THE USE OF BRAINSTORMING IN INCREASING STUDENT’S MOTIVATION IN SPEAKING ABILITY IN AL-MUHIBBIN JUNIOR HIGH SCHOOL GRADE VIII
by: Iin Nurkhasanah
- I. INTRODUCTION
1.1 Background of the study
English is one of the most important subjects learned in almost all school in every country including Indonesia. The reason why it is important is that because English become an international language. People use English around the world. It is studied seriously because the language is becoming second language in almost all countries. People consciously take many courses and education of English because of an important of the language.
Many sectors in our daily life need English as the prerequisites. All job application will not be fulfilled without capability of English. People certainly realize and concern about the importance of English since mostly the widespread of the issue had English to become important object to be searched and mastered.
English is widely used in mass media and oral communication as means of exchanging information, including science and technology reasons. Harmer (2000:1) stated that English has become a lingua franca. It means that English is a means for people who have different language to communicate orally or written form. They use English to enable them to communicate and transfer information.
This paper highlights (1) The Use of brainstorming, (2) students’ motivation and (3) Speaking ability
1.2 Problem of the study
- What technique use in improving student’s speaking skill?
- How the use of brainstorming in correct procedure so that students are interesting to engaged with.
1.3 Objective of the study
- To know what technique use to improve students’ speaking skill.
- To know how to apply brainstorming in the class correctly.
1.4 Significance of the Study
This research is intended to offer an alternative technique in enhancing students’ speaking comprehension achievement since a good teacher of English is required to train the students by applying good strategies. The use of brainstorming can make the student feel convenient and confident to speak because the topic is already discussed or they have known before.
Based on the background of the study above, the hypotheses will be formulated the null hypothesis (Ho) and alternative hypothesis (Ha) as follows.
H0: There is no significant difference in average score in speaking between students who are taught using brainstorming technique and conventional technique.
H1: There is no significant difference in average score in speaking between students who are taught using brainstorming technique and conventional technique.
H0: There is no significant improvement in average score in speaking between students who are taught speaking using brainstorming technique.
H2 : There is a significant improvement in average score in speaking between students who are taught speaking using brainstorming technique.
H0 : There is no significant improvement in average score in speaking between students’ who are already taught speaking using brainstorming technique.
H3 : There is a significant improvement in average score in speaking between students’ who are already taught speaking using brainstorming technique.
H0 : There is no significant difference in average score in speaking between students’ after taught speaking using brainstorming technique.
H4 : There is no significant difference in average score in speaking between students’ after being taught speaking using brainstorming technique.
H0 : There is no significant difference in average score in speaking between students’ after being taught speaking using brainstorming technique.
H5 : There is a significant difference in average score in speaking between students’ after being taught speaking using brainstorming technique and conventional technique.
H0 : There is no significant difference in average score in speaking between students who are being taught speaking using brainstorming and conventional technique.
H6 : There is a significant difference in average score in speaking between students who are being taught speaking using brainstorming and conventional technique.
H0 : There is no interaction effect of using brainstorming technique and conventional technique towards students’ speaking achievements.
H7 : There is no interaction effect of using brainstorming technique and conventional technique towards students’ speaking achievements.
1.6 The Criteria for Testing Hypothesis
In this study, the hypothesis that has been formulated before, the writer used the critical value of t-table at the significance 0.05 is with n=30. If the value of t-obtained is higher than value of t-table, the alternative hypothesis 1, 2, 3, 4, 5, 6 and 7 will be accepted and the null hypothesis will be rejected. And if the value of t-table is higher than value of t-obtained, they null hypothesis will be accepted and the alternative hypothesis 1, 2, 3, 4, 5, 6 and 7 will be rejected. In variance analysis, at the significance 0.05 is with n=30.
- II. LITERATURE REVIEW
The Use of Brainstorming
Brainstorming is a group creativity technique designed to generate a large number of ideas for the solution of a problem. In 1953 the method was popularized by Alex Faickney Osborn in a book called Applied Imagination. Osborn proposed that groups could double their creative output with brainstorming.
Oxford defined that brainstorming is a way of making a group of people all think about something at the same time, often in order to solve a problem or to create good ideas.
Brainstorming is the name given to a situation when a group of people meet to generate new ideas around a specific area of interest. Using rules which remove inhibitions, people are able to think more freely and move into new areas of thought and so create numerous new ideas and solutions. The participants shout out ideas as they occur to them and then build on the ideas raised by others. All the ideas are noted down and are not criticized. Only when the brainstorming session is over are the ideas evaluated.
