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PEDAGOGI: Jurnal Ilmiah Pendidikan p-ISSN 2406-7873
Volume 7, No. 2, 2021 e-ISSN 2807-2715
87
IMPROVING STUDENT’S SPEAKING SKILL BY USING
BRAINSTORMING METHOD OF THE TENTH GRADE IN
SMA UNGGULAN UMMU RAHMAH IN 2020/2021
Siti Aminah Hasibuan
Universitas Pembinaan Masyarakat Indonesia, Medan
email: sitiaminahhasibuan04@gmail.com
ABSTRACT
The difficulty of students in speaking in English is a problem that must be solved. So this is the
background for doing this research. The purpose of this study was to determine the effect of using the
brainstorming method in students' speaking learning and to find out whether students are interested in
learning with this method. The subjects in this study were students of the first grade of SMA Unggulan
Ummu Rahmah for the academic year 2020/2021, totaling 30 students. This study used two classes,
namely class X-1 as the experimental class and class X-2 as the control class. This study uses quantitative
methods conducted by experimental research. Researchers used two instruments. There are tests carried
out including pre-test, post-test and interviews. Based on the results of data processing, the results can be
concluded that there is a significant increase, namely the post-test average value is higher than the pre-test
(74.3>55) and (51.6>63.3). From the results of the data that has changed, it can be concluded that
students have increased in learning by using the brainstorming method. And the results of interviews
conducted with English teachers prove that this method is effective for students. The reliability of the
research in this study showed the number 4.8. And this belongs to the good category and it can be said
that this research is valid and significant
Keywords: Speaking, Speaking skill, Brainstorming method
INTRODUCTION
In human life, language has an
important role. Language is an important
role in maintaining human relations.
This is a way used to communicate with
other people. And this is an effective
communication medium that can help
people share with others. Without
language, we will not be able to interact
with other people around us.
The process of learning English
includes listening, reading, speaking,
and writing. Speaking is skill in
language learning, others three skills;
listening, Reading and Writing and it is
the most important aspect in human
interaction with the others natives and
no-native speakers in the foreign affairs.
According to Koşar & Bedir explains
that learners’ speaking ability is an
important skill to be improved to make
the learners conduct communication
directly.
Besides speaking skill is important
for students, but this skill is a skill that is
quite difficult for students. Students
have difficulty in speaking skills such as
students are afraid to make mistakes
when speaking, students lack confidence
in speaking, vocabulary mastered by
students is little, speaking interaction
between students and teachers in English
is less developed.
But it is not easy for students to be
able to speak English well. With some
difficulties students face does not hinder
their desire to become proficient in
speaking skills. Many of them try to
focus on their speaking skills rather than
other skills. Students feel speaking
skills are the initial stage for gaining
other skills.
One technique that can be used is to
use the brainstorming method. The
PEDAGOGI: Jurnal Ilmiah Pendidikan p-ISSN 2406-7873
Volume 7, No. 2, 2021 e-ISSN 2807-2715
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discussion method used to bring up
creative ideas from students while
holding back criticism and judgment
from other students it is called the
brainstorming method.
Meanwhile, according to Karim
learning methods that increase student
activeness, namely learning the
brainstorming model, are a form of
discussion in order to gather ideas,
opinions, information, knowledge and
experiences from all participants.
The use of brainstorming in teaching
focuses on communicative language
practice, but in other ways using English
as direct or everyday communication to
convey opinions and information. Using
this method, students will be immersed
in using curriculum targets or four skills,
which helps them to be courageous and
not afraid of being commented on by
others.
According to David & Harris Either
five components are generally
recognized in analyses of the speech
process:
1. Pronunciation
2. Grammar.
3. Vocabulary.
4. Fluency
5. Comprehension.
The five speaking skill factors
described above have an important role
in speaking skills. By mastering all the
factors, people can produce good speech
and acquire good speaking skills too.
Teaching method is a method or
technique used by an educator to interact
in conveying all information both
knowledge, messages, skills to students
in the teaching and learning process to
achieve the desired teaching goals.
So that the teacher must master
various abilities, in terms of teaching
methods so that the teaching objectives
can berealized.
In this research, researcher use
brainstorming method as follows
definition of brainstorming method and
the parts:
Fathurrohman., & Sutikno
explain that the brainstorming method is
a form of discussion in order to gather
ideas, opinions, information, knowledge,
experiences from all participants. The
difference in this discussion is that the
method of brainstorming other people's
opinions is not to be responded to.
