averages between the two observed groups; the group that used the strategy of brainstorming and the group that used the strategy of computer education. Besides, this research also shows that both groups of students have different attitudes towards learning the engineering unit in mathematics.15 The differences between this previous

study with the current study are the subject material used. The previous study

Departemen Pendidikan Nasional Badan Peneitian dan Pengembangan Pusat Kurikulum 2007,

Naskah Akademik Kajian Standar Isi Pendidikan Menengah. Jakarta: Depdiknas, 2007, 12.

15_{Walid Mahmoud Sdouh, “}

The Effect of Using Strategies of Brainstorming and Computer Education in Academic Achievement and The Development of Creative Thinking Skills Among The Students of Sixth Grade and Their Attitudes towards Learning The Engineering Unit in Mathematics”.

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is mathematics and this current study is English. Then, the previous study tried to compare between two strategies; brainstorming strategy and computer education and this current study tried to identify the types of brainstorming provided by student-teachers and their brainstorming skills to do it.

The next study was conducted by Bilal Adel Al-Khatib. This study was eager to analyze the effect of using brainstorming strategy in developing creative problem solving skills among female students in princess Alia University College.16 This study showed that there are statistical significant differences at the level of (α = 0.05) between the experimental group and the control group. This difference indicates any effectiveness of using brainstorming strategy in developing creative thinking skill. Then, the difference of Al-Khatib’s research with this current study is the design of method used. The previous research used quantitative method which employed experimental design. In contrast, this current research used qualitative design.

The last study was conducted by Mahdum which attempted to describe and test whether brainstorming can increase students’ reading ability at English Department FKIP UR Pekanbaru.17 This study showed that students’ reading ability, students’ interest, and students’ motivation could be improved

Bilal Adel Al-khatib, “The Effect of Using Brainstorming Strategy in Developing Creative Problem

Solving Skills among Female Students in Princess Alia University College,” American International Journal of Contemporary Research. vol. 2, No.10, 29-38.

Mahdum, undergraduated thesis: “Penggunaan Brainstorming dalam Meningkatkan Kemampuan

Membaca Mahasiswa S1 Semester Satu Program Studi Bahasa Inggris FKIP UR Pekanbaru” (Pekanbaru: FKIP UR Pekanbaru).

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by using brainstorming technique. The similarity of this study and the previous one is that both of them used observation and interview as instruments, but previous study examined the effect of brainstorming in classroom research. In contrast, this current study elaborated more on the brainstorming activity employed by student-teacher.

Dealing with the previous studies which showed the effect of using brainstorming strategy in solving the problem and also in increasing students’ reading ability, it is important to provide brainstorming activities in teaching learning process especially in teaching reading.

B. Research Questions

As a creative strategy to solve the problem in teaching-learning reading, brainstorming becomes the important activities to provoke the creative thinking of students. Considering that mentioned reason and the research background, this study was intended to answer the following questions:

1. What types of brainstorming activities are used by student-teachers of English Teacher Education Department at SMKN 1 Surabaya in teaching reading of Internship Program?

2. How are brainstormer skill of student-teachers of English Teacher Education Department in teaching reading?

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C. Objectives of the Study

Considering the question arisen on this study, this study is intended to reach the following objectives:

1. To find what types of brainstorming activities used by student-teachers of English Teacher Education Department at SMKN 1 Surabaya in teaching reading of Internship Program.

2. To know how are brainstormer skill of student-teachers of English Teacher Education Department in teaching reading.

D. Scope and Limitation of the Study

This research had two scopes to examine. The first scope was to examine student-teachers’ activities in providing brainstorming in teaching reading for specific purpose. In brief, this research examined the activities run by student teachers doing internship in SMKN 1 Surabaya to provide brainstorming in teaching reading. Then, as the second scope, this study intended to examine to what extent the brainstorming activities provided by students in teaching reading for specific purpose fulfill the qualifications of good brainstorming.

Dealing with the scopes stated above, it was also important to set some limitations in order that this research could reach its objectives. For that reason, in the first scope, the activities consisting of brainstorming were

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limited to twelve activities adapted from some theories and experts. The activities are: Stepladder Technique, Brainwriting, The Crawford’s Slip

Approach, Brain-netting, Round Robin Brainstorming, Mind Mapping,

Reverse brainstorming, Starbusting, Charette Procedures, Random input,

Free-Wheeling, and Group ideation.

Furthermore, the second scope in which examining the extent of brainstorming skill provided was also limited as well. The limitation was on the qualifications of a good brainstorming adapted from Osborn and Hutchinson and Waters’s theory. There are 9 qualifications chosen as the indicators, they are:18

a. Teacher creates the positive attitude towards reading material in which 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.

c. Teacher does not criticize or express negative evaluation of any idea presented, such as by saying “No” or “wrong” to correct students’ ideas.

