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THE USE OF DIVERGENT THINKING TO IMPROVE STUDENTS’
CREATIVITY IN WRITING (A Pre-Experimental Research at Eleventh Grade Students of SMAN 2 Takalar)
A Thesis
Submitted to the Faculty of Teachers Training and Education Makassar Muhammadiyah
University in Partial Fullfillment of Requirement for the Degree of Education Degree in
English Department
RENNI WULANDARI
10535 6223 15
ENGLISH EDUCATION DEPARTMENT
FACULTY OF TEACHERS TRAINING AND EDUCATION
MUHAMMADIYAH UNIVERSITY OF MAKASSAR
2020
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UNIVERSITAS MUHAMMADIYAH MAKASSAR
FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN
PROGRAM STUDI BAHASA INGGRIS
SURAT PERNYATAAN
Saya yang bertanda tangan di bawah ini:
Nama : RENNI WULANDARI
NIM 10535622315
Jurusan : Pendidikan Bahasa Inggris
Judul Skripsi : The Use of Divergent Thinking to Improve Students’
Creativity in Writing (A Pre- Experimental Research at
Eleventh Grade Students of SMAN 2 Takalar)
Skripsi yang saya ajukan di depan tim penguji adalah asli hasil karya
sendiiri, bukan diciptakan atau dibuatkan oleh orang lain.
Demikian pernyataan ini saya buat dengan sebenarnya dan saya bersedia
menerima sanksi apabila ini tidak benar.
Makassar, Februari 2020
Yang Membuat Pernyataan
RENNI WULANDARI
10535 6223 15
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UNIVERSITAS MUHAMMADIYAH MAKASSAR
FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN
PROGRAM STUDI BAHASA INGGRIS
SURAT PERJANJIAN
Saya yang bertanda tangan di bawah ini:
Nama : RENNI WULANDARI
NIM 10535622315
Jurusan : Pendidikan Bahasa Inggris
Judul Skripsi : The Use of Divergent Thinking to Improve Students’
Creativity in Writing (A Pre- Experimental Research at
Eleventh Grade Students of SMAN 2 Takalar)
Dengan ini menyatakan perjanjian sebagai berikut:
1. Mulai dari penyusunan proposal sampai selesainya skripsi ini, saya yang
menyusunnya sendiri (tidak dibuatkan oleh siapapun).
2. Dalam penyusunan skripsi ini, saya melakukan konsultasi dengan
pembimbing yang telah ditetapkan oleh pimpinan fakultas.
3. Saya tidak akan melakukan penjiplakan (plagiat) dalam menyusun skripsi ini.
4. Apabila saya melanggar perjanjian pada butir 1, 2 dan 3, maka saya bersedia
menerima sanksi sesuai aturan yang berlaku.
Demikian perjanjian ini saya buat dengan penuh kesadaran.
Makassar, Februari 2020
Yang Membuat Pernyataan
RENNI WULANDARI
10535 6223 15
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MOTTO
Wamaa tawfiiqii illaa biallaahi
Dan tidak ada kesuksesan bagiku melainkan atas
(pertolongan) Allah.
– (Q.S Huud: 88)
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ABSTRACT
Renni Wulandari. 2019. The Use of Divergent Thinking to Improve Students’
Creativity in Writing (A Pre-Experimental Research). A thesis of English
Education Department, Faculty of Teacher Training and Education,
Muhammadiyah University of Makassar. Supervised by Ummi Khaerati Syam
and Ardiana.
This research aimed at finding out whether the Divergent Thinking
Method can enhanced the students‘ creativity in writing at XI IPA 1 of SMA
Negeri 2 Takalar. The level of creativity can be improved through divergent
thinking method and determined in three indicators including fluency, flexibility
and originality. The students‘ creativity can be seen and measured in a writing
essay. The method in this research, the researcher used a pre-experimental
research which XI IPA 1 SMA Negeri 2 Takalar with the number of the subject 30
students. The Instrument of this research was writing test.
