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CHAPTER I

INTRODUCTION

A. Background of the Problem

Speaking is the process of building and sharing meaning through the use of

verbal and non-verbal symbols. Speaking in English is a crucial part of foreign

language learning and teaching in Indonesia because speaking is an activity used

by someone to communicate with other. English is considered as one of world

languages. Almost people from all over the world use English in their

communication for many activities among governments over the world. Besides,

English is used as politics, education, economics, science, technology also

literature. It functions as a bridge to cross culture, religion, language, nationality,

and the lack of understanding between one and the other languages. It takes place

everywhere and has become part of our daily activities. When someone speaks,

he or she interacts and uses the language to express his or her ideas, feeling and

thought. He or she also shares information to other people through

communication. Furthermore in Indonesia, English is the first foreign language

and has been set as one of the compulsory subject studied at school.

In learning English, there are four skills that the students should master. They

are listening skill, reading skill, writing skill and speaking skill. Each skill has its

own challenging in learning them. The most difficult one is speaking. Speaking is

the capability in pronouncing sound or word to express or convey thought, idea or

feeling, opinion and wish.

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Based on the researchers observation at the eighth grade students of SMK

Negeri 2 Tembilahan, it was found that there are number of reasons why students

find that speaking is difficult. Instanced of becoming frustrated when the students

be worried about making mistake in their utterance, they afraid being laughed by

his or her friends, the students are having of lack confidence when they speak in

English, and their pronounciation has been unsatisfied enough. Those reasons

obligated the teachers to pay more attention to their students ability and find out

an approach, method, strategy or model which can solve the students problem

therefore the students speaking skill is getting better.

There are many techniques that the teacher can apply in solving the

difficulties in teaching English, those are drama, role play, simulation, discussion,

peer worker, brain storming, poster presentation etc. Based on the difficulties

found in teaching speaking, the researcher is inspiring to use brain storming.

According to Clark (1958:69) brainstorming is a technique of creative thinking. It

is based on the premise that there are constantly better ways of doing things; new

ideas, methods, materials, and ever changing combinations of old ones.

Brainstorming is a technique which is generally used in a group setting but it

also used by individual to quickly generate a large number of ideas about a

specific problem or topic. Brainstorming offers the teacher an opportunity to help

students to be more active, giving feedback on ideas, working together in a group,

drawing connections among various concepts, and helping students developing

the topics. This technique gives enough opportunity for students to express their

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ideas freely about the main topic given by teacher, and then they could discuss

and share ideas with each other.

Based on the explanation above, the researcher conducted a research entitled

THE EFFECT OF USING BRAIN STORMING TECHNIQUE TOWARD

STUDENTS SPEAKING SKILL AT THE EIGHTH GRADE OF SMK

NEGERI 2 TEMBILAHAN

B. Identification of the Problem

Based on the background above, the writer identified some problems, they

are :

1. Most of students are worried on making mistakes, they afraid being

laughed by his or her friends.

2. The students are having of lack confidence when they speak in

English.
3. The students are less of pronunciation.
4. The students get difficulty in speaking English.
C. Limitation of the Problem

Based on identification of the problem described in the previous session, the

students were hoped to practice English in the classroom. So this study were

focused to investigate the effect of using brain storming technique toward

students speaking skill at the eighth grade of SMK Negeri 2 Tembilahan.

D. Research Question

Based on the problems above, the problems which is formulated in the

following research question : Is there any significant effect of using brain

storming technique on students speaking skill at the eighth grade of SMK Negeri

2 Tembilahan?

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E. Purpose of the Research

Refer to the research question above, the purpose of this research is to find

out whether or not there is significant effect of using brain storming technique on

students speaking skill at the eighth grade of SMK Negeri 2 Tembilahan.

F. Significance of the Research

The findings of this research later is expected can give contribution and

benefit to:

a. Students
It can motivate them to try to speak English as often as possible, so

that they can improve their ability in speaking skill.

b. Teachers
Through this brain storming technique, it can be the one an example or

technique to teaching speaking, which teacher can manage classroom

activities more communicatively.

c. Researcher
This research is useful to increase her knowledge about the effect of

using brain storming technique toward students speaking skill and in

conducting a research, especially about experiment research.

d. Readers
This research could be an example an innovative learning and could

give motivation in order the processes of learning is interesting.