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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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.19

Then, providing brainstorming activities in teaching reading for specific purpose by student-teachers in SMKN 1 Surabaya became the focus of the study.

E. Significance of the Study

This study attempted to give both theoretical and practical contribution. Thus, the following are the details on how this study implies any effect:

19 _{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 5th 2015).

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1. Theoretically, for teacher and student, this study is intended to contribute research on informing the types of brainstorming activities used.

2. Practically, this research gives some significances for teacher and students of English Teacher Education Department Faculty of Education and Teacher Training Sunan Ampel State Islamic University Surabaya. This is hoped that this study gives any understanding on how the student-teachers provided brainstorming activity creatively (relating with types of brainstorming activities) to provoke critical thinking of students and to build atmosphere of class.

For students, this study attempted to show that brainstorming is not only the activity or strategy in the beginning of the teaching-learning process but also in the other sessions of it.

For student-teachers of sixth semester who will face the real activity in the next teaching on internship program, because if brainstorming activities is applied by all of teachers; it will be an attractive activity in the teaching-learning practice.

For students of SMKN 1 Surabaya, they will become creative, analytical, and critical person in thinking.

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F. Definition of Key Terms

1. Brainstorming: based on statement from Mongeau and Morr claim that brainstorming is an activity which provoke students to produce a list of ideas and it often used in a generic sense.20 From the theory of

brainstorming above, the researcher considers that brainstorming is the kind of activities to produce large ideas which can be found not only in the beginning of the teaching-learning process but also in the other of it. Here are brainstorming steps: clearly define topic to be brainstormed, generating as many as ideas, dont changing, criticizing or evaluating any idea, encouraging each member to present the idea, and presenting the ideas.21 In this study, selecting topic, encouraging much ideas then

developing it are the main step in brainstorming activity.

2. Reading English for Specific Purpose: According Borg and Gall statement that reading for specific purpose is kind of reading which specifically conducted to fulfill students’ need by providing particular reading comprehension material.22 In this research, reading for specific

purpose is defined as reading activity providing a specific material to meet students’ speciality focus based on their field.

Paul A. Mongeau, and Mary Claire Morr. “Reconsidering Brainstoring.pdf.”. A Research and Applications Journal 1. Vol. 1, No. 1, 1999. 13-20.

21_{Suzanne Murphy. “5 Steps to Effective Brainstorming”}

2016 Work Systems Affiliates International, Inc, (www.wsa-intl.com, accessed on January, 19th 2016).

22_{Femy Septiani and Busmin Gurning, “Developing Reading Text Materials For Vocational School”.}

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3. Internship Program (PPL 2): As stated in the guideline of real classroom teaching 2015 which is published by faculty of education and teacher training of Islamic State University Sunan Ampel Surabaya, real classroom teaching is a sequence of activity to apply kinds of education theory manifested teaching learning process in school.23 In this research,

internship program (PPL 2) is the exercise practice in teaching which is faced to the real teaching performance in the certain school (this curent study is at SMKN 1 Surabaya).

4. Student-teacher: student who meet the requirements as student teacher in real classroom teaching.24 One of the requirement is the student have

passed practice teaching subject (PPL1). In other words, student-teacher is student who will teach in real classroom of Internship program with the certain school.

Fakultas Tarbiyah dan Keguruan UIN Sunan Ampel Surabaya, Pedoman Praktik Pengalaman Lapangan II (PPL II) Tahun 2015. (Sidoarjo: Fakultas Tarbiyah dan Keguruan UIN Sunan Ampel Surabaya, 2015), 1.

Fakultas Tarbiyah dan Keguruan UIN Sunan Ampel Surabaya, Pedoman Praktik Pengalaman Lapangan II ... 8.

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CHAPTER II

Review of Related Literature

In this chapter, the researcher explicates several theories through reviewing some literatures related to this study. This theoretical construct deals with some main areas: (1) Brainstorming; definition of brainstorming, types of brainstorming, and significance of brainstorming in ELT, (2) Teaching Reading; definition of reading, types of reading, and teaching reading components, (3) Brainstorming in Teaching Learning English, (4) Brainstorming as activities in teaching reading.

