The Implementation of Brainwriting Strategy to Improve Students’ Ability in Writing Recount Text

Khani Handayani, Rostanti Toba, Anis Komariah, Nur Halimah, Nikmala Nemin Kaharuddin
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Abstract

Writing plays an important role in language acquisition, promoting the students’ experiment to communicate their ideas and strengthen the language ability that they learn in class. However, the researcher found that students had low ability in writing. The research objectives were: (1) To describe the implementation of brainwriting strategy can improve students’ ability in writing recount text. (2) To identify the improvement of students’ ability in writing recount text by using brainwriting strategy. This research used a classroom action research design that conducts in two cycles. The research subject was X IPA 1 grade SMAN 1 Sangatta Selatan students. These research findings showed that: (1) The implementation of the brainwriting strategy where the students divide into some groups that consist of 6 or more participants, then every student write three ideas on the paper until 5 minutes the paper passed to the right person, just like that until all of the participants have got the paper. (2) The improvement of students’ ability to write recount text using brainwriting strategy could be seen from the comparison calculation between the total average cycle I and cycle II scores. The implementation of brainwriting strategy can improve the students’ ability to write recount text.
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实施脑写策略提高学生复述课文写作能力
写作在语言习得中起着重要的作用,促进学生通过实验来交流思想,加强学生在课堂上学习的语言能力。然而,研究人员发现学生的写作能力很低。本研究的目的是:(1)说明实施脑写策略可以提高学生叙述文本的写作能力。(2)探究脑写策略对学生复述课文写作能力的提高。本研究采用课堂行动研究设计,分两个周期进行。研究对象为X IPA 1级SMAN 1 Sangatta Selatan学生。这些研究结果表明:(1)实施brainwriting策略,将学生分成6人或6人以上的小组,然后每个学生在纸上写下三个想法,直到5分钟后论文传递给合适的人,就像这样直到所有参与者都得到了论文。(2)从循环I和循环II总平均分的对比计算中可以看出,采用脑写策略对学生复述文本写作能力的提高。实施脑写策略可以提高学生复述课文的写作能力。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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