15

CHAPTER III

DISCUSSION

In this chapter, the writer discusses about three things related to the teaching

activities. They are teaching description, teaching analysis, and teaching evaluation.

It also explains about teaching activities in the classroom, the advantages of using

brainstorming in teaching writing recount text, the students’ writing results of using

brainstorming, and the problems and solutions during teaching process. The data is

taken from the classroom action research at 8th grade students of MTs. Al-Husna

Depok.

3.1. Teaching Description

In this sub-chapter, the writer discusses about teaching description based on the

classroom action research in the 8th grade students of MTs. Al-Husna Depok. The

writer chooses to teach the 8th grade students because it is suitable with the topic and

the technique which is used by the writer in teaching. In that school, there are 6

classes of the second grade like VIII-A, VIII-B, VIII-C, VIII-D, VIII-E and VIII-F

but the writer focuses to teach in VIII-E. There are 42 students, 24 boys and 18 girls

of students in the class. The writer teaches twice a week, on Wednesday and on

Friday. It takes 90 minutes for each meeting.

Teaching is an activity that is happened between the teacher and the learners in

order to share knowledge or skill by giving some instructions through a certain

method. Therefore, the teacher has to make a good preparation in order to make the

teaching process goes well and the goal in sharing knowledge or skill to the students

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are completely transmitted. The preparation which is the writer did includes

preparation before teaching, while teaching, until the last teaching. The writer

prepared lesson plan and some medias to support teaching activities. The teaching

activities includes warming up (greeting and introduction), taking attendence,

delivering material and so on.

For the first, the writer greets and makes an introduction and asks also the

students to introduce themselves because it will be easy to teach them if the writer

know their names. After that, the writer leads the students to play a game together.

The writer considered that by playing a game before teaching can make students

more relax and hopefully can make them enjoy and following the teaching process

very well.

Then, the writer always asks about the last material in each meeting in order to

make the students still remember the material they have learnt. After that, the writer

continued the teaching process by giving students the new material about personal

recount text, which is mentioned before in the second chapter. The writer explains

about what personal recount text is, the writer explains about its definition, its

general structure and its language features. After the writer explains those some

points about recount text, the writer gives students the examples of recount text.

Then, the writer asks the students to make recount text based on their own

experiences. This is called pre-test because they do the assignment before using

brainstorming.

In the next meeting, the writer gives explanation about brainstorming which can

use in writing personal recount text by making a list of ideas. It can helps the

students to write in good structure and in acccurate grammar. This time the students

17

is asked to make their own recount text by using brainstorrming. This is called post-

test because they do the assignment after using brainstorming.

In addition, closure is used in the end of every meeting by the writer, the writer

collected the task, managed students to sit on the own chair. The writer summarized

all of this lesson and teaching, gave motivation because it is important to motivate

the students in studying. Finally, the writer ends the class with pray and saying good

bye.

Based of this teaching description the writer redescribed all of teaching activities

which has done. This description based on lesson plan and research, lesson plan will

manage teaching time, included all activities in teaching and teaching purposes.

3.1.1. Teaching Preparation

In order to make an effective and fun teaching and learning process, the teacher

should arrange a great preparation before serving the students materials. There are

several things that must be prepared by the writer before teaching. The preparations

are lesson plan, modul, attendance, score sheets, and teaching aids (white board,

black markers, eraser board, pens and so on).

Lesson plan is the teacher’s guide to teaching in the classroom in one time. It

helps the teacher to control time management in the delivery topic in the class.

Lesson plan also can build teachers’ confidence in teaching in the front of the

students. The contents of lesson plan includes; topic, objectives, prior knowledge,

teaching aids, times, procedures, task, interactions, and purpose. Lesson plan

contains warming up, presentation, practice, summary, production, and closure. For

the modul, the writer gets from the teacher before the class starts and also the writer

18

brings it by herself. While, teaching aids are equipment of things to help teaching

process going on effectively.