A. Theoretical Framework

1. Brainstorming

a. Definition of Brainstorming

Brainstorming is one of the most popular strategies in provoking creative and solving problem in every field whether in educational, commercial, industrial, and political fields. Brainstorming is defined as the activity of thinking that includes the breaking up the old ideas, making new connection, maximizing the limits of knowledge and the

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onset of great ideas.1 In other words it can be said that in brainstorming

emphasized on calling the prior knowledge, linking it with the novelty ideas, and generating more ideas. Another statement claimed that brainstorming in creative problem solving probably becomes one of the most popular tools stated by Fernald & Nickolenko, and Leclef, and Stein.2 It showed that brainstorming will become a creative way to solve students’ problem because it provides the activities will attract point of view of students. Introduced by Alex Osborn, brainstorming becomes solution of the inconvenience of traditional business meetings. In his book under the title “Applied Imagination”, Osborn explained the various tools and approaches creative problem solving.3

In one study, a group using brainstorming is more useful in generating ideas than individuals thinking up suggestions.4 That study

also supported by Al-Maghrawy which defines brainstorming as a creative group forum in producing general idea. Then, Jarwan defines brainstorming as the active way to solve the problem and the session of brainstorming heads for producing a list of ideas that can solve the

Bilal Adel Al-khatib, “The Effect of Using Brainstorming Strategy in Developing Creative Problem

Solving Skills among Female Students in Princess Alia University College,” American International Journal of Contemporary Research. vol. 2, No.10, 29.

Zargham Ghabanchi and Saeedah Behrooznia, “The Impact of Brainstorming on Reading

Comprehension and Critical Thinking Ability of EFL Learners”. Procedia - Social and Behavioral Sciences 98. 2014. 513 – 521. (www.academia.edu, accessed on May 5th 2015).

3_{Scott G. Isaksen and John P. Gaulin. “A R}

eexamination of Brainstorming Research: Implications for

Research and Practice”. Creative Problem Solving Group. Vol. 49, No. 4. 2005. 315-329.

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problem under discussion. Based on the studies and statements above, brainstorming is defined as a creative and an active way to provide solution for the problem solving that might appear in teaching learning process. In detail, producing ideas, discussing it, and sharing it under the discussion are the activities in brainstorming.

To make successful brainstorming activities, there are guidelines which are built by Osborn: (1) no Criticism or Evaluation. Express no negative evaluation or critics. (2) "Freedom" in expressing idea is welcomed. The large idea is expected. (3) quantity is wanted. The greater number of ideas shows the more the likelihood of winners. (4) combination and improvement are sought. Thus, those four guidelines are important in providing brainstorming. In addition to contributing ideas, participants should suggest how ideas of others can be turned into better ideas; or how two or more ideas can be joined into still another idea.5 By that activities, list of brilliant ideas can be produced and from

those ideas, students can find the solution of the problem. b. Types of Brainstorming Activities

Types of brainstorming activities become options for students to do Brainstorming. Surely, types of Brainstorming can help students to

5 _{Paul A. Mongeau, and Mary Claire Morr, “Reconsidering Brainstorming”.}

Group Facilitation: A

Research and Applications Journal. Vol.1, No.1, Winter 1999.

(http://69eisenhower.csub.edu/~rdaniels/Mongeua%20and%20Morr%201999.pdf, accessed on December 12th 2014).

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encourage their ideas. There are some types of Brainstorming can be applied in teaching-learning process. Here are the details:

1) The Stepladder Techniques: this activity is developed by Rogelberg, Janet, Barnes-Farrell, and Lowe. This activity has basic steps. They are 6:

a) Present the task or problem to all members. Then, giving them sufficient time to think and to form their opinion to solve the problem.

b) Create a main group consist of two members. Ask them to start the discussion about the problem or topic

c) Add the third member to the main group. The third member has to present the ideas before knowing those ideas from two members before. After all three members sharing their ideas, they discuss about their options together.

d) Repeat the same process by adding the fourth member, and so on, to the main group. Give the time for discussion after new member has shared his or her ideas.

e) Reach a final decision after all members have been given and shared their ideas.

Peter W. G. Morris – Jeffrey K. Pinto. (Eds.), The Wiley Guide to Project, Program & Portfolio Management (New Jersey: John Wiley & Sons, Inc. 2007), 216.

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2) Brainwriting: it emphasizes the silent production of ideas in writing. Brainwriting was developed by Geschka, Schaude, and Schlicksupp and the variation have been developed by Goodman.7

Here are the basic rules of brainwriting8:

a) Each person begins writing the ideas on paper, card, or board by limiting the time.

b) When time is up, everyone must share the ideas to someone else.

c) The second person must read all the ideas of first person and add the new ideas.

3) The Crawford’s Slip: this brainstorming activity was developed by Professor C.C. Crawford at the University of Southern California. This activity involves collating input from people on slips of paper. There are steps to do this activity 9:

a) Teacher gives students a scratch pad or paper

b) The teacher presents a problem, for example in “how to” form

c) Teacher asks each student to write down the answer about the problem

Christine Hogan, Practical Facilitation: A Toolkit of Techniques. (Kogan Page, 2005), 269.

