Copyright © 2020 The Author IDEAS is licensed under CC-BY-SA 4.0 License Issued by English study program of IAIN Palopo IDEAS Journal of Language Teaching and Learning, Linguistics and Literature ISSN 2338-4778 (Print) ISSN 2548-4192 (Online) Volume 8, Number 1, June 2020 pp. 1 – 12 Indi & Faridah An Analysis of Brainstorming Learning Strategy on the Students’ Writing Descriptive Text in Junior High School IDEAS, Vol. 6, No. 1, June 2020 ISSN 2338-4778 (Print) ISSN 2548-4192 (Online) An Analysis of Brainstorming Learning Strategy On the Students’ Writing Descriptive Text In Junior High School Farida Repelita Waty Kembaren1, Indi Vira Patmala2 faridarepelita@uinsu.ac.id, indivira98@gmail.com 1Tadris Pendidikan Bahasa Inggris, Universitas Islam Negeri Sumatera Utara, Medan, 2 Tadris Pendidikan Bahasa Inggris, Universitas Islam Negeri Sumatera Utara, Medan, Abstract This study was conducted to analyze how the brainstorming learning strategy on students in writing descriptive text with the aim of describing how the brainstorming learning strategy on students in writing descriptive text. This study uses a case study in qualitative research. The participants in this study were students of grade 8-b MTs Munawwarah Amal Bhakti Kec. Ujung Padang Kab. Simalungun, totaling 26 students consisting of 16 male students and 10 female students. Data collection was carried out using class observation, interviews with teachers and students and documentation. The findings of this study state that the brainstorming learning strategy in writing descriptive text for grade 8-b students makes students actively think to express their opinions through writing, Students can learn to think quickly and, Students feel comfortable and satisfied, Teach students to be disciplined, Increase vocabulary understanding in English. Based on the findings, the researcher gives suggestions as teachers should continue to apply brainstorming learning strategies in writing descriptive text, because in addition to training students to write, they also train students to think. Teachers can use audio-visual media such as in focus in explaining learning materials so that learning is more interesting. Teachers should require students to bring a dictionary in English lessons, in order to improve vocabulary comprehension. Schools must provide or facilitate media in teaching, so that learning becomes interesting and students can understand the lesson well. Keywords: Brainstorming Learning Strategy; Descriptive Text; Students’ Writing; Introduction One of the skills in learning English that students must master is writing. Skill is the process of receiving and giving information through an activity that uses physical activity or thinking about an object (Kembaren, 2018:1). Learning strategies are needed to overcome students' difficulties in writing, so the teacher's involvement is important helpful for students writing. According to Damanik (2018:5), writing is an aspect of assessment that stems from learning, one's skills that apply anywhere and anytime at the student level, as well as primary social life. Students' writing abilities are defined as their capacity to communicate their thoughts, views, and experiences to others via written language. Writing may help students learn more by elaborating on previously taught material like grammatical, vocabulary, and structure, as well as allowing them to express themselves. Junior high school students study four sorts of written texts to improve their writing skills: narrative text, recount text, descriptive text, and procedure text. A descriptive text is a part of writing that describes anything, such as items, animals, people, and other things. Best on fact, most of the students have a low skill to do it. Students have some problems in writing text. Learning strategies are very important so that students can write descriptive text well one of them is by using a brainstorming learning strategy. Strategy brainstorming has been used in the learning strategy of students at secondary school in Jordan. The researcher explained this finding to the fact that both students and teachers were interested in learning about the new method of brainstorming, and both enjoyed and were interested in learning about teaching writing (Simeon, 2016:4). In junior high school education, teachers have used brainstorming strategies in improving students' writing texts. With the aim that students can identify objects and then describe them in written text. In