G. Definition of the Key Terms
a. Brainstorming

According to Al-blwi in Al-Khatib (2006:30) brainstorming is an

innovative conference with special nature in order to produce a list of ideas

that can be used as clues lead students to the development of the problem

while giving each student the chance to express her ideas and share those

ideas with others and encourage new ideas.

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b. Speaking

According to Nurjamal, dkk in Nurgubitasari and Sukma (2015:237)

speaking is an ability to orally express the idea, opinion, thought, and feeling

to other people both directly and indirectly.

CHAPTER II

REVIEW OF THE RELATED LITERATURE

A. Review of the Related Theories

1. Speaking
a. Definition of Speaking

Brown, 1994; Burns & Joyce,1997 in Hasibuan (2012:2) speaking is

defined is an interactive a of constructing meaning that involves

producing and receiving and processing information.

According to Malihah (2010:1) speaking is a crucial part of second

language learning and teaching. Teaching speaking is not merely to let

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students to repeat or memorize dialogues, but they should be able to use

the utterance to communicate in the real situations.

According to Endang (2012:1) speaking is the process of oral

communication involving the interaction both speaker and listener in

sharing information.

In addition, Thornbury (2005:1) states that speaking is so much a part

of daily life that we take it for granted. The average person produces tens

of thousands of word a day, although some people like auctioneers or

politicians may produce even more than that.

According to Hornby in Hidayat (2012:2) speaking is also one of the

language arts that is most frequently used by people all over the world.

Meanwhile, Finocchiaro and Brumfit in Iamsaard and Kerdpol (2015 :

71) states that speaking is the reaction related to the message, situation,

articulation, by using the appropriate language, grammar rules, meaning

and culture properly. The speaker sends the message using the appropriate

stress, intonation, facial expression, gesture to help convey the meanings

for the listeners. Sometimes the speech might lack the completion or

improper grammar; however, speaking occurs between two people by

using the language as the means of communication.

Based on the definitions above, the researcher concludes that speaking

is a crucial part in language learning and teaching, where through

utterance or oral language to communicate with other people to share their

feeling or information.

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b. Function of Speaking

Richards (2008:21) states that there are three parts version of

functions of speaking by Brown and Yules framework, as follows: talk

as interaction, talk as transaction, and talk as performance. Below are the

explanations of the functions of speaking:

a) Talk as Interaction

This refer to conversation and describes interaction which serves

primarily social function. When people meet, they exchange greetings,

engage in small talk and chit chat, recount recent experiences, and so

on because they wish to be friendly and establish a comfortable zone

of interaction with others.

The main features of talk as interaction can be summarized as

follows:

Has a primarily social function

Reflects role relationship
Reflects speakers identify
May be formal or casual
Some of the skill involved in using talk as interaction are :
Opening and closing conversation
Choosing topic
Making small-talk
Recounting personal incidents and experiences

Mastering the art talk as interaction is difficult and may not be a

priority for all learners. However, the students who do need such skill

and find them lacking report that they sometimes feel awkward and at

a loss for words when they find themselves in situation that requires

talk for interaction.

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b) Talk As Transaction

This refers to situations where the focus is on what is said or

done.The massage and making oneself understood clearly and

accurately is the central focus, rather than the participants and how

they interact socially with each other.

Accruracy may not be priority as long as information is

successfully communicated or understood. The second type is

transactions which focus on obtaining good or services, such as

checking into a hotel or ordering food in a restaurant.

The main features of talk as transaction are :

It has a primarily information focus

The main focus is on the message and not the participants
Participants employ communication strategies to make

themselves understood
Linguistic accuracy is not always important
Some of the skills involved in using talk for transactions are:
Describing something
Confirming information
Making suggestions
Making comparison
c) Talk as performance

This refers to public talk or public speaking, which transmits

information before an audience such as classroom presentations, public

announcements and speeches. This talk tends to be in the form

monolog rather than dialog, often follows a recognizable format, and is

closer to written language than conversational language. Examples of

talk as performance are giving a class report about a school trip,

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conducting a class debate, making a sales presentation, an d giving a

lecture.