The result of mean score in pre-test that was 3.8, and it improved to 5.1 in
the post-test. In addition, from t-test analysis, it was obtained that the t-test value
was higher than t-table. It means that divergent thinking method had a significant
effect on the students‘ creativity in writing (17.2>1.699). Therefore, the
hypothesis of this research can be concluded that the Null Hypothesis (H0) was
rejected and Alternative Hypothesis (H1) was accepted.
Key Words: Divergent Thinking, Writing Creativity, Writing Skill
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ABSTRAK
Renni Wulandari, 2019. The Use of Divergent Thinking to Improve Students’
Creativity in Writing (A Pre-Experimental Research). Skripsi dari Jurusan
Pendidikan Bahasa Inggris, Fakultas Keguruan dan Ilmu Pendidikan, Universitas
Muhammadiyah Makassar. Di bawah bimbingan Ummi Khaerati Syam dan
Ardiana.
Peneitian ini bertujuan untuk menentukan apakah metode berpikir
divergen dapat meningkatkan kreativitas siswa dalam menulis di XI IPA 1
SMAdari SMA Negeri 2 Takalar. Tingkat kreativitas dapat ditingkatkan melalui
metode berpikir divergen dan ditentukan dalam tiga indikator diantaranya
kelancaran, keluwesan dan keaslian. Kreativitas siswa dapat dilihat dan diukur
dalam menulis karangan. Metode Penelitian ini, peneliti menggunakan penelitian
pre-experimental di XI IPA 1 SMA Negeri 2 Takalar dengan jumlah subjek 30
siswa. Instrumen penelitian ini adalah tes menulis.
Hasil dari nilai rata-rata di pre-test yaitu 3.8, dan meningkat menjadi 5.1 di
post-test. Selain itu, dari analisis t-test diperoleh bahwa nilai t-test lebih tinggi dari
t-table. Itu berarti bahwa metode berpikir divergen memiliki pengaruh yang
signifikan terhadap kreativitas siswa dalam menulis (17.2>1.699). Oleh karena
itu, hipotesis penelitian ini dapat disimpulkan bahwa hipotesis null (H0) ditolak
dan hipotesis alternative (H1) diterima.
Kata Kunci: Berpikir Divergen, Kreativitas Menulis, Kemampuan Menulis
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ACKNOWLEDGEMENT
Alhamdulillah, thank God Almighty for all the grace and abundant gifts so
that the author can complete the preparation of the thesis with the title "The Use
of Divergent Thinking to Improve Students' Creativity in Writing.
The preparation of this research aimed to fulfill some of the requirements
in order to obtain a bachelor's degree in education majoring in English Language
Education, Faculty of Teacher Training and Education, Muhammadiyah
University of Makassar.
Thank you for my beloved parents (Mr. Sahir and Mrs. Sawiah), my
beloved sister Mirnawati, my beloved brother Muhammad Fahri Adriansyah who
always pray, motivate, spent, a lot of time to support writer in whole time and
reminded the writer to finish this thesis as soon as possible. The author realizes
that this thesis will not be realized without the maximum effort, guidance,
assistance and helping both morally and materially from various parties.
Therefore, on this occasion, let the authors thank the honorable:
1. Dr. H. Abd. Rahman Rahim, S.E., MM., The Chancellor of the
Muhammadiyah University of Makassar, who has given the opportunity to
study at the University of Muhammadiyah Makassar the Teaching and
Education Faculty of the.
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gy, and m
d.,M.Pd.
2. Erwin Akib, S.Pd.,M.Pd.,Ph.D. The Dean of Muhammadiyah University
of Makassar which has been concerned with providing facilities and
infrastructure so that the study process can run smoothly.
3. Ummi Khaerati Syam, S.Pd as the chairman of the English Education
Department at the Muhammadiyah University of Makassar who has given
permission in the preparation of the thesis.
4. Ummi Khaerati Syam, S.Pd.,M.Pd. as the first supervisor who patiently is willing to take the time, ener ind to guide the preparation of this
thesis.
5. Ardiana, S.Pd., M.Pd., as the second supervisor who patiently and
carefully gave direction, input, advice and motivated me in writing this
thesis.