Chauncey Wilson, Brainstorming and Beyond A User-Centered Design Method. (Morgan Kaufmann Publications, 2013), 52-53.

9_{Donald C. Mosley Jr., Donald C. Mosley Sr., and Paul H. Pietri. “}

Supervisory Management: The Art

of Inspiring, Empowering, and Developing People”. Decision Making, Problem Solving, and Ethics.

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d) Teacher asks students to place the slip of idea into the idea bank(box).

e) Teacher asks students to arrange and to select the slips using judgement to throw the weak ideas out.

f) Then, teacher asks all students to develop the good ideas and to present the recommendation to the larger group.

4) Brain-netting: this activity is similar to brainwriting, but it uses an electronic document stored.10

5) Round Robin Brainstorming: it was popularized by Spencer Kagan.11 This brainstorming activity facilitate students to generate

ideas in turn. If the students have no idea, they feel free to “pass”. The session overs if everyone passes.

6) Mind Mapping: This activity was popularized by Tony Buzan.12

Buzan promoted his conception of radial tree, diagramming key words in a colorful, radiant, and tree-like structure. In addition, this activity was first offered by Spenser Kagan.13 Something

important in providing this type is by using graphic approach,

Mind Tool Editorial Team. “Brainstorming Approach”. Adapted from: Mind Tools Ltd, 2009. (accessed on June, 29th 2015)

11 _{David Fulton. “Teaching Contemporary Themes in Secondary Education”.}

In Helen Gadsby and Andrea Bullivant (Ed.). Global Learning and Sustainable Development”. (New York: Routledge,

2011), 149.

Suzan Norman, Transforming Learning: Introducing SEAL Approach (London: Saffire Press, October 2003), 31.

Michelle Manville, Common Core State Standards for Grade 8: Language Arts Instructional Strategies and Activities (London: Rowman & Littlefield, 2014), 5.

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images, symbols, and key words. That tool aims to scribe responses or to organize information, then simply listing ideas on flipchart.

7) Reverse Brainstorming: This activity was developed at the Hotpoint Company, as a group method for discussing all possible weakness of an idea, or what might happen when an idea is implemented.14 Here are basic steps to do this activity:

a) Identify the problem

b) Reverse the problem or challenge by asking about the solution or something that make that problem worse.

c) Brainstorm the reverse problem to generate reverse solution ideas.

d) Evaluate those solution ideas.

8) Starbusting: is a form of brainstorming that focuses on producing questions rather than answer. It can be used continuously, with further question to get more ideas. It uses six component of questions; Who? What? How? When? Where? and Why?15

9) Charette Procedures: This activity was derived from the Frensh word for Wagon. It comes from the architecture students in the

Tony Proctor. Creative Problem Solving for Managers: Developing Skills for Decision making and Innovation (Taylor & Farncis e-Library, 2010), 236.

Richards, J and Randolph H, Structured Analytic Techniques for Intelligence Analysis (Washington: CQ Press, 2014), 44.

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early 1800s. Then, introduced by Mind Tools CEO, James Manktelow.16Here are the steps to do this activity”

a) Set the issues

b) Divide the larger group into small groups c) Give the issue to each group

d) Try to have a recorder for each group e) Record all ideas and set a time limit

f) Start to record brainstorming of the next group. g) Discuss all the ideas to get the good ideas.

10)Random Input: is a lateral thinking activity. This activity tries to link the thinking pattern into the other to generate the ideas. The variations are all involve stating a challenge and comparing it to some randomly selected words, pictures, phrases, objects, and activities.17 Random input entails using a random word, picture, or

even sound to open the new ideas of thinking. This activity associated by Edward the Bono.

11)Free-Wheeling: according to Osborn, it is an activity which encourages people to recommend the ideas.18 In this activity

encourages the students to call out ideas freely and randomly until

16 _{James Manktelow. “Brainstorming Toolkit”}

Mind Tools Limited, (www.heftfaculty.co.uk or

www.mindtools.com, accessed on January 20th 2016).

Chester Davis, Six Steps tp Better Acivism (Booktango, 2013).

Timothy M. Franz. Group Dynamics and Team Interventions: Understanding and Improving Team Performance (UK: Wiley-Blackwell, 2012).

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none has anything further to add. This activity is spontaneous and open in producing all the ideas.

12) Group Ideation: is introduced by Alex Faickney Osborn, the founder of Brainstorming. The steps to do this activity are to form a groups brainstorming then start to produce the ideas together.19

c. Significance of Brainstorming in ELT

Some of the significances of brainstorming are summarized below: 1) Brainstorming can generate or create greater number of ideas

and alternative responses. This statement is supported by Arivananthan, in her journal said that brainstorming is a quick and easy technique to generate the ideas for problem solving and innovation.20

2) Brainstorming train critical thinking to solve the problem. It helps the students to see other points of view and all students have equal opportunity to participate. Alam Khan said that brainstorming can encourage learners to think freely and

19_{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.