The main features of talk as performance are :

A focus on both message an audience

Importance of both form and accuracy
Language is more like written language
Some of the skill involved in using talk as performance are:
Presenting information an appropriate sequence
Using correct pronounciation and grammar
Using appropriate vocabulary
Using an appropriate opening and closing
2. Teaching Speaking
a. Definition of Teaching Speaking

According to Harmer (2001:271) states that teaching speaking is

started at teaching the students how to speak in English as their foreign

language, for then ask them to able to pronounce the new language

accurately. It is continued then to guide student to a point where they can

begin to judge whether their sound productions are correct or not. At this

point, the teacher is no longer primarily to correct, but he or she is

supposed to encourage students to practice speaking the target language.

Meanwhile, teacher should be able to encaourage students speaking some

sounds, repating, and imitating him/her. Finally, the students are required

to be used to practice and do oral language.

In addition, according to Nunan in Hayriye (2006:1) teaching

speaking is to teach English language larners to : (1) Produce the English

speech sound and sound patterns; (2) Use words and sentences stress,

intonation pattern and rhythm of the second language; (3) Select the

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appropriate words and sentence according to the proper social setting,

audience, situation and subject matter; (4) Organize their thought in a

meaningful and logical sequence; (5) Use language as a means of

expressing values and judgments; (6) Use the language quickly and

confidently with natural pauses which is called fluency.

In those meanings of teaching speaking above, the teacher must pay

attention of some important aspects include producing sentences,

intonation, rhythm and stress. Those sound productions must be

meaningful because it must be produce logically from thoughts.

b. The Goal of Teaching Speaking

As to Hasibuan (2012:10) said that The goal of teaching speaking is

communicative efficiency. So, in learning speaking, students should be

able to make themselves understood and they should try to avoid

confusion in the message due to its pronunciation, grammar, and

vocabulary and to observe the social rule that apply in communication

situation.

According to Murcia (2001:7) when teaching speaking English as a

foreign language, teacher needs to particularly competent at organizing

activities in class and motivating the students. However, the teacher needs

to make the speaking class to be fun and enjoyable. The teacher has to

create activities that give students many opportunities of communicating

with their friends. So, teaching speaking must be an enjoyable and fun

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activity that makes the students feel secure to speak up and express their

feeling freely.

c. Activities To Promote Speaking

According to Hayriye (2006:2) inferred from many linguistic on her

article in the internet on Teaching English as A Second Language (TESL)

Journal, there are thirteen activities to promote speaking which are :

a) Discussions

After a content-based lesson, a discussion can be held for various

reasons. The students may aim to arrive at a conclusion, share ideas

about an event, or find solutions in their discussion groups. Before the

discussion, it is essential that the purpose of the discussion activity is

set by the teacher. In this way, the discussion points are relevant to this

purpose, so that students do not spend their time chatting with each

other about irrelevant things.

b) Role Play

According to Harmer (1984) Students pretend they are in various

social contexts and have a variety of social roles. In role-play

activities, the teacher gives information to the learners such as who

they are and what they think or feel. Thus, the teacher can tell the

student that "You are David, you go to the doctor and tell him what

happened last night"

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c) Simulations
Simulations are very similar to role-plays but what makes

simulations different than role plays is that they are more elaborate. In

simulations, students can bring items to the class to create a realistic

environment. For instance, if a student is acting as a singer, she brings

a microphone to sing and so on.

d) Information Gap

In this activity, students are supposed to be working in pairs. One

student will have the information that other partner does not have and

the partners will share their information. Information gap activities

serve many purposes such as solving a problem or collecting

information. Also, each partner plays an important role because the

task cannot be completed if the partners do not provide the

information the others need.

e) Brainstorming

On a given topic, students can produce ideas in a limited time.