6. Drs. Hambali, S.Pd., M.Hum. as an academic supervisor who has given
advice, direction, and assistance while completing studies at
Muhammadiyah University of Makassar.
7. All lecturers majoring in English Education who have provided knowledge
to the author while completing their studies at Muhammadiyah University
Makassar.
8. Dra. ST. Rosmala as the head master of SMA Negeri 2 Takalar who has
given permission for information assistance and research opportunities.
9. All teachers of SMA Negeri 2 Takalar who have provided information and
opportunities for researchers in carrying out research activities.
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10. Students of SMA Negeri 2 Takalar especially in class XI who have
provided the required information. Thank you for participating in research.
We wish you success always with you.
11. My beloved friends, Anis Lisdayanti Irwan, Nurul Astari and my Amazing
Class as my second family, thank you for always supporting me and being
my best friends.
The author realizes that this thesis is far from perfect. Therefore the
authors accept suggestions, comments and constructive criticism.
Makassar, 2020
Author
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TABLE OF CONTENT
COVER PAGE ................................................................................................. i
LEMBAR PENGESAHAN ............................................................................ ii
APPROVAL SHEET ..................................................................................... iii
SURAT PERNYATAAN ............................................................................... iv
SURAT PERJANJIAN ................................................................................... v
MOTTO .......................................................................................................... vi
ABSTRACT ................................................................................................... vii
ACKNOWLEDGEMENT ............................................................................. ix
TABLE OF CONTENT ................................................................................ xii
LIST OF TABLES ....................................................................................... xiii
LIST OF COLUMN ..................................................................................... xiv
CHAPTER I INTRODUCTION
A. Background ........................................................................................... 1
B. Problem Statement ................................................................................ 4
C. Objective of Research ........................................................................... 4
D. Significant of Research ......................................................................... 5
E. Scope of The Research .......................................................................... 6
CHAPTER II REVIEW OF LITERATURE
A. Previous Related Findings ..................................................................... 7
B. Some Pertinent Ideas ............................................................................. 9
1. Concept of Divergent Thinking ...................................................... 9
2. Concept of Creativity .................................................................... 16
3. Concept of Writing ........................................................................ 26
C. Conceptual Framework ....................................................... 31
D. Hypothesis ........................................................................... 33
CHAPTER III RESEARCH METHOD
A. Research Design .................................................................................. 34
B. Variable and Indicator ......................................................................... 34
C. Operational Definition of Variable ...................................... 35
1. Divergent Thinking ....................................................................... 35
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2. Creativity in Writing ..................................................................... 35
D. Population and Sample ........................................................ 36
1. Population 36
2. Sample 36
E. Research Instrument ............................................................ 36
F. Procedure of Collecting Data .............................................. 37
1. Pre-Test 37
2. Treatment 37
3. Post-Test 37
G. Technique of Data Analysis ................................................ 37
CHAPTER IV FINDINGS AND DISCUSSION
A. Findings 43
1. The Students‘ Creativity in Fluency .............................................. 43
2. The Students‘ Creativity in Flexibility .......................................... 45
3. The Students‘ Creativity in Originality ......................................... 47
4. The Improvement of Students‘ Creativity in Writing ................... 49
5. Hypothesis ..................................................................................... 50
B. Discussion ........................................................................................... 51
CHAPTER V CONCLUSION AND SUGGESTION
A. Conclusion ........................................................................... 55
B. Suggestion ............................................................................ 55
BIBLIOGRAPHY ......................................................................................... 57
APPENDICES ............................................................................................... 61
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LIST OF TABLES
3.1 Assessment Rubric of Students' Creative Thinking Ability in Writing ... 37
3.2 Assessment Descriptor of Students‘ Creative in Writing........................... 37
3.3 Criteria for The Hypothesis Testing........................................................... 41
4.1 The Pre-Test Score Percentage in Terms Fluency ..................................... 43
4.2 The Post-Test Score Percentage in Terms Fluency .................................... 44
4.3 The Pre-Test Score Percentage in Terms Flexibility ................................. 45
4.4 The Post-Test Score Percentage in Terms Flexibility ................................ 46
4.5 The Pre-Test Score Percentage in Terms Originality ................................. 47
4.6 The Post-Test Score Percentage in Terms Originality ............................... 48
4.7 The Improvement of Students‘ Creativity in Writing ................................ 48
4.8 The T-Test of Students‘ Improvement ....................................................... 50
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LIST OF COLUMN
4.1 Column of the Students‘ Creativity Improvement in Writing .................... 49
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CHAPTER I
INTRODUCTION
A. Background
Education is a learning process that can develop knowledge, educate and
shape student creativity. The learning process can help students think, understand
and be critical in responding to something. Education has the objectives as
explained in the Republic of Indonesia Constitution No. 20 of 2003 concerning
the education system which states that education aims to develop capabilities and
form a dignified national character and civilization in order to educate the nation's
life, develop the potential of students to become human beings who believe and to
the Almighty God, noble, healthy, knowledgeable, capable, creative, independent,
and a citizen of a democratic and responsible country. Therefore, education is an
important thing for many people.
