Khani HANDAYANI Pengarang Rostanti Toba, M.Pd. Dosen Pembimbing 1 Anis Komariah, M.Pd. Dosen Pembimbing 2 Rostanti Toba, M.Pd. Penguji 1 Anis Komariah, M.Pd. Penguji 2 Widya Noviana Noor, M.Pd. Ketua Penguji

Handayani, Khani. 2022. The Implementation of Brainwriting Strategy to Improve Students’ Ability in Writing Recount Text (A CAR at Tenth Grade of SMAN 1 Sangatta Selatan in the Academic Year 2021/2022) – Under Graduated Thesis. Supervisors: (1) Rostanti Toba, M.Pd (2) Anis Komariah, M.Pd. Writing plays an important role in language acquisition, promoting the students’ experiment to communicate their ideas and strengthen the language ability that they learn in class. However, the researcher found that students had low ability in writing. Brainwriting is one of strategy that can be applied in teaching writing and could help the students improve their writing proficiency. The research objectives were: (1) To describe the implementation of brainwriting strategy can improve students’ ability in writing recount text. (2) To identify the improvement of students’ ability in writing recount text by using brainwriting strategy. This research used a classroom action research design that conducts in two cycles. Each cycle contains four steps: planning, implementing, observing, and reflecting. The research subject was X IPA 1 grade SMAN 1 Sangatta Selatan students. Two types of data were collected in this research: qualitative and quantitative. The qualitative data were collected through observations and interviews. The data were used to describe the progress of the actions. Then, the quantitative data were collected from test. The average score used as representative central tendency the improvement of the students’ ability in writing. These research findings showed that: (1) The implementation of the brainwriting strategy where the students divide into some groups that consist of 6 or more participants, then every student writes three ideas on the paper until 5 minutes the paper passed to the right person, just like that until all of the participants have got the paper. Implementing the brainwriting strategy in cycle II was successful since the students understood using the brainwriting strategy in learning to write English. (2) The improvement of students’ ability to write recount text using brainwriting strategy could be seen from the comparison calculation between the total average cycle I and cycle II scores. In cycle I, the students’ ability to write recount text was categorized as low; the average pre-test score was 60,62. After using the brainwriting strategy, the students’ ability to write recount text improved; the average score was 76,25. Then, in cycle II the average score was 72,18 became 82,5. Based on the observation and interview, the students were interested and motivated in writing while doing the brainwriting strategy. The brainwriting strategy can improve the students’ ability to write recount text.