Depending on the context, either individual or group brainstorming is

effective and learners generate ideas quickly and freely. The good

characteristics of brainstorming is that the students are not criticized

for their ideas so students will be open to sharing new ideas.

f) Storytelling

Students can briefly summarize a tale or story they heard from

somebody beforehand, or they may create their own stories to tell their

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classmates. Story telling fosters creative thinking. It also helps

students express ideas in the format of beginning, development, and

ending, including the characters and setting a story has to have.

d. The Role of Teacher During Speaking Activities

According to Diane in Irtatik (2009:11) the teacher facilitates

communication in the classroom. In this role, one of the major

responsibilities is to establish situations likely to promote communication.

According to Harmer (2007:347) teachers should play such of

different roles in teaching speaking. The roles as follow:

a) Prompter: Students sometimes get lost, cannot think what to say

next, or in some other way lose the fluency the teacher expects of

them. The teacher can leave them to struggle out of situation on

their own, and indeed sometimes this may be the best option.
b) Participant: Teachers should be good animators when asking

students to produce language. At other times, teachers may want

to participate in discussion or role play themselves. That way they

can prompt covertly, introduce new information to help the

activity along, ensure continuing students engagement, and

generally maintain creative atmosphere.

c) Feedback provider: When students are in the middle of a speaking

activity, over-correction may inhibit them and take the

communicativeness out of the activity. On the other hand, helpful

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and gentle correction may get students out of the mistakes or

errors they have made

e. The Assessment of Speaking

According to Hughes (1989 : 111) the components of the speaking

rubric focus on fluency, pronouncation, vocabulary, grammar and

communication strategy.

The Assesment of Speaking

Accents
1. Pronunciation frequently unintelligible.
2. Frequent gross errors and a very heavy accent makeunderstanding

difficult, require frequent repetition.

3. 'Foreign accent'' requires concentrated listening, and

mispronunciations lead to occasional mispronunciations lead to

occasional misunderstanding and apparent arrors in grammar or

vocabulary
4. Marked ''foreign accent'' and occasional mispronunciations which do

not interfere with understanding.

5. No conspicuous mispronunciations, but would not be taken for a

native speaker.
6. Native pronounciation, with no trace of foreign accent

Grammar

1. Grammar almost entirely inaccurate phrases.

2. Constant errors showing control of very few major patterns and

frequently preventing communication.

3. Frequent errors showing some major patterns uncontrolled and

causing occasional irritation and misunderstanding.

4. Occasional errors showing imperfect control of some patterns but or

weakness that causes misunderstanding.

5. Few errors, with no patterns or failure.

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6. No more than errors during the interview

Vocabulary

1. Vocabulary inadequate for even the simplest conversation.

2. Vocabulary limited to basic personal and survival areas ( time,food,

transportation, family, etc.)

3. Choice of words sometimes inaccurate, limitation of vocabulary

prevent discussion of some common professional and socialtopics.

4. Professional vocabulary adequate to discuss special interest; general

vocabulary permits discussion of many non-technical subject with

some circumlocutions.
5. Professional vocabulary broad and precise; general vocabulary

adequate to cope with complex practical problems and varied social

situations.

Fluency

1. Speech is so halting and fragmentary that conversation is virtually

impossible.
2. Speech is very slow and uneven except for short or routine

sentences.
3. Speech is frequently hesitant and jerky; sentences may be left

uncompleted.
4. Speech is occasionally hesitant, with some unevenness caused by

rephrasing and groping for words.

5. Speech is effortless and smooth, but perceptibly non-native in speech

and evenness
6. Speech on all professional and general topics as effortiess and

smooth as a native speakers

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Comprehension

1. Understands too little for the simplest type of conversation.

2. Understand only slow, very simple speech on common special and

touristic topics; requires constant repetition and rephrasing.

3. Understand careful, some what simplified speech when engaged in a

dialogue, but may require considerable repetition and rephrasing.

4. Understand quite well normal educated speech when engaged ina

dialogue, but requires occasional repetition or rephrasing.

5. Understands everything in normal educated conversation exceptfor

very colloquial or low frequency items, or exceptionally rapid or

slurred speech.
6. Understands everything in both formal and colloquial speech to be

expected of an educated native speaker.