In the education process, students are able to get a lot of knowledge from
various kinds of subjects. One of the subjects is English. English is a subject that
contains knowledge about foreign languages. It has become an important aspect of
education because English is include in several language learning in our country.
English functions as an international language and as a language system in
communication. So, from that students' knowledge can develop by learning
English.
English has four skills including writing, reading, speaking, and listening.
Writing is one way to express or express ideas that come to mind. Then, Reading
is the ability to know the intent and purpose of the writing that is read. Speaking is
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one of the abilities that can help someone convey thoughts, ideas and feelings
verbally. Finally, listening is a skill and activity in listening that aims to identify,
view and express the meaning contained in the ingredients of the treat. The four
abilities have an important role in English.
In learning English, students must be able to master the four skills. But in fact
there are still many problems faced by students in learning English. One of the
problems faced by students in English is writing. According to Pranoto
(Mirnawati: 2013) writing means pouring thoughts into writing or telling to others
through writing. Writing can also be an interactive expression or expression of
feelings as outlined in writing. In other words, through the writing process we can
indirectly communicate. However, in writing students still have difficulty writing
down their ideas.
According to Alfaki, (2015) problems that face students include the problems
of punctuation, capitalization, spelling, content and organization. The first
problem with punctuation problems according to Byrne, (1988: 16), the fact that
punctuation has never been standardized to the extent of spelling, makes it is
problematic. Second, capitalization problems for sentence initials, the beginning
of important words, in topics, headings, etc. Kroll, (1991). Third, spelling
problems due to influences of other languages, variant pronunciations and other
historical reasons, the English spelling system which has become inconsistent is
complex for students Gowere et al, (1995). Then, content problem learners of
English also face problems of exploring ideas and thinking to communicate with
others Clifford, (1987). According to Kharma, (1986), learners have the problem
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of structuring paragraphs, topic development of a paragraph, structuring the whole
discourse and a theme in a discourse.
Writing problems cause students not to be creative in writing especially in
writing content and developing a paragraph. Munandar (Mulyanti: 2012)
formulates a language that is familiar to us, that "creative (creative thinking or
divergent thinking) is an ability based on data or information that is available to
find many possible answers to a problem, where the emphasis is on quantity, use
and diversity of answers. So, students who have divergent thinking can be call as
people who are creative and can solve problems by looking at problems from
various perspectives.
Creativity is very important in writing. A writing cannot develop without
creative ideas. The problems faced by students in writing can be overcome by
creativity. Students can develop their creativity through creative thinking or
divergent thinking. In general, students only use or rely on convergent thinking
but in writing students are require to think creatively. Limited to verbal reasoning
and logical thinking that needs convergent thinking (i.e. thinking that leads to a
single answer), while creative thinking or divergence is not or rarely stimulated
Munandar (Mulyanti: 2012).
Student creativity can be improved in one way, which is different thinking.
Students can improve their creativity by generating many ideas through different
thought processes. In realizing students' creative abilities, divergent thinking acts
as a stimulus that will cause many responses, namely student creativity. Divergent
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thinking is also useful for training students' thinking and helping students think
flexibly.