20 _{Meena Arivananthan, “Brainstorming: Free}

-flowing creativity for Problem-solving”. Division of Data, Policy, and Research UNICEF. September 2015, 1.

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innovatively each other than they were doing routine classroom situation.21

3) Brainstorming is an activity to create a student-centered activity. Students manage their own group to generate the ideas, develop rating criteria, responsible with the movement of the group. In his book, Jones said that one of the activity that is used in student-centered activity is brainstorming.22

2. Teaching Reading

a. Definition of Reading

Reading is the activity that cannot be separated with the existence of reader and text or writing work. It can be said that there is an “interactive” process between a reader and a text when the reader reads something. In reading process, the reader interacts with the text and attempts to provoke the meaning and where various kinds of knowledge are being used: linguistic or systemic knowledge (through bottom-up processing) as well as schematic knowledge (through top-down processing).23 Then, Reading is process from reading a words in a group

21_{Intakhab Alam Khan, “Relevance of Brainstorming in an EFL Classroom”.}

Elixir Social Science.

54A, January 2013, 12880-12883.

Leo Jones, The Student-Centered Classroom (Cambridge: Cambridge Universuty Press, 2007), 40.

23 _{Hesham Suleiman Alyousef, “Teaching Reading Comprehension to ESL/EFL Learners”.}

The Reading Matrix. Vol.5, No.1, September 2005. 147.

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of sentences and then link it to find the information or knowledge from it.

b. Types of Reading

There are two types of reading; extensive and intensive reading. Hafiz and Tudor defined in a journal of Alyousef that extensive reading is kind of reading program which provoke the students learn to write through reading. While intensive (or creative) reading, usually students read a page to discover the meaning and to be acquainted with the mechanisms of writing.24

From the explanation above, teaching reading in English has to include the six components of reading process and using the appropriate activities and strategies dealing with the types of reading to make reading become interactive process.

c. Teaching Reading Components

Seen as a complex process, reading, in a statement of Grabe that many researchers try to know and describe the fluent of reading process by examining a set of element skills in reading process; so at least there are six general component skills and knowledge areas25:

1. Automatic recognition skills

2. Vocabulary and structural knowledge

24 _{Hesham Suleiman Alyousef, “Teaching Reading Comprehension to ESL/EFL Learners”.}

The Reading Matrix. Vol.5, No.1, September 2005. 66.

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3. Formal discourse structure knowledge 4. Content/world background knowledge 5. Synthesis and evaluation skills/strategies 6. Metacognitive knowledge and skills monitoring

Those six components skills and knowledges that become requirement to know and describe the reading fluency. So, it is important for teacher to master it in teaching reading.

3. Brainstorming in Teaching-Learning Practice

One of activities in the teaching learning process is brainstorming. This activity trains students’ critical and creative thinking to solve the problem. Ganji and friends state that brainstorming is considered as the importance thing in ELT because it can enhance critical abilities of student, social intelegence, novelty ideas, solution, and also provide the chance to discuss in language learning areas. Based on that statement, brainstorming is regarded as a beneficial activity in language learning process.

There are the steps in providing brainstorming which are stated by Simmon in a thesis of Mahdum, teacher have to : (1) deciding the topic which will be discussed or for the next topic the students can decide it, (2) making a list or concept related with the topic; meanwhile dealing with the words and idea related with the topic are students ‘job, (3) developing the settled concept and students get the chance to clarify and

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develop the ideas related with the topic, (4) choosing the topic which will be developed and students is given the opportunity in developing their ideas based on the topic discussion.26 Dealing with the previous

statement, the Simmon’s steps of brainstorming, there are some important things to be highlighted, such as deciding topic, making a list or concept, developing a set of concept, and developing idea that have to be completed in doing brainstorming activity.

4. Brainstorming as activities in Teaching Reading

Evolving as one of the popular strategy, the main purpose of brainstorming is to develop and enhance communication skill, to help in encouraging ideas and to train the skill in making decision of sharing and delivering viewpoints and opinions. That statement also supported by Feather which said that brainstorming offered to make prediction of many materials.27 Furthermore, it is such that brainstorming is one of

strategies which involve students in generating the ideas concerned what prior knowledge about the topic of text given before reading it.

Mahdum, Thesis: “Peggunaan Brainstorming dalam Meningkatkan Kemampuan Membaca

Mahasiswa S1 Semester 1 Program Studi Bahasa Inggris FKIP UR Pekanbaru”. Pekanbaru: FKIP UR Pekanbaru, 2013.