3.1.2. Teaching Process

In this part, the writer will explain about the activity during the process of

teaching. The writer teaches based on the lesson plan. The teaching steps are; First,

warming up. It is process of greeting, introduction of the teacher (for the first

meeting), and taking attendance. Second is delivering the material or the the process

of teaching. In this parts, teacher gives the new topic, explains about the topic and

gives the example related to the topic. Third is practice. It is a process where the

teacher gives the task or exercise to the students. The last is closure or post teaching.

In this part, teacher analyzes the task, gives conclusion or summarising about the

topic on that day of the lesson and ending the class.

a. Meeting 1

Step 1: Pre-Teaching (Opening and Warming Up)

In the first meeting, as an opening and warming up, the writer as the teacher

was doing the greeting and making intoduction. The writer also explained why the

writer stands up as a temporary teacher. Here is the picture:

Figure III.1

Greeting

19

From the picture, it can be seen that the writer tried to be a friendly one by

giving those smiley face. The writer tried to be as confident as well in front of the

students. Moreover, to get students’ understanding, the writer spoke in English and in

Bahasa. Here is the dialogue:

The writer : “Assalamu’alaikum, good morning, students!”

Students : “Wa’alaikumussalam, good morning, Miss!”

The writer : “How are you today?”

Students : “I’m fine, thank you. And you?”

The writer : “Great, thanks! Well, sebelum kita mulai belajar, saya akan

memperkenalkan diri terlebih dahulu. Nama saya Tiara

Apriella, kalian bisa panggil saya Miss Tiara atau Miss

Ella. Saya mahasiswi dari BSI dan saya akan mengajar

kalian selama satu bulan kedepan. So, hopefully you will

enjoy learning English with me, guys!”

(Great, thanks! Well, before we start our lesson today, I

would like to introduce myself. My name is Tiara Apriella,

you can call me Miss Tiara or Miss Ella. I am a college

student from BSI and I will teach you for a month. So,

hopefully you will enjoy learning English with me, guys!)

After greeting and introducing session had done, the writer checked students’

attendances so the writer could teach the students easily because the writer knows the

students’ names. Then, the writer led the students to play a game which was related

with the materials. The writer called the students one by one to mention some verbs

in type two or verb in past form in five (5) seconds. For example, the students had to

mention it like this; drink-drank, eat-ate, write-wrote and so on. If any student could

not mention it, those student would get punishment. The punishment is sing a song

and dance at the same time in front of the class.

This warming up is important to get students attentions and to make students

get the spirits of learning. It also makes the writer and the students be more closer

each other. Surprisingly, they responded it very well although not all of them respond

it with English. After that, the writer began to teach students in order to success in

lesson plan.

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Step 2: Process of Teaching (Not Using Brainstorming Technique Yet)

In this second step, the writer delivered the new material about personal

recount text. In this process of teaching, the writer had not used brainstorming

technique yet in order to make comparison to the next meeting while brainstorming

has been already used. The writer used the modul from the school to help the writer

deliver the material completely. The material is from the text book page 27. Here is

the picture:

Figure III.2

Modul Pengayaan : Bahasa Inggris Untuk Siswa SMP/MTs. p.27

From the picture it can be seen that personal recount text that explained and

delivered by the writer is in the Unit 3 entitled An Embarrassing Moment. In order to

get students’ better understanding, the writer quickly wrote it on the white board. The

stuff the writer used to write the material such as marker which was the stuff from

the school.

21

Here is the picture of the writer’s activity:

Figure III.3

Teaching Activity

After the writer finished to write on the white board abou the new material,

the writer looked around the class to make sure that all students in the class write it

too. Then, after a while, the writer asked students if they finished writing or not.

When students has finished writing, then the writer completely explained about

personal recount text’s definition, structure and language features. The writer tried to

explain the material clearly and briefly. Here is the dialogue between the writer and

students:

The writer : “Okay class, this time we are going to discuss about our new

material, what is that?”

Students : “Personal Recount Text, Miss.”