There are two types of
brainstorming. It should be selected
based on its advantages and
disadvantages for maximum benefits.
1. Structured brainstorming : Members
of group will sit in a circle. The
leader facilitates the brainstorming.
The facilitator will write their ideas
in a rotational form on the board.
This exercise will be carried out in
particular order till each person
contributes an idea. If a member is
not ready with his/her idea it can
passed, latter he or she may provide
idea or pass again.
2. Unstructured brainstorming:
Members of group can sit in a circle
or in a classroom in any form of
arrangement. There is no order of
response. The facilitator will
motivate everyone to provide his/her
idea.
Strengths and Weaknesses of the
Brainstorming Method.
According to Roestiyah, the
advantages of the Brainstrorming
method are as follows:
a. Children actively think to express
their opinions.
b. Train students to think quickly and
logically.
c. Stimulate students to always be
ready to argue related to the
problems given by the teacher.
d. Increase student participation in
receiving lessons.
e. Students who are less active get help
from clever friends or from teachers.
f. The occurrence of healthy
competition.
g. Children feel free and happy.
h. An atmosphere of democracy and
discipline can be cultivated.
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According to Roestiyah, some of the
weaknesses of the Brainstorming
method are as follows:
a. Teachers do not give enough time
for students to think well.
b. Less children always fall behind.
c. Sometimes the smart kids
monopolize the conversation.
d. The teacher only accommodates
opinions, never formulates
conclusions.
e. Students do not immediately know
whether their opinion is right /
wrong.
f. Problems can develop in unexpected
ways.
Every step is important in
brainstorming process, ignorance of step
will meet incomplete result or
disadvantage.
Skipping out the steps in
brainstorming session can be expensive
mistake and time spending. If all steps
are carried out properly, it is very
powerful to find better solution.
1) Select the group: facilitator must
select the members not less than 5 or
more than 20.
2) Specify the objectives: Facilitator
should build objectives and define
why he wants to brainstorm. He will
find out about all members
interested and happy for selected
central question. Allow people to
make noise, shout, laugh, and enjoy.
3) Define the roles- facilitator must
decide the role of leader, recorder
etc.
4) Explain the rules: facilitator should
explain the rules to every one before
discussion begins. Every one must
be clear about question.
5) Start the discussion: begin to start
discussion rounds, they should take
some rounds and produce ideas.
6) Record the ideas: Ideas must be
recorded and arranged.
7) Encourage the ideas : wait for ideas,
don’t hurry, participants must get
sufficient time to think and present
better idea.
8) Do end on the wild ideas
Based on the observations of researchers
at SMA Unggulan Ummu Rahmah,
researchers found several problems
related to learning activities at the
school. These problems are: students
have low speaking ability, students are
unable to produce sentences
spontaneously, student motivation in
learning English is low, and the use of
teachers is still monotonous.
Furthermore, the teacher has to prepare
interesting aid before the teaching and
learning process is done.
The problem of the study is “is
there any significant improvement of
speaking skill by using brainstorming of
the tenth grade students in SMA
Unggulan Ummu Rahmah?“.
The objective of the study is to
identify the improvement of speaking
skill by using brainstorming of the tenth
grade students in SMA Unggulan Ummu
Rahmah.
RESEARCH METHOD
This study uses a quantitative
approach. Where the research method
uses data, namely numbers that are
added emphasis to objective
measurement of results accompanied by
statistical analysis.
According to Sugiyono's
quantitative research, the quantitative
research method is defined as a research
method based on the philosophy of
positivism, used to research on certain
populations or samples, data collection
using research instruments, data analysis
is quantitative / statistical in nature, with
the aim of proposing predetermined
hypotheses. This quantitative approach
is used by researchers to measure the
level of success in the influence of
attention to interest in student learning.
And this research was conducted
using experimental research. Where this
research manipulates or controls one
variable (class) and the other variables
PEDAGOGI: Jurnal Ilmiah Pendidikan p-ISSN 2406-7873
Volume 7, No. 2, 2021 e-ISSN 2807-2715
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are independent. According to
Sugiyono, experimental research can be
interpreted as a research method used to
find the effect of certain treatments on
others under controlled conditions.
Collecting data in this study using a
group design (pretest and posttest).