3. Brainstorming
a. Definition Of Brainstorming

In this case, according to Clark (1958 : 53) Brainstorming is a strategy

with which a problem can be attackedin fact, literally stormedby

dozens of ideas. The attack can be carried on by one person, by two or

three, by an Osborn's dozen, or by even hundreds. The important thing is

that the most creative portion of the brain, the subconscious, has its full

fire directed right at the problem under attack. Ideasnew, different,

crazy ideasare allowed to get to the subconscious and set off the

marvelous chain reaction of free association.

According to Effendi (2015 : 671) A popular tool that will help people

to generate creative solutions to problems or problem solving is

brainstorming. It is useful when someone wants to break out of stale or

setting up patterns of thinking so that someone can develop new ways of

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looking at things, and open minded because there is no limitation

thinking. Brainstorming will also help for overcoming many problems

that can make the group a nothing solution of problems and unsatisfactory

process. By using brainstorming in a team it helps to bring diverse

experience of all team members into play during problem solving.

According Wolff in Manouchehry (2014 : 178) argues that

brainstorming can be a useful and enriching tool in the EFL classroom

and a means of showing students that they are collectively capable of

generating far more ideas to improve their learning process than they

believed possible.

Meanwhile, Amoush (2015 : 89) said that brainstorming means the

use of brain to the active problem solving and the brainstorming sessions

aim at developing creative solutions to problems.

According to Fitri (2016 : 2) pada penggunaan metode Brainstorming

pendapat orang lain tidak untuk ditanggapi. Metode ini berdasarkan

pendapat bahwa sekelompok manusia dapat mengajukan usul lebih

banyak dari anggotany amasing-masing. Dalam metode ini disajikan

sebuah soal. Lalu para peserta diajak untuk mengajukan ide apa pun

mengenai soal itu, tidak peduli seaneh apa pun ide itu. Ide-ide yang aneh

tidak ditolak secara apriori, tetapi dianalisis, disintesis dan dievaluasi

juga. Boleh jadi pemecahan yang tidak terduga yang akhirnya muncul

Roestiyah in Khotimah (2014: 36) menjelaskan bahwa Metode

Brainstorming adalah suatu teknik atau mengajar yang dilaksanakan oleh

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guru di dalam kelas yaitu dengan melontarkan suatu masalah ke kelas

oleh guru, kemudian siswa menjawab atau menyatakan pendapat, atau

komentar sehingga mungkin masalah tersebut berkembang menjadi

masalah baru, atau dapat diartikan pula sebagai satu cara untuk

mendapatkan banyak ide dari sekelompok sekelompok manusia dalam

waktu yang singkat.

Dari berbagai pendapat yang dikemukakan para ahli di atas dapat

disimpulkan bahwa metode Brainstorming adalah suatu teknik mengajar

yang melibatkan siswa dengan cara melontarkan masalah kepada siswa

dan mengajak siswa ke masalah tersebut sehingga si anak terlibat daya

pikir, ide, gagasanbahkan tanggapan yang terjadi secara spontan dan akan

memunculkan permasalahan baru lainnya, dan seluruh masukan siswa

tidak boleh di bantah sekalipun ide tersebut tidak berkenaan dengan

masalah yang dibahas.

b. Types of Roles In Role Play

Ladousse (1995:13) states that there are several types of roles in role play.

The first is the roles which correspond to a real need in the students lives.

In this category, it involves such roles as doctors dealing with patients, or

salesman traveling abroad. The second type of role is the students play

themselves in a variety of situations which may or may not have direct

experience. The example which include in this category is a customer

complaining or a passenger asking for information. The third type is the

type that few students will ever experience directly themselves, but it is

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easy to play because the teachers have such vast indirect experience of

them. The television journalist is a good example of this type and it is

very useful kind of role taken from real life. The last type is fantasy roles,

which are fictitious, imaginary, and possible even absurd.

c. Procedure of Brainstorming

According to Foroush and Sadeghi in Rizi (2013 : 231) there are some

procedure of brainstorming activity :

1. Introducing the brainstorming rules: The first stage consists of

introducing the rules. By writing the list of rules on the whiteboard,

we can direct the class processes. When students see the rules, they

try not to deviate from the main route.

