The Use of Brainstorming in Descriptive Writing Class: A Case Study
Keywords:
brainstroming, writing, case studyAbstract
Many students encounter difficulties in writing descriptive texts, particularly in generating ideas, organizing paragraphs coherently, and using appropriate vocabulary. This study aimed to explore teachers’ strategies in implementing brainstorming techniques in descriptive writing classes and to examine students’ responses to these strategies. The research employed a qualitative single case study design, conducted at SMAN 1 Blitar with one English teacher and five eleventh-grade students selected through purposive and snowball sampling. Data were collected through semi-structured interviews, classroom observations, and documentation such as student writing samples and teaching materials. Analysis involved organizing, summarizing, and interpreting the data to identify emerging patterns and themes. The results showed that the teacher implemented brainstorming at the pre-writing and drafting stages by going through a structured five-step process in the writing strategy: pre-writing, drafting, revising, editing, and publishing. Students showed notable improvement in generating ideas, maintaining paragraph coherence, and applying appropriate vocabulary. They also demonstrated higher motivation and engagement in writing activities. In conclusion, brainstorming offers an effective and systematic approach to enhance students’ descriptive writing skills, supporting their ability to write with greater clarity and confidence.
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