The Effect of Brainstorming Technique on Efl Students' Ability to Write Analytical Exposition Texts in Senior High School
DOI:
https://doi.org/10.57216/pah.v22i2.155Keywords:
Brainstorming Technique, Aanalytical Exposition Text, Writing skill, EFL students, senior high schoolAbstract
This study aims to examine the effect of the brainstorming technique on EFL students' ability to write analytical exposition texts in senior high school, with a specific focus on SMAN 4 Palangka Raya. Employing A quantitative method with a one-group pretest-posttest pre-experimental design was employed, involving 38 students of class XI-1 selected through purposive sampling. The treatment was conducted over three meetings, in which students applied the brainstorming technique as a pre-writing activity before composing analytical exposition texts. Data were collected through essay writing tests requiring students to compose an analytical exposition text on the theme of healthy life, and the results were analyzed using SPSS 25. The results showed that the mean score increased from 63.24 (pretest) to 79.71 (posttest). The Shapiro-Wilk test confirmed that both datasets were normally distributed (pretest Sig. = 0.812; posttest Sig. = 0.869), and a paired samples t-test showed a statistically significant difference between pretest and posttest scores, t (37) = 41.887, p < 0.001. These findings indicate that the brainstorming technique has a significant effect on EFL students' ability to write analytical exposition texts. However, the absence of a control group and the limited sample size restrict the generalizability of these findings.
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