2. Stating the subject or problem: In this stage, the teacher should

select a topic for which there are no explicit materials in the book.

Students should have at least a little information about the topic.

Topics about which students have no knowledge are not suitable.

Also, topics which have only a few specified solutions are not

suitable. In order to begin, you can give the students some concise

introductory but interesting information about the topic. It is

recommended that a set of thought-provoking questions be

prepared for this stage.

3. Expressing ideas: This can be done in different ways. One way is

that a person presents his/her idea and then the next person takes

turns to do the same, hence a revolving current of expressing ideas.

4. Exhibiting ideas for combination and improvement: So far many

ideas have been presented. Now ask the group to screen and refine

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ideas, that is, to discard repetitious, similar, or inappropriate ones.

Be careful not to discard original, creative ideas just because of

being unusual.
5. Evaluating ideas: Now we have a number of classified ideas. Some

people mistakenly believe that group brainstorming is the whole

process of problem solving; while actually, it is just one of the

stages of idea seeking, the latter itself being just one of the stages

of creative problem-solving.
d) Review of the Related Findings
There are some researches were observed that has relation about the

researchers topic. The first is by Kadek Pande Yuni Artini (2014) entitled

The Application Of Brainstorming Technique To Improve Writing Skill Of

The Eighth Grade Students Of SMPN 2 Sukawati In Academic Year

2013/2014. The result shown that there were positive responses concerning

the technique applied in improving the subjects writing skill. The present

classroom action study proved that brainstorming technique could improve

writing skill of the eighth grade students of SMPN 2 Sukawati in academic

year 2013/2014.
Second is by Tossi Ana Ari Utami (2014) entitled Improving The

Ability In Writing Descriptive Texts Through Brainstorming Technique For

Grade VIII Students At Smp N 1 Piyungan. The results of this study showed

that the implementation of brainstorming technique in the writing classes was

believed to be effective to improve students ability in writing descriptive

texts.
The third is by Bella Aviana Sari (2015) Penerapan Metode

Brainstorming Untuk Meningkatkan Keterampilan Berbicara Siswa Kelas V

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Sekolah Dasar. The finding of this research indicated that the application of

the method of brainstorming on learning Indonesian comment on the issue of

factual material can enhance the elementary school students' speaking skills

class V.
From the related studies above, it can be supposed that implementing

of using brainstorming can improved the students speaking and writing skill.

Therefore, the researcher was interested in examining using brainstorming of

teaching in the class to improve students speaking skill. Since previous

studies gave better result that can be used as the basis to conduct a next

research related to this instruction, due to the fact that the writer will also

investigate using brainstorming of teaching in teaching speaking. In addition,

the researcher also wants to find whether or not it will give a better

contribution to the teaching and learning process in speaking especially to the

students of SMK Negeri 2 Tembilahan.

e) Conceptual Framework
The eighth grade students of SMPN 1
Tembilahan Kota
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Problem

Experiment class Control class

Brainstorming technique Conventional technique

Pre-test Pre-test
1) The teacher begin by reviewing the speaking 1) The teacher begin by
activity to decide what information. reviewing the speaking
Treatment activity to decide what
2) The teacher introduced about the information.
brainstorming rules Treatment
3) The teacher divide the class into some 2) The teacher gives
groups explanation about
4) The teacher gives the problem (the topic) ahead the material.
and times for the students to find information 3) The teacher gives the
about the topic. students exercises
5) The teacher chooses which the students to personally or group
Expected result his/her idea and continued
present about Speaking
with Skill Achievement
assignment.
other students H0: There is no significant Post-testeffect of using
6) The teacher evaluate aboutbrainstorming
ideas and givestechnique toward collects
4) The teacher students
the
general conclusion. speaking skill. students assignment.
H1: There is a significant effect
Post-test Based on the theoretical of using brainstorming
framework above,5)explain
The teacher
that theconcludes
object of
technique
7) The teacher compared the score of the post- toward studentsthe lesson skill.
speaking before
testresearch
this betweenwasthe score of pre-test
the eighth grade students of SMK Negericlosing.
2 Tembilahan. In

this research, the problem of this research is lack students speaking ability.