The writer : “Right. Well, personal recount text is a text which retells an

event or an experience in the past that the writer was

personalty involved in. Personal recount text has three

generic structures; orientation, event, and re-orientation. So,

we can say that recount text is used to talk about activities

or situations that happened in the past.”

Student A : “Ooh, jadi itu buat nyeritain kejadian yang udah terjadi ya

Miss?”

(Ooh, so it is a story that retells about something which had

already happened in the past, right, Miss?)

The writer : “Yes Exactly!”

Student B : “Terus kalau orientation, event sama re-orientation itu

22

maksudnya gimana, Miss?”

(Then, what the meaning of orientation, event and re

orientation, Miss?)

The writer : “In simple way, we can say that those are opening, content

and closing. That is the structure of recount text and all of

you have to remember that, okay?”

Students : “Okay, Miss!”

The writer : “And class, when you write a recount text, you also have to

remember that recount text is using past tense. Do you

know what past tense is?”

Students : “Yes!”

Student C : “Itu kalimat yang pake kata kerja bentuk kedua ya Miss?”

(It is a sentence which is used verb two, is not it, Miss?)

The writer : “Absolutely, yes! Jadi harus pakai verb ke-dua saat nulis

recount text ya class...”

(So, you have to use verb two in writing recount text, okay,

class...)

The students : “Okay, Miss!”

During the explanation, students focused on their notes, book and on what they

hear from the writer. Students gave more attentions with their seriously faces. The

students’ listened to the writer carefully as the writer explained the material clearly.

Also the students could respond to the writer very well. If the students got the

understanding of the material and there is no question that indicated the confusion of

the students’ anymore, the writer continued the teaching process.

For continuation, the writer gave the students the example of personal recount

text in order to make students more understand about the material. The writer asks

the students to open the modul page number 28. In that page, there will be an

example of personal recount text includes the explanation about its generic structure

completely.

23

Here is the picture of the modul page number 28:

Figure III.4

Modul Pengayaan : Bahasa Inggris Untuk Siswa SMP/MTs. p.28

Based on the picture above, it can be seen that there is a personal recount text

entitled A Bad Experience. Those example of personal recount text made the students

be more understand about the generic structure of recount text. Moreover to get an

optimal understanding of personal recount text, the writer gave another example of it.

Here is another example of personal recount text that the writer got from the internet

website:

Figure III.5

A Trip to the Zoo 1

Source:https://sites.google.com/a/saintpiusx.school.nz/spx-room-5-2015/writing-1

24

From the picture, it can be seen that the example of personal recount text

before which is entitled A Trip to The Zoo had no explation about its generic

structure. Thus, the writer prepared those example in a paper form before the class.

After showing the example, the writer and the students were together determined the

general structure of the example and underlined the past verbs or verbs two. Here is

the picture of story which has been analyzed by the writer and the students:

Based on the picture above, the students could completely succeed in

determining generic structures of the text. The students not only could determined the

generic structure but also the students could analyzed the verbs that are used in the

text. The students found the verb, then tried to find the meaning in bahasa, so that the

students also could improve their vocabularies.

Step 3: Post Teaching

After giving an example and analyzing it together with the students, the writer

conducted the pre test to gain information of the students’ writing ability before using

brainstorming. The writer asked the students to make their own personal recount text

in a piece of paper in just 15 minutes. The students were supposed to make it in a

good structure and also the students had to use an accurate grammar. When the

Source:https://sites.google.com/a/saintpiusx.school.nz/spx-room-5-2015/writing-1

Figure III.6

A Trip to the Zoo 2

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students had already finished it, then the students submitted it to the writer so it could

be checked.