Zargham Ghabanci and Saeedah Behroznia, "The Impact of Brainstorming on Reading Comprehension and Critical Thinking Ability of EFL Learners". Procedia-Social and Behavioral Sciences. Vol. 98, 2014. 514

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Brainstorming is also can motivate student’s communication skill.28 There are identifying marks that will be used to sign good brainstorming activities. They are

a. Teacher expresses good comment: no negative evaluation of any idea presented.

b. Teacher does for quantity, not quality--the longer and more the list of ideas, the better.

c. Extending on each other’s ideas, piggyback, hitch on, elaborate whenever possible.

d. Increasing the thinking out of the box.

e. Teacher records each idea of students, at least by a key word or phrase.

f. Teacher sets a time limit and holds strictly to it.29

In addition, to achieve the successful brainstorming activities, brainstormer (student-teachers) should have the skill in brainstorming. There are some capacities that student-teacher should have:

a. Creating the positive attitude towards ESP content

b. Demonstrating the proper background knowledge relevant to the subject area

c. Mastering all the requirements of the Brainstorming session

d. Providing the positive and permissive atmosphere that encourages idea generation, discussion, and invention

e. Providing students with novelty ideas and situations and giving motivation to them in generating novelty ones

f. Reflecting their satisfactory command of scientific and technological English

g. Initiating activities which students interest in, comments, questions, etc.

h. Appreciating the scientific point of view and the role of science and technology in modern society

Rita S. Dunn and Kenneth J, “Practical Approaches to Individualizing Instruction: Contracts and

Other Effective Teaching Strategies”. BRAINSTORMING APPROACH, 1972, (http://www2.maxwell.syr.edu/plegal/crit3/a12.html, accessed on April 16th 2015).

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i. Mastering the linguistic, technical, and psychological aspects of ESP teaching and learning.

Hutchinson and Waters state that all of the capacities above can be used for improving the level of student’s comprehension in ESP reading. From the identifying marks and brainstormer skill above, it is important to use those categories in doing the brainstorming activities of teaching reading.30

B. Previous Studies

There are some studies related with the current study. The first study is done by assistant professor of University of Jerash, Jordan, Walid Mahmoud Sdouh, in 2012-2013, that investigated the effect of using strategies of brainstorming and computer education in academic achievement and the development of creative thinking skills among the students of sixth grade and their attitudes towards learning the engineering unit in mathematics. This previous study is the same as term brainstorming, but in previous study using brainstorming as strategy but this current study using brainstorming as activities. Then, another difference is the subject material, the previous study is mathematics and this current study is English. The first group of this previous study included 34 students who used the brainstorming strategy. The second

30_{Mohammad Ahmed Manasrah, “T}

he importance of Brainstorming in Improving ESP Reading

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group included 35 students who used the strategy of computer education. The result of the previous study showed differences with the statistical significance in developing creative thinking skills. Then, using strategy of computer education to learn the engineering unit also showed the differences with statistical significance.

The next study is done by Bilal Adel Al-Khatib in 2012 that analyzed the effect of using brainstorming strategy in developing creative problem solving skills among female students in princess Alia University College. This study is to investigate the effect of using brainstorming strategy in developing creative problem skills. To find the significant result, the researcher used a program of brainstorming strategy and Torrance creative thinking test. The different things between Al-Khatib’s study and current study is this current study analyzed the brainstorming activities that will be done by student-teachers and describe it by using rubric which contain the identifying marks of brainstorming and the brainstormer skill items. There were two classes in the previous studies. The first class represented the experimental group totaling 47 students taught through brainstorming strategy in the course of developing thinking skill. The second class represented the control group totaling 51 students. The findings of previous study showed that there is statistical significant difference

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between those two classes. The result showed that using brainstorming strategy is effective in developing creative thinking skills.

The last study was conducted by Mahdum which attempted in describing and testing whether brainstorming can increase students’ reading ability at English Department FKIP UR Pekanbaru. This previous study used quantitative and qualitative data in collecting data. Whereas this study uses qualitative data. Besides, the previous study used action research as research design, in contrast, this study uses qualitative research. In previous study, the participants were 25 students of the first semester S1 program. This study uses observation, interview, and tests. The result of the previous study showed that brainstorming can improve students' reading ability.

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CHAPTER III

RESEARCH METHOD

This chapter discusses the area of the study that covered (1) Research Design, (2) Research Subject, (3) Data, (4) Research Instrument, (5) Data Collection Technique, (6) Data Analysis Technique.