Therefore, divergent thinking is a process to produce creativity. Creativity can
be express through writing and writing must be able to make the reader
understand what the meaning of the writing.
B. Problem Statement
From the explanation above, the focus of this research is to answer the
problem or the research questions that are proposed. The problem statement in this
research is ―does students‘ creativity in writing of aspect fluency of thinking,
flexibility and originality can improve by using divergent thinking method?‖
C. Objective of Research
In English learning process especially writing skill the students need a
creativity to develop their ideas in writing. Thus, based on the research questions
raise above, this research aimed to find out whether or not the students‘ creativity
can improve by using divergent thinking method in writing.
D. Significant of Research
1. Theoretical
This research was expected to contribute to the world of education. The
contribution was in the form of information and thoughts relate to the use of
divergent thinking in writing.
2. Practical
This research is able to help students, teachers, schools, and researchers in
various aspects.
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a. Students
This research was expected to help and become input for students who
were informed by the teacher to overcome difficulties in the thinking
process, especially in producing creative ideas by using divergent
thinking.
b. Teachers
This research is expected to provide input to the teacher regarding the
importance of increasing student creativity in writing and can also provide
input to understand and develop knowledge in the learning process.
c. School
This research is expected to provide valuable information on efforts to
improve learning so that it can support the smooth learning process,
achievement of curricular targets, and expected absorption of students.
d. Researchers
This research is expected to help other researchers to gain new
experiences, insights and understanding about the use of divergent
thinking to improve students' creativity in writing.
E. Scope of The Research
In English subjects, writing is one skill that requires students to think
creatively so that they can produce good writing. To produce creative ideas needs
to be applied using divergent thinking to be able to help students think freely so
they can produce many ideas. Therefore this research is limit to measure the
creativity aspect such as fluency of thinking, flexibility and originality by using
divergent thinking in writing.
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CHAPTER II
REVIEW OF LITERATURE
A. Previous Related Findings
This chapter deals with some previous research findings. Many research have
reported on divergent thinking and creativity in some aspect of the researchers'
findings are carried out below:
This research explain the creativity of aspect biology as in the research
conducted by Anggatasari et al (2012) which states that divergent thinking has a
positive effect on student creativity so that student creativity can increase and the
use of divergent thinking strategies has a major influence on student creativity.
This research is carried out by conducting observations and tests so that the results
of students' creativity can be seen.
Gibson et al (2008) in their research concluded that empirical studies of
creativity have focused on the importance of divergent thinking, which supports
generating new solutions to loosely defined problems. In this study divergent
thinking is done in aspect music which shows the improvement of creativity in
musicians. Therefore, it can be concluded that creativity can be improved through
divergent thinking.
Zeng (2011) in his research concluded that creativity is often assessed with
divergent thinking tests. This article reviews the divergent thinking test are the
major instrument for measuring people‘s creative potential. This article also focus
on the issue of how to reliably and validity assess and predict people‘s real world
creative potential.
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Jeon et al (2011) in his research is investigate the main effects of divergent
thinking, domain knowledge, and two types of interest on creative performance in
art and math, as well as moderating and mediating effects of the two types of
interest. Both divergent thinking and domain knowledge contributed to creative
performance.
Runco (1992) in his research concluded that children's creative thinking is
often assessed with divergent thinking tests. This article reviews the literature on
divergent thinking tests and suggests that the strengths of these tests include their
solid theoretical bases, their reliability, their selective validity, and the vast
literature available to assist interpretations. Specific conclusions supported by the
research include the following. First, divergent thinking test scores are predictive
of some types of performance (e.g., writing) but are not predictive of performance
in other domains (e.g., art). Second, divergent thinking tests have discriminant
validity, but the traditional scoring technique (with fluency, originality, and
flexibility) may be inadequate, and the level of ability of the examinees must be
taken into account when comparing ideational scores with intelligence test scores.