In post teaching, the writer made some evaluations, summarized the topic by

asking some questions, gave students some advices, and did the closing. After the

students submitted the task given by the writer before, then the writer evaluated the

task. The writer had to make sure that the students write their own personal recount

text with appropriate grammar and structures. But unfortunately, after the writer

checked the result, it was still far from the writer’s expectation. Some students still

used the verb of the present form not the past form. Here is the example of the

students’ result of writing personal recount text:

Figure III.7

Writing Test Result Before Using Brainstorming Technique

From the picture above, it could be seen that the students writing skill is

actually not too bad. The structure of the text is almost done well even though the

students is still lack of uderstanding about the grammar. Therefore, in the last

minutes, to make sure that the students understand the topic completely, the writer

26

tried to summarize the topic about personal recount text simpler especially in using

past tense. The writer once again asked the students to pay more attention to the

tenses which is used in writing personal recount text and finally ended the teaching

activity in the class.

b. Meeting 2

Step 1: Pre-Teaching (Warming Up)

Before the writer delivered the material in this meeting, the writer started with

greeting and checking the students’ attendance as in the first meeting. In this second

meeting, the writer greeted the students in short in order to save the time.

The writer : “Good morning, class. It is nice to see you again!”

Students : “Morning, Miss. Nice to see you too.”

After the writer greeted and checked the attendance, then as usual the writer

had prepared a game as warming up. A game was about guessing a song’s name from

popular movie. The students responded it excitedly with their happy faces. Almost all

of them could guess the song. This was a good way to begin the lesson this time.

They would be more relax so they could enjoy the lesson activity.

Step 2: Process of Teaching (Using Brainstorming Technique)

After finished the game, the writer continued into the main lesson. In this

second meeting, the writer still discussed about the same topic in the last meeting. It

was still about Personal Recount Text. Since the students’ writing ability in the last

test was far from the writer’s expectation, the writer tried to find out the difficulties

faced by students by asking to them directly. Here is the dialogue:

The writer : “Is writing personal recount text difficult for you, class?”

Student A : “Yes, Miss. Susah nyusun kalimatnya. Kita kudu sering buka

kamus, Miss.”

(Yes, Miss. It is hard enough to arranged the sentence

together. And we have to open the dictionary so often.)

The writer : “It is okay class. It is true that sometimes we faced any

27

difficulties when we write. We have to think about its

grammar and its structure. And sometimes it is difficult

because we still lack of vocabularies. So, yeah. We need a

dictionary, right?”

Students : (Laugh)... “Iya, Miss.”

(Yes, Miss.)

After that, in order to increase students’ writing ability especially in writing

personal recount text, the writer introduced brainstorming technique to the students.

The writer explained about what brainstorming is and how to do it. The writer also

showed the students how this technique could be applied in writing activity. As

always, to get an optimal understanding of the students about brainstorming, the

writer write it on the whiteboard. Here is the picture:

Figure III.8

The Writer Explains About Brainstorming

The writer explained that when using brainstorming, the students could do it

individually or in group. Then, the students could write down as many as ideas about

the topic. After that, the students could also add more items to their lists by answer

these following questions:

*When - When did the event happen? include Day, Date, Time

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*Where - Where was the event?

*What - What happened?

*Who - Who was part of the event?

*Why - Why did you go to the event?

*How - How did the event make you feel?

In order to ignore students’ confusions, the writer gave the students the

example of listing the ideas by using brainstorming and how to generate the ideas

and arrange them into sentences. This following example was obtained by the writer

from the internet website:

Figure III.9

The Example of Brainstorming

After the writer made sure that the students understood about brainstorming,

then the writer made evaluation by giving the students assessment to write personal

recount text again by using brainstorming.

For the first, the students did this exercise in group. The member for each

group was divided by the writer in order to ignore any arguments among the students.

There were 8 group and each group contained 5 until 6 person. However, because the

Source:https://www.google.com/search?q=example+of+brainstorming+in+writing+recount+text&safe=strict&source=lnms&tbm=isch&sa=X&ved=0ahUKEwim16OVjY

HjAhVJRo8KHWHGC04Q_AUIECgB#imgrc=-0azXR7Z3x-I3M:

29

limit of the time, the writer gave them only 15 minutes to finish their writing. And

because the students did the task in a group, they agreed about the deal. Here is the

picture of the students’ making a group of brainstorming:

Figure III.10

Brainstorming Acitivity

The students were seen too busy of doing the task, but not all of them.While it

was fun to see their serious faces, in the other hand, the writer must watched other

students talking each other. Those other students just talked about unimportant

things, and sometimes they walked around the class just to play. And while each

students helped each other in their group, others were seen being lazy about the task

or not too care about the task.