A. Research Design

The employed method in this current research was qualitative. As the reason of previous statement, this research examined and collected any data related to the words behavior of a small of participants. As the consequence, what was done by the participants was obtained more in this research. To support the previous statement, Walliman says that the development and understanding of qualitative approach tend to focus on behaviors, events, and etc. 1

In further, Sugiyono defines qualitative method as a method which is based on positivism and examines natural things which face no changing, and the researcher plays as the most important instrument inside.2 The definition of

qualitative arouse by Sugiyono is in line with this research which put the researcher as the main instrument, as the key of research. In other term, this qualitative research with its descriptive characteristic was purposed to describe a

Nicholas Walliman, Research Methods the basics (London and New York: Routledge, 2011), 102.

Sugiyono, Metode Penelitian Pendidikan Pendekatan Kuantitatif, Kualitatif, dan R&D (Bandung: Alfabeta, 2010), 15.

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factual and certain situation systematically and accurately. Besides, this research was devised to explain the individual phenomena or characteristic and certain situation or group.

Moreover, the researcher used case study as a type of qualitative approach in which case study attempts to understand clearly about a program, event, activity, process of the subject of the study.3 In this case, the researcher identified

the internship program (PPL 2) by focusing on teaching learning activity especially in providing brainstorming activities of teaching reading which conducted by student-teachers at SMKN 1 Surabaya and also their brainstormer skill. Furthermore, Ary stated that case study focuses on a single unit such as individual, group, and organization.4 For this reason, the researcher took two

student-teachers at SMKN 1 Surabaya as subject of this study.

B. Research Subject

As mentioned previously on the research background, the subject of this study was student-teachers of English Teacher Education Department of State Islamic University Sunan Ampel Surabaya. However, not all of the student-teachers were involved in this research. This study selects only two students who teach in SMKN 1 Surabaya. The reason was that because this research just

John W. Creswell, Research Design Qualitative, Quantitative, and Mixed Method Approaches (3rd edition) (USA: Sage Publication, 2009).

Donald Ary, et.al., Introduction to Research in Education (8th edition) (USA: Wadsworth Cengage Learning, 2009), 29.

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attempted to analyze the ability to conduct brainstorming activity of some student-teachers who thought English in senior vocational school.

Relating with the previous words, in choosing the participants, purposeful sampling, especially Extreme Case Sampling was employed. Extreme case

sampling is a sampling technique which can enable the researcher to choose research subject based on the different or extreme characteristic.5 The reason

why those two students teaching in vocational school were included into the extreme one is that because student-teachers in SMKN 1 differ from other students for they were the only one who thought English for specific purpose in real classroom teaching. Thus, it was clear that those two students use the different strategy, materials, and so on to include students’ focus, etc.

C. Data

The data is any information dealing with student-teachers’ ability in providing brainstorming activity in teaching reading. From all meetings, student-teacher 1 taught reading in seven meetings and student-student-teacher 2 taught reading in five meetings. The primary data was the types of brainstorming activities provided by teacher and the brainstorming skill item reached by student-teacher which got through classroom observation result. Besides, the data also reached through some notes from the video record of the classroom activities in the class.

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Then, to support the primary data, any supplementary data got from lesson plan which will be held in their teaching was also employed. Furthermore, to strengthen all the data got by, another secondary data relating to brainstorming information taken from books, journal, etc. was also employed.

D. Research Instrument

In case study to gather the data, Ary suggested to use multiple method such as interview, observation and archives.6 In conducting this research, the

researcher used some instruments. There were two instruments used to answer both questions:

1. Instrument used for the first question

To answer the first research question, the instruments were:

Observation checklist of brainstorming activities used by students was to examine the brainstorming activities through teaching practice. It consisted of some types of brainstorming that were used by the student-teachers in their teaching.

Donald Ary, et.al., Introduction to Research in Education (8th edition) (USA: Wadsworth Cengage Learning, 2009), 29.

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2. Instrument used for the second question

To answer the second research question, the instruments were:

Brainstormer skill rubric used to examine whether the activities meet with the good items of brainstormer skill through brainstorming activities which provided by student-teachers.

E. Data Collection Technique

In collecting the data, this research was divided into two parts and used two instruments to collect the data. The first part was conducted to answer the first question which used observation checklist of brainstorming activities. This instrument was used to identify the types of brainstorming that provided by student-teachers. Moreover, lesson plan also had a role as supporting instrument to gain any related information about brainstorming. While observing students’ teaching performance using observation checklist, a lesson plan was used to identify the teaching activities which were conducted by student-teachers and other unpredictable activities related to brainstorming activity.

In answering the second question, a video recorder was employed to record the teaching performance of student-teacher joining real classroom teaching in State Vocational School (SMKN) 1 Surabaya. After having the video of student-teachers’ teaching performance, the rubric consisting of brainstorming skill items was used to know to what extent brainstorming was provided by student-teachers in their teaching.