There is a control group in experimental
research. This test was conducted to
determine the increase in students'
speaking ability in pronunciation by
using brainstorming. Then the pretest
and than the posttest, this means that the
brainstorming method on students'
speaking skills has increased.
The subjects in this study were students
of the first grade of SMA Unggulan
Ummu Rahmah for the academic year
2020/2021, totaling 30 students. This
study used two classes, namely class X-
1 as the experimental class and class X-2
as the control class. This study uses
quantitative methods conducted by
experimental research. Instruments used
for data collection are carried out
including pre-test, post-test and
interviews.
FINDING AND DISCUSSION
The following sections show an
overview of students' scores in the
experimental and control classes. This
table was created to see the difference in
the description of scores in the pre-test
and post-test. The description is divided
into several sections: pre-test scores and
post-test scores.
During the research in that place
the results obtained:
The result of instrument data
1. The mean of students’ score in every
speaking of experimental group
x
pre-test =
55
x
post-test =
74,3
2. The mean of students’ score in every
writing test of Control group
x
pre-test =
51,6
x
post-test =
63,3
And the above results can be seen in
the following table:
Table 1. The Mean Score of Students’ Speaking Achievement
Meeting
Pre-Test
Post-Test
Experimental Group
55
74,3
Control Group
51,6
63,3
Here the researcher saw an increase in
the pre-test score (the average value of the
experimental group = 55 and the control
group = 51,6). After the application of the
brainstorming method, the post-test scores
of the students (experimental group = 74.3
and control group = 63.3) meant an increase
in speaking skills.
Based on the test results above, it can be
stated that before and after the use of the
method there was an increase when students
were given the method. so it can be
concluded that this method has an influence
on students
The of Validity and Reability
Measurement results with measuring
instruments can be trusted if they can show
the extent of reliability. The measurement
results must be reliable in the sense that they
must have a level of consistency and
stability.
Here the researcher uses the formula of
Kuder Richardson 21 is a formula for
PEDAGOGI: Jurnal Ilmiah Pendidikan p-ISSN 2406-7873
Volume 7, No. 2, 2021 e-ISSN 2807-2715
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estimating the halving reliability without
assuming that the two hemispheres have the
same variance. To estimate the reliability of
the instrument using the ruder richardson
formula, the researcher must first calculate
the variance of the first and second halves
and also the total variance.
The writer saw and conclude that there is a
significant improvement in students'
speaking ability after being taught using the
brainstorming method. In fact, after using
the Kuder richarson formula (KR 21) the
researcher has found a reliability result of
4.8. And this is included in the very good
and satisfactory category and it can be
concluded that the research conducted is
valid.
CONCLUSION
After analyzing the data that has been
presented in the previous chapter, it has been
explained that the increasing in speaking
that occurs to students who are taught by
using the brainstorming method. The
speaking skill improves well with this
method.
Based on the findings and data analysis,
the following conclusions were drawn as the
researcher found that there was a very good
influence in the study on improving students'
speaking skills by using the brainstorming
method. It is known that students' scores are
higher than before after being taught using
the brainstorming method. With the average
value is 74.3. Here the researcher saw an
increase in the pre-test score (the average
value of the experimental group = 55 and the
control group = 53,3). After the application
of the brainstorming method, the post-test
scores of the students (experimental group =
74.3 and control group = 65.3) meant an
increase in speaking skills. Clearly we saw
that there was a significant difference in
English speaking between students with
brainstorming method and was not giving
speaking learning with brainstorming
method. In addtion, the researcher has found
result of reliability using the formula Kuder
richarson (KR 21) of 4,8. Which is included
in the category good and can be said the
research is valid and there is significant.
SUGGESTION
Researchers provide several suggestions
for related parties. The following are
proposed :
1. English teachers should apply the
Brainstorming Method as an alternative
teaching and but also consider the time
allocation for its implementation. The
preparation of the material is carried out
in a variety of ways in the teaching and
learning process so that students will
feel excited and active because this
method attracts students' attention.The
teacher may apply some regulation in
order to control the class to avoid too
much noise during the process.
2. For students, the use of the
brainstorming method can improve
students' speaking skills because
students can think actively and freely
express their opinions more easily
without fear of being commented on by
other students.
And it is recommended for further
researchers who want to conduct research to
apply the brainstorming method using other
types of texts and also different skills. For
those who want to do the same research, it is
highly recommended to balance the number
of table specifications and conduct
interviews to monitor student activity in
class.
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