During this situation, the writer tried to handle them to not too noisy and being

serious about the task because the students did not have much time left, but it was

hard enough to get their attentions. So, the writer must reminded the students several

times. Because of those situation, then the writer realized that being a teacher is not

as easy as people think. In this session, the writer had been being extra in handling

the students until the students finished their task.

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After each group has finished with the task, then the students submitted it to the

writer. The writer asked each group to read their results of writing personal recount

text in front of the class. While a group was presenting their result, the others had to

keep silent and paid attentions to the group. Here is the picture of the activity:

Figure III.11

Presentation Acitivity

The first group was group 3 with 5 members and continued by turn. And while

the group presenting the result, the writer took picture of them and gave score. They

were really enjoy the read and each members were confident. The students who did

the presentation were not shy anymore because the students did not feel that they

were alone. If any member made a mistake, the other members would cover it. Other

students also gave good respond by keep silent while the group did the presentation

and gave applause after it finished. This process of teaching took about 60 minutes.

Step 3: Post Teaching (Evaluation of Writing Personal Recount Text In Group)

After all groups finished their presentation, they submitted the paper task again

to the writer in order to evaluate their personal recount text writing using

brainstorming by looking at its structure and the tenses used in the text.

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Here is the sample of the students’ writing personal recount text result:

Figure III.12

Writing Using Brainstorming

From the picture above, it can be seen that the students’ writing ability has

increased by using brainstorming. Even though in this group work, some students

still wrote personal recount with mixing tenses, present and past, while we just need

to use past tense in writing personal recount text, but almost all of the students has

made good structure, they could put the punctuation correctly, and the stories has

written in chronologycally events.

Before closing this meeting, the writer gave the homework for the students.

The writer asked the students to make personal recount text again individually. At

the end, the writer did the farewell.

c. Meeting 3

Step 1: Pre-Teaching (Warming Up)

In the third meeting, in the pre-teaching, the writer did the usual things to do

like greeting and checking the attendence of the students. But this time, the writer did

32

not prepare the game, the writer just did the question and answer as an intermezzo.

Doing the little conversation with the students also increase the students’ attention

and it could make the relation between students and the writer more closer.

The writer : “Morning, class.”

Students : “Morning, Miss.”

The writer : “Do you miss me? (smiling)”

Students : “Nooooo... (Laughing)”

Student A : “I miss you, Miss! (screaming)”

The writer : “Oh, thank you! I miss you too... (giggling)”

Those little conversation was running about 5 minutes. That was fun talking to

them like that. The students were seen more relax and enjoy the meeting with the

writer. Therefore, the writer expected that this meeting would running well this time.

After that, the writer asked the students to prepare and open their book for successing

the teaching-learning process.

Step 2: Process of Teaching (Using Brainstorming Technique)

To begin the teaching process, the writer and the students reviewed the material

in the last meeting. The writer clearly and slowly explained again about what

brainstorming is to the students. Luckily, the students really paid attention to the

writer by listening to the writer carefully. After that, the writer started to discussed

about the homework which had been already given by the writer in the second

meeting.

The writer : “Now, class. Have you done with your homework?”

Students : “Yes, Miss.”

The writer : “Good job! Now, please put your homework on the table so

we can start to discuss the homework, okay?”

Students : “Okay, Miss!”

After the writer make sure that all students did the homework, the writer asked

the students to submitted it to the writer. After all students gave their homework, the

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writer started to call students’ name one by one but not all of the students to read

their personal recount text’s stories in front of the class. They should read it slowly,

clearly and loudly. Here is the picture of those activity:

Figure III.13

Individually Presentation

As usual, the writer always recorded student who did the performance. While a

student performs, other students have to give their attentions and keep silent so the

writer can takes score and record it by well. After one student finished performing,

the writer directly checks his or her story about its grammar and its structure before

he or she goes back to sit.