Based on the problem above, the researcher focused to investigate the effect

of using brainstorming technique toward students speaking skill.

In this research, the researcher used experiment research, there was

control class and experiment class. The pre-test is given for each class both

experimental and control class to know about their speaking, after that, the

writer give the different treatment, an experimental group which recieves the

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special treatment and control group which does not, in experimental class the

writer use brainstorming technique as treatment to teach the students, and

control class use conventional technique. After conducting the treatment, the

writer will do the post-test for both of class to measure the students speaking

after and before treatment is given, is there are significant different or not

after pre-test and post-test conducted.

f) Hypothesis
According to Nasution (2012 : 38) hypothesis is every question about

something while that not yet the true empirically. There are two kinds of

hypothesis:
Ha ( Alternative Hypothesis)
There is a significant effect of using brainstorming technique toward

students speaking skill.

H0 (Null Hypothesis)
There is no significant effect of using brainstorming technique toward

students speaking skill.

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CHAPTER III
RESEARCH METHODOLOGY
A. Research Design

The type of this research was Quasi Experimental Research. This

research consisted of two variables, they were independent variable (X) was

role play technique, and dependent variable (Y) was students speaking skill.

As pointed out by Creswell (2008:313) that quasi-experiments include

assignment, but not random assignment of participants to group. This is

because experimenter can not artificially create groups for the experiment. In

addition, as Creswell (2005 : 51) said that Experimental design (also called

in intervention studies or group comparison studies) are procedures in

qualitative research in which the investigator determines whether an activity

or materials make a difference in result for participants.

In this research, the writer taked two classes; the first class as

experimental class (X) was taught by using brainstorming technique. While

the second class as control class (Y) was taught without using brainstorming

technique. It was an appropriate way of this research in order to know the

significant effect of using brainstorming technique toward students speaking

skill of the eighth grade students at SMK Negeri 2 Tembilahan.

B. Location and Time of the Rersearch

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The location of the research is at SMK Negeri 2 Tembilahan Kota Jl.

SKB, Tembilahan, Riau. This research will be conducted from .

C. Population and Sample of the Research
1. Population
Soewadji (2012 : 131) states that population is a group of

people, events or anything that has certain characteristics. The

population can also be interpreted as an object or a subject that has

certain characteristics defined by the researcher to learn and then

make the conclusion.

The population of this research was all students of the eighth

grade at SMK Negeri 2 Tembilahan. The total number of students

of the eighth grade at SMK Negeri 2 Tembilahan was 104 students

from nine classes. The sample consisted of two classes. The writer

took class VIII.8 and VIII.9 as sample. Where class VIII.8 was

Experimental class and VIII.9 was control class. For the

population could be seen on table below:

Table 3.2
Total of Population

No Number of Classes Number of Students

.
1. VIII.1 22 students
2. VIII.2 22 students
3. VIII.3 21 students
4. VIII.4 23 students
5. VIII.5 23 students
6. VIII.6 23 students
7. VIII.7 22 students
8. VIII.8 24 students
9. VIII.9 24 students
Total 204 students

2. Sample

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To get sample of population, the writer used purposive

sampling to obtain sample of population, according to Gay and

Airasian (2009:75) states that purposive sampling, also referred to

as judgment sampling, is the process of selecting a sample that is

believed to be representative of a given population. All the

students (selected groups) of the eighth grade at SMK Negeri 2

Tembilahan had similar characteristics.

Table 3.3
Sample of the Research

No. Class Number of students

1. VIII.8 (experimental class) 32 students
2. VIII.9 (control class) 32 students
Total 64 students

D. Research Instrument
A research instrument is the way to get the data, in this study the

instrument that is used by the speaking is test in quantitative research.

According to Creswell (2005 : 47) an instrument is a tool for measuring,

observing, or documentating quantitative data. Examples of instruments are

survey questionnaires, standardized tests, and checklist that you might use to

observe a students or teachers behaviors. The writers use test as the

instrument in this study, the research use speaking test to testing the students

at the eighth grade of SMK Negeri 2 Tembilahan.