several schools in Indonesia, the teacher has applied brainstorming strategy well; improve students’ ability to express themselves through writing in the type of paragraph text. According to Simeon (2016:5) “The brainstorming strategy has been viewed as a viable solution to students’ writing difficulties”. Brainstorming is a strategy for getting creative ideas. According to Anggraini (2020:72) “Brainstorming is like a strategy for assisting students in initiating some form of thought process. We often hear written texts in learning English; a teacher must be able to apply learning strategies for students in writing descriptive texts. One of them was applying a brainstorming strategy. Even though the ideas developed in this stage might not connect directly to the theme, brainstorming is an effective way for students to explore their ideas before they start. Brainstorming strategy is very suitable to be employed by teachers in writing descriptive text (Abedianpour & Omidvari, 2018:1085) The researcher observed one school in Simalungun that had implemented a brainstorming learning strategy for its students. The teacher is sure, that a brainstorming strategy can help students in writing descriptive text. However, the researcher noticed that certain students struggled to keep up with the process of learning, some of the students just stayed silent, and were confused in solving problems or topics given by the teacher. Students who have achievements will find it easier to work on, than students who have no achievements. The researcher found the articles that related to the problem that will research are studied by Tossi Ana Ari Utami explained using the brainstorming strategy; students can improve their ability to write descriptive texts, another study by Febrina Manalu explained using a brainstorming strategy to help students improve their descriptive writing skills. The study by Shela Rizkina explained the impact of brainstorming on the creation of descriptive text. The study by Febri Anggraini explained using a brainstorming strategy to teach students how to write a descriptive text. The study by Laila Nurul Hikmah explained the impact of brainstorming approaches on students' capacity to write descriptive paragraphs. Based on the five- research results above there is a gap between these studies, it can be see that most previous researchers used brainstorming learning strategy in helping students improve their writing skills. Although the previous researchers stated the brainstorming strategy was very helpful for students’ to increase in writing descriptive text, a little bit discussed students who have difficulty in using brainstorming learning strategy. The researcher wanted to analyze the students’ how is the brainstorming strategy is used on students writing descriptive text. Because the researcher observed many students had difficulty in using the brainstorming strategy well, using the brainstorming approach for creating descriptive text, the researcher was able to describe the students' phenomenal knowledge. It is hoped that this research will help students in writing descriptive text well. To prove the previous issue, the researcher carried out a preliminary survey of the VIII grade students. The goal of this study is to discover information about how the brainstorming strategy used on students writing descriptive text. Depending on the background researcher focused and limits the issue “Strategy Analysis of Brainstorming Learning on Students’ Writing Descriptive Text in MTs Munawwarah Amal Bhakti Simalungun. The problem that the researcher wanted to know how is the brainstorming learning strategy on students’ writing descriptive text at eighth grade students of MTs Munawwarah Amal Bhakti Simalungun? Based on the formulation above, the researcher aims to describe how brainstorming learning strategy on students’ writing descriptive text at eight grade students of MTs Munawwarah Amal Bhakti Simalungun. Method This research uses qualitative design; Qualitative design is Individual and societal problems investigated through study. This research conducted in MTS Munawwarah Amal Bhakti Simalungun, focusing in Class VIII-B. It is located at Jl. Dusun Ulu kec. Ujung padang, kab. Simalungun. The school has three classes of eighth grade. Each class consists of 30 students. Totally, there were 90 students, with two teacher of English lesson. The technique of collecting data that used by the researcher as follows three observable