Step 3: Post Teaching (Evaluation of Writing Personal Recount Text

Individually)

In this step, the writer evaluated the homework of the students after they

performed. The writer checked whether the students write it in good strcture or not.

The writer also checked whether the students use appropriate language features or

not.

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Here is the picture of the sample of students’ writing recount text result using

brainstorming:

Figure III.14

Writing Test Result After Using Brainstorming Technique

Based on the picture above, the result of the student’s writing ability has

improved this time. The students wrote personal recount text better than before. The

students have already used appropriate grammar, the students could build and

arranged the sentences correctly. The students were not confused in how to start

writing anymore.

After the writer finished evaluating the result, the writer ended the class by

saying gratitude to the students because of their help so that the writer can finish this

research. Finally, the writer closes this meeting by saying goodbye.

35

3.2. Teaching Analysis

The analysis of result is based on the writer’s practice as a teacher in MTs. Al-

Husna Depok. The writer will analyze through the process learning in the class based

on the lesson plan. The writer as an English teacher has a job to be a center of

students’ attention. The process of teaching consists of presentation, discussion, and

evaluation.

Students writing abilities will get better than before if both students and teacher

together know the difficulties faced by students in writing and solve it. So that,

brainstorming technique is used by the writer because it is suitable in teaching

writing recount text. Brainstorming can be used by all teachers as a technique to

teach students in English skills, especially in writing. By using this technique, it

means teacher and students together discuss the problem in writing and solve it. To

implement brainstorming technique, teachers can discuss about the general

difficulties in writing, such as lack in vocabularies and can not use accurate

grammar, then find a way how to solve it.

Brainstorming is an excellent teaching strategy to generate ideas on a given

topic. Brainstorming helps students promote thinking skills. Individual brainstorming

is used by students because this type of brainstorming is used extensively in free

writing and speaking, word association, and the spider web concept of brainstorming,

which is when you diagram your thoughts. The writer asks students to use this

individual brainstorming because this is a superior to that of group brainstorming,

especially when writing.

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3.2.1. The Procedures of Using Brainstorming Technique in Teaching Recount

Text

There are some procedures which has been done by the writer in teaching

recount text through brainstorming. Those procedures are:

1. The writer began with introducing the topic and the problem that will be

discussed.

2. The writer made sure that the students understood the topic and the problem that

will be discussed.

3. The writer divided the students into small group consists 5-6 persons (for the first

trying), and individually (for the second trying).

4. The writer asked the students to write down as many as ideas related to the topic

by answering the question what, who, when, where, why, and how.

5. The writer asked the students to arrange the ideas into a sentences.

3.2.2. The Advantages of Braintorming Technique

There are many advantages of using brainstorming as a technique of teaching

personal recount text at MTs. Al-Husna. Here are the advantages of teaching recount

text through brainstorming:

1. The using of brainstorming technique in the writing personal recount text process

could encourage the students to write. It helped the students enjoy to write.

2. The students who trained using brainstroming technique in writing could manage

the writing process better.

3. Brainstorming activity could make the students’ become more creative in writing.

It enabled them to unlock the hidden ideas in their mind. The students could

produce unpredictable words for their writings.

37

4. Brainstoming activity in large group was effective to increase students’

involvement and enthusiasm in the teaching and learning process of writing. This

activity enabled the students to compete for generating ideas.

5. Students who trained using brainstorming technique show improvement in their

writing ability. They didn’t waste much time in the pre-writing stage. They could

organize their ideas faster and better. It helped them much in producing a good

personal recount text effectively.

6. Students who trained using brainstorming in writing became more confident with

their writings.

3.2.3. The Students’ Results of Using Brainstorming Technique in Teaching

Recount Text

As mentioned in the sub chapter above, it is true that using brainstorming

technique in writing recount text improved students’ writing ability. It can be seen

from the pictures below:

Figure III.15

Writing Test Result Before

Using Brainstorming

Technique

Figure III.16

Writing Test Result After

Using Brainstorming

Technique

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From the comparison above, it can be concluded that students’ result in

writing personal recount text is getting better after the student used brainstorming

technique than before. The students could produce a personal recount text effectively

and structurally. It is also proven by student’s score below:

Table III.1. Practice Score

No.