Third, several personality traits (e.g., independence) and familial variables (e.g.,
birth order, family size, age gap) are associated with performance on tests of
ideational creativity. Finally, performance on divergent thinking can be influenced
by models, including parental divergent thinking, incentives and reinforcement,
task perception, environmental cues, stimulus characteristics, and age. Overall, the
research suggests that these tests are useful as estimates of children's potential for
creative thinking.
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Based on the previous findings above, the researcher concludes that the
research shows the same results that one's creativity can be improved and
developed from any aspect. In this study the researcher will examine the use of
divergent thinking on students 'creativity in aspects of English especially in
writing skills that will add knowledge and insight into divergent thinking and
students' creativity in writing.
B. Some Pertinent Ideas
1. Concept of Divergent Thinking
a. Definition of Divergent Thinking
Mark Runco (Wiwi Isnaeni et al. 2012), the ability of divergent
thinking is not the same as creative ability, but divergent thinking ability is
a potential feature for creative activities.
According to Purwanto (Wiwi Isnaeni et al. 2012) divergent thinking
is the ability to consciously hold new ideas that produce as much
resolution as possible for a particular problem.
Sivia et al. (Wiwi Isnaeni et al. 2012) state that divergent thinking is
central to a variety of individual creativity. Divergent thinking requires
students to be creative, so students will get used to opening their thoughts
in finding inspiration to produce many creative ideas.
Divergent thinking is a thought process or method used to generate
creative ideas by exploring many possible solutions Anoiko (2011). It is
often use in conjunction with convergent thinking, which follow a
particular set of logical steps to arrive at one solution, which in some cases
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is a ―correct‖ solution. Divergent thinking typically occurs in a
spontaneous, free-flowing manner, such that many ideas are generate in an
unorganized fashion. Many possible solutions are explore in a short
amount of time, and unexpected connection are drawn. After the process
of divergent thinking has been complete, ideas and information are
organize and structure using convergent thinking.
Activities which promote divergent thinking including creating list of
question, setting aside time for thinking and meditation, brainstorming,
subject mapping or ―bubble mapping, keeping a journal, creating artwork,
and free writing. In free writing, a person will focus on one particular topic
and write non-stop about it for a short period of time, in a stream of
consciousness fashion.
Molle et al. (Asri Widowati: 2008) defines divergent thinking refers to
destructured mode of mental processing that aims ti activate as many
mental representation as possible with only a weak associative connection
to the task stimulus.
Richard Fry (2007) defines divergent thinking is one of the stereotypes
of creativity as a whole. In order to become ―creative‖, emphasis is place
on a person developing and adopting a more divergent process and
developing personal characteristic such as openness, tolerance for
ambiguity, and willingness to the risk.
From the definition above we can understand that divergent thinking is
the way to produce many creative ideas that happen when there is a
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stimulus which encourages more than one search for answers, makes it
possible to bring up many ideas or solution to a problem.
Picture 1. Divergent Thinking
(Taken from Gudadhe, Wikipedia)
b. The Elements of Divergent Thinking
There are eight elements of divergent thinking. They are complexity,
curiosity, elaboration, flexibility, fluency, imagination, originality, and
risk-taking (Martin, 2015).
1) Complexity
The capacity to conceptualize difficult, multifaceted, many layered
or intricate products or ideas.
2) Curiosity
The personality characteristic of displaying probing behaviors,
searching, asking question, learning to get more knowledge or
information about something, and of being able to go deeper into ideas.
3) Elaboration
The skill of adding to, building off of or embellishing a product or
an ideas.
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4) Flexibility
The capability of creating varied perception or categories
wherefrom come a range of different ideas pertaining to the same thing
or problem.
5) Fluency
The skill of engendering many ideas so as to have an increase in the
number of potential solution or associated products.
6) Imagination
The capability of dreaming up, inventing, or to think, to see, to
conceptualize novel products or ideas, to be original
7) Originality
The skill of coming up with fresh, unusual, unique, extremely,
different or completely new products or ideas.
8) Risk-Taking
The readiness to be courageous, daring, adventuresome take risk or
experiment with new things so as to stand apart.
c. The Procedure of Divergent Thinking
There are three procedure or ways to practice divergent thinking. They
are defining divergent thinking, stimulating divergent thinking, and
practicing the divergent thinking techniques (Griffin: 2019).