are observation, interview, and documentation. Data analysis extended general steps with specific research design steps are prepare the data, read or look at all the data, coding process, generate a description and themes, Representing the description and themes Results How is the Brainstorming Learning Strategy on Students Writing Descriptive Text at Eight Grade of MTs Munawwarah Amal Bhakti Based on the findings of classroom learning observations and interviews with students, it has described how the brainstorming learning strategy on students writing descriptive texts at the eighth grade of MTs Munawwarah Amal Bhakti Simalungun. In the learning process in the classroom the teacher must prepare facilities and infrastructure that will assist students in receiving knowledge from various subjects, especially English, one of the skills that students must master in learning English is writing. At MTS Munawwaroh Amal Bhkati the English teacher has implemented a brainstorming learning strategy in writing descriptive text. Table 1.findings of the interview students NO Description Interview Initial HW Initial VA Initial AD Initial PA 1 Understanding descriptive text material √ √ √ √ 2 Understanding brainstorming learning strategy well √ √ √ √ 3 Using dictionary in writing descriptive text √ √ 4 Brainstorming Learning strategy Trains student thinking and writing √ √ √ √ Fiqure 1.Interview with students HW Discussion Brainstroming Learning Strategy in Learning Process The following is the learning process in the classroom, how the brainstorming learning strategy on students writing descriptive text at eighth grade of MTs Munawwarah Amal Bhakti: a. The teacher explains the material about descriptive text, which includes the definition of descriptive text, generic structure, purpose of descriptive text, and examples of descriptive text b. The teacher explains the brainstorming learning strategy using picture to students until students understand it well c. The teacher asks students to prepare a worksheet to describe the picture given by the teacher. d. The teacher gives a time limit for students to describe the picture with 30 minutes to train students to think quickly e. The teacher allows students to use the dictionary in the writing process to increase their knowledge of vocabulary f. Each student is expected to write down their thoughts about an image and then arrange it into a descriptive text and complete it within 30 minutes g. Students collect their worksheets h. Students read their descriptive text in front of the class i. The teacher provides improvements to the results of student descriptive text. The finding of observation in learning class activities through brainstorming learning strategy in teaching writing descriptive text gets percentage score of 88%. The number of 88% in the assessment category is good, of the overall good learning activities. As for the results of the observations and interviews produced to explain how the brainstorming learning strategy for the eighth grade students of MTS Munawwaroh Amal Bhakti are as follows: a. Students are able to understand the brainstorming learning strategy well. b. Students are active to think and then write their ideas about the pictures given by the teacher which are then compiled into a descriptive text. c. Train students to be disciplined by giving a time limit in describing the picture d. Brainstorming learning strategy can train students' thinking and writing. Disadvantages of Brainstorming Learning Strategy in Writing Descriptive Text According to Nugraha & Indihadi (2019:6) revealed several weaknesses of the brainstorming learning strategy, students who have low achievement in class are always left behind. Based on the findings of observations in grade 8B MTS Munawwarah Amal Bhakti using a brainstorming learning strategy in writing descriptive text students’ who have achievement in class have better findings in writing descriptive text compared to students who have low achievements in class. In addition, errors in writing such as sentence structure, grammar and vocabulary that are not appropriate are also owned by students who have achievement in class. Conclusion Based on the results of research using qualitative research, namely case studies, it can be concluded that how is the brainstorming learning strategy for students to write descriptive texts in the eighth grade 8B of MTS Munawwarah Amal Bhakti. The teacher applied a brainstorming learning strategy using