The other meaning of brainstorming is To brainstorm is to use a set of specific rules and techniques which encourage and spark off new ideas which would never have happened under normal circumstances. So there you have it: brainstorming will help you come up with new ideas. And not only will you come up with new ideas but you will do so with surprisingly little effort. Brainstorming makes the generation of new ideas easy and is a tried-and-tested process. Exactly what you apply brainstorming techniques to depends on what you want to achieve. You can apply them to develop new products, services and processes in your job, or you can apply them to develop your personal life.
There are two models of brainstorming
- Traditional Brainstorming
The normal view of brainstorming is where a group of people sit in a room and shout out ideas as they occur to them. They are told to lose their inhibitions and that no ideas will be judged so that people are free to shout out any ideas at all without feeling uncomfortable. People should build on the ideas called out by other participants. The purpose of this is to gain as many ideas as possible for later analysis. Out of the many ideas suggested there will be some of great value. Because of the free-thinking environment, the session will help promote radical new ideas which break free from normal ways of thinking.
- Advanced Brainstorming
The model we propose is an extension of the traditional brainstorming scenario and makes the whole process easier and more effective. Advanced brainstorming builds on the current methods of brainstorming to produce more original ideas in a more efficient way. Specialized techniques, better processes and better awareness, combined with new technologies make traditional brainstorming a less frustrating process. Most of the problems associated with traditional brainstorming disappear as a more effective process is used. Keep on reading for more details of how you can do advanced brainstorming for great profit to you and your organization.
Advanced brainstorming uses:
- new processes and new training to reduce inhibitions
- creative and lateral thinking techniques
- new materials for stimulation and recording ideas
Motivation in learning English
Motivation is the driving force which help causes us to achieve goals. Motivation is said to be intrinsic or extrinsic. According to various theories, motivation may be rooted in a basic need to minimize physical pain and maximize pleasure, or it may include specific needs such as eating and resting, or a desired object, goal, state of being, ideal, or it may be attributed to less-apparent reasons such as altruism, selfishness, morality, or avoiding mortality.
There are many things instructors can do to prevent glazed-over eyes or nodding heads in a classroom. Faculty can help maintain and increase student motivation by
- Establishing challenging, but not impossible goals for students. Offering intellectual tasks that are a “reach” can spur learners to higher levels of success.
- Helping students set their own goals for learning that are ambitious, but realistic and achievable. Research shows that, if given a choice, people will choose a challenging, though not daunting task over one that is too hard – or too easy. While it’s often helpful to offer an easy question first in a discussion or on an exam, it’s counterproductive to make everything too easy.
- Being clear, specific, and concrete in explaining course material and in giving examples.
- Organizing student learning; for example, consciously building new material on facts or concepts that students already know.
- Offering positive, consistent, and timely feedback – which doesn’t have to mean grades. A brief comment – if sincere – may suffice.
Engaging students in a variety of teaching activities, such as role-playing, problem-solving, or any kind of student interaction, especially if these activities can relate the course to students’ interests and skills. The key here is activity, as passivity can be an impediment to feeling motivated.
Speaking means to be able to use language (Oxford, 1986:6). According to Finnociaro and Brumfit (1983:1440) in Nurkhasanah speaking is one of the important language skills that have to be mastered by language learners. They consider that speaking skill is a complex skill, which involves the knowledge of sound, vocabulary and cultural sub-system of English language.
It means that the knowledge from pronunciation, structure, vocabulary and cultural system of English system are important and much needed for communicating to society.
According to Yorkey, speaking skill is a skill and like other skill, it must be practiced continuously. The teacher role is becoming important for students later. There are many keys to support speaking skill by listening cassette, watching tv, watching film, practicing with foreigners, practicing with partners.
Dobson is quoted by Fita Krisnawati in her thesis. Speaking is an ability when students can judge how accurate their selling and how they use the sentences they have learned and it merely different when it is conveyed to writing skill, they usually produce rather mistakes but in free speaking, they have tendency to make mistakes that they wouldn’t make in writing 2.
Speaking is easy, but conveys the speaking in to meaning is not easy. By having some experts’ statement and some guidance, the writer believes that speaking will easier when someone else opens a certain topic or do the brainstorming. Brainstorming can motivate student to speak because the way of brainstorming work is interesting. It can be compared to students who have no any topic to be talked, they will keep silent because they don’t know what should be talked, the feel afraid to speak, the afraid of making mistakes etc. The use of brainstorming is a good idea to convey students in speaking English everyday.
Nurkhasanah, iin.the effectiveness of teaching speaking through debate activity of eFAC course in Intermediate level.2007
Richard C Yorkey,”Study skill for students of English as a second language: New York :MC.Grow Hill, Inc,1990),
M Dobson, Teaching for skill,Teaching English Forum,XXIV January 1, 1989 p.30.quoted by Krisnawati in unpublished thesis
Jeffrey Baumgartner, the step by step guided by brainstorming.1997, 2002, 2003, 2005, 2006 bwiti BVBA Erps-Kwerps, Belgium
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