Name

Practice

*P1 *P2 *P3

1 Adhit Yurian Jayana 55 78 78

2 Adinda Nouera Olifianti 63 78 80

3 Affifah Raffania 67 78 80

4 Ahmad Rizqy Tri Fauzy 69 78 78

5 Anggara Fabiano Putra Sugama 55 78 75

6 Anisa Nur Fadillah 71 80 80

7 Aulia Kurnia Rizki Salsabilah 50 80 75

8 Brigade Tabah Fadli Zamzami 56 80 78

9 Choiriza Nourma Utami 50 80 84

10 Dhaffa Ramadhani Ikhwan 55 80 79

11 Dwi Ana Lisnasari 71 82 81

12 Dwi Julianto 50 82 81

13 Dzika Kamilah 55 82 76

14 Fa'iz Bimo Saputra 50 82 74

15 Fani Rizqi Yulianti 56 82 91

16 Ferisha Adilla Hidayat 50 78 80

17 Galih Dwi Novian 58 78 88

18 Indah Oktaviani 58 78 88

19 Kautsar Muzaki Fiisabilillah 52 78 88

20 Khafi Ramadhan 52 78 81

21 Lalu Muchammad Claudio 50 78 81

22 Loudia Zahwa Hadiyanto 69 80 90

23 Muhammad Daffa Dwi Pratama 50 80 75

24 Muhammad Dicky Febriansyah 50 80 75

25 Muhammad Egi Crisandi 55 80 77

26 Muhammad Fachri Ramlih 63 80 80

27 Muhammad Rifaldi 63 82 84

28 Muhammad Rizki Fadilah 54 82 75

29 Mutiara Farica Yusuf 69 82 88

30 Naufal Tri Darmawan 69 82 88

31 Nazhira Farhana 69 82 88

32 Nurul Salsabilah 50 81 75

33 Putra Firdhiansyah 50 81 84

34 Rahmad Hidayat 61 81 88

35 Rifani Putri Salwa 50 81 81

36 Rifqi Naufal Andiyan 63 81 81

39

37 Shafira Haryani Putri 64 85 81

38 Siti Aisah 63 85 81

39 Suhrotul Afdal 67 85 88

40 Thooriq Abdul Karim 69 85 84

41 Wildani Aminulloh 74 85 89

42 Zahra Habibah 78 85 94 *P1:score before using brainstorming

*P2:score after using brainsorming (in group)

*P3:score after using brainsorming (individually)

Based on the result of the data analysis above, it is proven that the students’

score of writing recount text taught by using brainstorming technique is getting better

significantly. For example, student named Zahra Habibah, in the first practice she got

78 then it increased in the second and third practice after using brainstorming. It can

be seen from the table that Zahra’s score changed to be 85 then the last is 94.

3.3. Teaching Evaluation

In this sub chapter, the writer makes the evaluations. After the writer teach in the

class, the writer gets some problems from students at MTs. Al-Husna Depok. And

there are also the solutions for the problems.

3.3.1. Problems

The problems found by the teacher when teaching students in the 8th grade of

MTs. Al-Husna Depok. The problems are:

1. The students have not courage of confidently.

2. The students less attention when the teacher give lessons.

3. The students do not really interest in English language.

4. The students less vocabulary in English language.

5. The students less understand in English language.

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3.3.2. Solutions

Solutions is the process of solving problems. The solutions is how to

overcome the problems. And here are the solutions that the teacher can do to

overcome all the problems that usually occur in the classroom during the teaching

process:

1. The writer gives some motivation for the students.

2. The writer gives some games to the students that can make more spirit.

3. The writer tell how much English is really useful in our daily life.

4. The writer gives some vocabulary in teach English language.

5. The writer gives understand about English language.