pictures, students are asked to describe the pictures and then they are arranged into descriptive text with a specified time limit. Thus, it can train students' thinking skills and improve writing skills in English, although in the writing results descriptive text it is found that there are differences between students who have achievement in class and students who have low achievement in class. From the results of the study about brainstorming learning strategy on students writing descriptive text are: 1. Students actively think about expressing their opinions through writing, when the teacher gives a picture, each student is asked to describe the picture which is then written and arranged in the form of descriptive text. 2. Students can learn to think quickly and clearly by writing descriptive text, with the time limit given by the teacher, students will be trained to think quickly and convey their ideas in a timely manner. 3. Students’ feel comfortable and satisfied, with the brainstorming learning strategy in writing descriptive text, students will measure their own understanding of the images expressed in a descriptive text sentence. 4. Students’ become disciplined. With the time period given by the teacher in writing descriptive text, it will create students who are on time in collecting their descriptive text results. 5. Students’ understand more vocabulary. When a student has a vocabulary that they did not know before then he uses a dictionary in the process of writing descriptive text will automatically increase their understanding of the vocabulary. Suggestion From the results of data analysis and conclusions, the researcher provides the following suggestions: 1. for teacher a. The teacher must continue to apply brainstorming learning strategies in writing descriptive texts, because in addition to training students to write, they also train students to think b. The teacher can use audio-visual media such as in focus in explaining learning material so that students are more attractive c. The teacher must require students to bring a dictionary in English lessons, in order to increase vocabulary understanding 2. for School The school must support teachers in implementing various learning strategies such as brainstorming learning strategy in writing descriptive text to train students’ writing and thinking, so that learning becomes interesting and students can understand the lesson well. Acknowledgement Thanks for Dr. Hj. Farida Repelita Waty Br. Kembaren, and Emeliya Sukma Dara Damanik as my advisor who has guide and given advice for me also some suggestion for writing this article, from start to finish as the examiner who has directed, guided, and motivated the author to carry out research and complete the preparation of thesis writing, starting from the thesis proposal seminar exam to completion. For my awesome and beloved friends Ummi Aisah Nasution, Puspa Dwi Rahmayani, Intan Vinanda, and all of my beloved friends in TBI-1, thank you for happiness, for love and also for your helping. References Abedianpour, S., & Omidvari, A. (2018). Brainstorming strategy and writing performance: effects and attitudes. Journal of Language Teaching and Research, 9(5), 1084–1094. https://doi.org/10.17507/jltr.0905.24 Anggraini, F. (2020). Brainstorming technique in teaching writing descriptive text. Channing: Journal of English Language Education and Literature, 5(2), 71–74. https://doi.org/10.30599/channing.v5i2.840 Clouse, B. F. (2004). The student writer: Editor and critic. http://books.google.co.id/books?id=ILjaGMO0QCgC Creswell, W. J., & Creswell, J. D. (2018). Research design: Qualitative, quantitative and mixed methods approaches. In Journal of Chemical Information and Modeling ,53(9). Damanik, E. S. D. (2018). Using of CALL method in writing. loquen: english studies Journal. Loquen: English Studies Journall, 11(1), 28–39. Dewi, U. (2021). Students’ perceptions: Using writing process approach in EFL Writing class. AL-ISHLAH: Jurnal Pendidikan, 13(2), 988–997. https://doi.org/10.35445/alishlah.v13i2.555 Dirgeyasa, I. W. (2016). Genre-based approach: what and how to Teach and to Learn writing. English Language teaching, 9(9), 45. https://doi.org/10.5539/elt.v9n9p45 Flick, U. (2012). Qualitative research designs. designing qualitative research, 36–50. https://doi.org/10.4135/9781849208826.n4 Guion, L. A. (2002). Triangulation: establishing the validity of qualitative Studies. Institute of food and agricultural sciences: University