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In addition, during collecting the data, classroom observation related with brainstorming activities in teaching reading was done in seven meetings of student-teacher 1 and five meetings of student-teacher 2.

F. Data Analysis Technique

Data analysis technique plays an important role in conducting a research, since analysis can help the researcher to get a valuable meaning to solve the problem.7 In order to get a good understanding related to the data, there were some steps that shall be done first:

1. RQ 1 Analysis Technique

a. The data was ordered into types of table of brainstorming activities used by student-teachers in teaching reading. Here, the researcher discovered which one indicated student-teachers’ activities related to brainstorming activity by using observation checklists.

b. Then, the activities of brainstorming used by students were classified into types of brainstorming activities provided in the rubric, what activities which were used and not used.

2. RQ 2 Analysis Technique

a. Dealing with the second question, the teaching performance record was analyzed using the rubric consisting of brainstorming items to

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identify the brainstormer skill of student-teachers. This video analysis was aimed to add the information about brainstormer skill of student-teachers beside the data from brinstormer skill rubric from classroom observation.

b. The data was filtered and separated by the researcher. Some tables describing both activities and skills were presented.

c. After describing the brainstorming activities of student-teachers and their brainstorming skills, the findings were discussed.

d. The research results were concluded based on all the findings.

G. Data Source

1. Primary source

The primer data of this research was the data got from brainstorming activities checklist, brainstormer skill and the video of students’ teaching performance. The result of interpreting the data became the answer of the questions raised. The data then would be analysis using the procedures written in data analysis technique to arrive into the research finding.

2. Secondary source

The secondary data of this research was the data from lesson plan and media. This source was needed to get any data not covered by the

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observation, such as media and so on, students’ lesson plan and media were used to fulfill it

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CHAPTER IV

RESEARCH FINDING

This chapter presents the research findings and discussions of the study. It describes about the data result about types of brainstorming activities provided by student-teachers and their brainstorming skills. While, the discussion of this study deduces the findings to then concludes it.

A. Findings

1. Brainstorming Activities a. Student-teacher 1

Table 4.1

Brainstorming Activities of Student-teacher 1 Meetings Brainstorming

Activities

Session

Description

Class Pre- Main Closing

1st (10 APK

Free- wheeling √

Teacher gave the theme or problem (introduce ourselves) and then asked about what we need to do to introduce ourselves. Then students produced the ideas freely and randomly until none gave the additional ideas.

Brain-netting

√ Teacher used electronic device (laptop) to give input and defined the topic including the picture, words, and text (taken from internet) relating with the topic (introducing self). Then

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teacher asked the students to find the mistake from the text and give the solution

Random input √

Teacher provided text and then she asked about the important components in introducing ourselves and students tried to analyze about the information inside the letter and email from new friend (in pair).

2nd (10 APK

Free-wheeling √

Teacher asked students to mention about what we had to said when introducing ourselves.

Brain-netting √

Teacher showed two reading texts and she asked all of things related with the topic (introducing self) from the text. Teacher asked them to mention many kinds of hobby.

3rd (11 TPPPP 1)

Free-wheeling √

Teacher asked students about what the meaning of folklore is by saying an example about folklore(Cinderella) then asked students to give another folklore.

Brain-netting √

Teacher provided pictures of various folklore, then asked about the things that they usually read inside each folklore (characteristic, setting, etc.) and teacher tried to clarify it with all of students.

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.

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4th (11 TKJ

Free-wheeling √ Teacher asked the students about folklore and the examples of it

Brain-netting √

Random input √

Teacher provided words with different form and asked students to tell the different about that two words, then they tried to give opinion about that similar word with different form. 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.

5th (11 TKJ

Free-wheeling √

Teacher asked about students’ background knowledge about folklore then students mentioned the examples of folklore

Brain-netting √

Teacher provided pictures of various folklore, then asked about the things that they usually read inside each folklore (characteristic, magical features, setting, etc.) and teacher tried to clarify it with all of students.

Random input √

Teacher showed the video about the examples of verb 2 (regular and irregular) and asked student to mention another words in verb2 form (regular and irregular)

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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

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

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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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100

2. For English teacher education department

There should be the more effort to lead and to equip the students in this department, especially students-teacher which will practice their capability in teaching with the various activities as their asset in facing the real education world later on.

3. For further research

This thesis can be an initiation to do further examination on the brainstorming in teaching English. This research attempted to analyze twelve brainstorming activities in teaching learning process. For the next research, it will be important to analyze some or each part of brainstorming activities to get more detailed description about the activities of brainstorming.

4. For the readers

hopefully this thesis will inform something beneficial and important to notice.

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