1. Test
According to Arikunto (2010: 150) test is appliance used to measure

skill, knowledge of interagency, talent or ability had by each and

everyone. And as Junianto and Rudi in Anastasi and Brown (1976:89)

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said that Test represent an objective measurement appliance and standard

to my sample. Its mean that test used to know until where understanding

of someone or student in given object or items.

E. Research Procedure
In this reserach the writer will conducting pre-test, treatment and post-

test for experimental class using brainstorming, and for control class used

conventional method:
1. Pre-test.
Pretest is given in the first meeting, conducting before the

treatment is given for the students, the writer used pre-test for both of

class, to know the students mark about their speaking skill.

2. Treatment
Treatment is given after conducting the pre-test, the researcher

give the treatment to experimental class as much as 4 meetings.

Experimental Group Control group

1. First meeting 1. First meeting
1).The writer explains the title 1).The writer explains the title

of the study to the students of the study to the students

2).The writer explains what the 2).The writer explains what the

study is about study is about

3).The writer asked the 3).The writer asked the

students to work in group students to work as

individually.
4).The writer asked the 4).The writer asked the

students to learn about their students as an individually

rolealso found the difficulty found the difficulty words

words from the study from the study.

5).The writer closing the lesson 5). The writer closing the lesson

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2. Second meeting 2. Second meeting

1).The writer asked the 1). Students as an individually

students to work in group

2).The writer asked the 2).The writer asked the

students to learn the study students to read the study

given in the previous given in the previous

meeting meeting
3).The writer asked each the 3).The writer asked the

students group to explain students to explain the study

the study as orally in front as orally in front of the class

of the class
3. Third meeting 3. Third meeting
1).The writer explains the title 1).The writer explains the title

of the study to the students of the study to the students

2).The writer explains what the 2).The writer explains what the

study is about study is about

3).The writer asked the 3).The writer asked the

students to work in group students to work as

individually
4).The writer asked the 4).The writer asked the

students to learn about their students as an individually

role also found the found the difficulty words

difficulty words from the from the study.

study
5).The writer closing the 5). The writer closing the lesson

lesson
4. Fourth meeting 4. Fourth meeting
1).The writer asked the 1). Students as an individually

students to work in group

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2).The writer asked the 2).The writer asked the

students to learn the study students to read the study

given in the previous given in the previous

meeting meeting
3).The writer asked each the 3).The writer asked the

students group to explain students to explain the study

the study as orally in front as orally in front of the class

of the class

3. Post-test
Conducting the post-test after the treatment is given to the

students, to know whether there are different significant after and

before given the treatment.

F. Data Collection Technique
This research will use the collection technique is test. The test is going

to be used for measuring the students speaking ability of the use of

brainstorming technique. The test will divide into two ways: pretest and post-

test in which the pre-test giving before treatment and pos-test is given after

doing treatment. In collecting the data, the researcher uses a tape recorder to

record the students voice. in this case, the researcher calls the students to

come forward to perform their speaking and the researcher record their

performances for data of the research, the research provides them a group,

every students gets one figure, in this test, the researcher record the result of

students speaking ability to make an assesment.

G. Data Analysis Technique

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After obtaining individual scores, the writer processes the score for

both of class with the formula, according to Evelyne and Hussaein (1982:87)

the formula is :

1. Determine the mean of both groups (experimental and control group) :

Total score
Me = Amount of data

Total score
Mc = Amount of data

2. Determine the deviation standard (DS) of both groups (experimental and

control group) :

Sc=
2
X
N 1

Se =
2
X
N 1
Se =Deviation standard of control group
Sc= Deviation standard of experimental group
2 2
S S
SE ( Xe.Xc ) e c
n n
1 2
3. Determine standard error of

different between the means:

SE( X e. X c ) Standard Error of Difference between th e means

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Xe Xc
t observed
SE X e. X c
4. Determine t-observed

t t - observed

X e Mean of Experiment al Group X c Mean of Control Group

SE( X e. X c ) Standard Error of Difference between th e means

5. Find out Degree of Freedom (df) :

df N1 N 2 2
6. Hypothesis testing:

If t-observed is greater () than t-critical value (table); null

hypothesis is rejected and alternative hypothesis is accepted, and vice

versa.

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