of Florida. Florida University of America, 1–3. http://edis.ifas.ufl.edu Hashempour, Z., Rostampour, M., & Behjat, F. (2015). The effect of brainstorming as a pre-writing strategy on EFL advanced learners’ writing ability. Journal of Applied Linguistics and Language Research, 2(1), 86–99. www.jallr.ir Ibnian, S. S. K. (2011). Brainstorming and essay writing in EFL class. Theory and Practice in Language Studies, 1(3), 263–272. https://doi.org/10.4304/tpls.1.3.263-272 John W. Creswell, P., & J. David Creswell, P. (n.d.). (2007) Research design : qualitative, quantitative, and mixed methods approaches. Johnston, M. R. (2013). Word Up! How to Write Powerful Sentences and Paragraphs (and Everything You Build from Them) (p. 270). Keen, J. (2017). Teaching the Writing Process. Changing English: Studies in Culture and Education, 24(4), 372–385. https://doi.org/10.1080/1358684X.2017.1359493 Maarof, N., & Murat, M. (2013). Writing strategies used by ESL upper secondary school students. International Education Studies, 6(4), 47–55. https://doi.org/10.5539/ies.v6n4p47 Myers, J., Scales, R. Q., Grisham, D. L., Wolsey, T. D. V., Dismuke, S., Smetana, L., Yoder, K. K., Ikpeze, C., Ganske, K., & Martin, S. (2016). What about writing? a national exploratory study of writing instruction in teacher preparation programs. Literacy Research and Instruction, 55(4), 309–330. https://doi.org/10.1080/19388071.2016.1198442 Najberg, B. L. (2012). Graphic Design thinking: beyond brainstorming. In technical communication (Vol. 59, Issue 3). http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=80513464&site=ehost-live Namasivayam, P., Singh, C. K. S., Mostafa, N. A., Janoory, L., & Abdullah, M. S. (2017). Improving esl studentsâ�™ Descriptive writing through Wh-question technique. International Journal of Academic Research in Business and Social Sciences, 7(7). https://doi.org/10.6007/ijarbss/v7-i7/3091 Nugraha, D., & Indihadi, D. (2019). Brainstorming in scientific writing in elementary school. Journal of Physics: Conference Series, 1318(1). https://doi.org/10.1088/1742-6596/1318/1/012026 Oshima, A., & Hogue, A. (2014). Longman Academic writing series 3 paragraphs to Essays, with essential online resources by Alice Oshima, Ann hogue (z-lib.org).pdf. Palmer, S. (2010). How to teach writing across the curriculum: Ages 6-8. In How to teach writing across the curriculum: Ages 6-8. https://doi.org/10.4324/9780203846001 Peregoy, S. F., & Boyle, O. F. (2017). Learning in ESL A Resource book for teaching. https://id1lib.org/book/17040756/318e92 Stodola, S. (2015). Process: The writing lives of great authors. Amazon Publishing.. Rafidah, S., Al-Kathiri, F., & Yogi, M. (2014). Improving the Ability in Writing escriptive texts through brainstorming technique for grade VIII Studets at SMP N 1 Piyungan. English Language Teaching, 39(1), 1–24. Repelita, F., & Kembaren, W. (2018). Advanced speaking. http:/.repository.uinsu.ac.id/id/eprint/11304 Shela Rizkina. (2017). The effect of brainstorming technique in writing Descriptive text. 210093. http://repository.uinsu.ac.id/id/eprint/2749 Siahaan, J. (2013). An analysis of students’ ability and difficulties in writing descriptive texts. Journal of English and Education, 1(1), 114-121. Simeon, J. (2016). Learner writing strategies of Seychellois ESL (English as a second language) secondary school students: A sociocultural theory perspective. Learning, Culture and Social Interaction, 8, 1–11. https://doi.org/10.1016/j.lcsi.2015.11.002 Siregar, S. R., & Dongoran, N. (2020). Students ’ ability in writing descriptive text. 08(01), 81–90. Sri Juriati Ownie, Y. L. A. (2014). Improving Students achievement in writing descriptive text through group investigation technique. REGISTER Journal of English Language Teaching of FBS-Unimed, 3(4). https://doi.org/10.24114/reg.v3i4.1392 Sumarsih, M. P., & Sanjaya, D. (2013). TPS as an effective technique to enhance the students’ achievement on writing descriptive text. English Language Teaching, 6(12), 106–113. https://doi.org/10.5539/elt.v6n12p106 Tu, I.-J. (2017). Emerging second language writing identity and complex dynamic writing. Journal of World Languages, 4(3), 160–181. https://doi.org/10.1080/21698252.2018.1442123 Yunus, M. M., Nordin, N., Salehi, H., Embi, M. A., & Salehi, Z. (2013). The use of information and communication technology (ICT) in teaching ESL writing skills. English Language Teaching, 6(7), 1–8. https://doi.org/10.5539/elt.v6n7p1 109 114 113 image1.png image22.png