1) Defining Divergent Thinking
a) Create solutions to problems
Divergent thinking is a form of creative thinking, so it examines
a problem using more of an out of the box mindset. Instead of
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setting for a status-quo answer or no answer at all. In this case, to
solve the question by asking ―what if tried it this way?‖ it is a
thought process used to generate creative ideas. Instead of taking
obvious steps and walking along a straight line, one looks at
different aspects of the situation, creating different results.
Divergent thinking encourages seeking and considering new and
different methods, new and different opportunities, new and
different ideas, and/or new and different solutions.
b) Use the right brain hemisphere
Whereas the left side of our brain is rational, analytical, and
controlling, our right hemisphere is where we acquire our creativity,
intuition, and emotional expression. It plays a key role in divergent
thinking and the creative problem solving that depends on it.
Divergent thinking is spontaneous, free-flowing, non-linear manner.
It uses lateral, nontraditional, and unconventional thinking.
c) Deviate from the standard problem-solving techniques used in
schools
Creative thinking is needed to solve problems; however, we
don't really get to use it in the classroom. Instead, linear convergent
thinking is required with multiple choice tests as a great example.
This is not how a divergent thinking solves problem because it's
associated with four main characteristics.
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i. Stimulating Divergent Thinking
i) Learn how to think and meditate
Explore the ways you learn, and then create new patterns.
When you're done, think about them. For those ideas that are
more theoretical, figure out how you can connect them to
your life experiences and what you've learned from
experiments you've conducted in the past.
ii) Force yourself to see with unusual points of view
Do this even if it seems silly. For instance, imagine life
as a banquet table, and you as one of the dishes. Now
evaluate the table through several points of view of the
diners.
iii) Learn how to ask questions
Divergent thinking is not so much about finding answers
as it is about asking the question to get to those answer.
Asking the right questions will get you what you are seeking.
The challenge, though, is to figure out the questions to ask.
The more you formulate specific questions that delve into the
differences, the better your chance of succeeding. Simplify
complicated matter by breaking it down into pieces. Then
expose each one by asking, "What if?".
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iv) Practicing The Divergent Thinking Techniques
There are some ways to practice the divergent thinking
technique. First, brainstorm for ideas this technique is a tool
that builds upon ideas. One idea generates another idea, which
then generates another idea, and so on until a list of random
ideas is compiled in a creative, unstructured manner. When
brainstorming in a group atmosphere, allow everyone to think
more freely. Don't pursue a practical solution. Instead, gather
ideas that have the slightest relevance to the problem itself.
The second, keep a spiritual journal or using a journal enables
you to capture and record the spontaneous ideas that people
can have during unusual times and places. One member of the
brainstorming team can be assigned to write down those ideas.
Then later on, that journal can become a source book of ideas
that can be developed and organized. Third, write freely focus
on one specific topic and continue to write about it for a short
period of time. Write down everything that comes to mind as
long as it is about the topic. Don't worry about punctuation or
grammar. Just write. You can organize, correct, and revise
your content later. The purpose is to take a topic and then
come up with several different thoughts about it within a short
period time. Then, create a subject- or mind-mapping visual
the students will put the brainstorming ideas in the form of a
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visual map or picture. Make sure the visuals show the
relationships among the ideas. The last arrange your ideas in
an innovative manner to acquire the best results, you will need
to apply both of divergent thinking and convergent thinking.
They both play an important role in the process. Divergent
thinking will supply the creativity while convergent thinking
will analyze and evaluate those creative ideas and narrow
them down.
2. Concept of Creativity
a. Definition of Creativity
Rahayu (Fakhtan: 2017) says that student creativity is defined as the
ability of students to create new things in their learning in the form of the
ability to develop information obtained from teachers in the learning
process in the form of knowledge so that they can create new
combinations of learning. And according to Nana (Kenedi: 2017)
creativity is the ability to make new combinations based on data,
information or elements that exist.
Utami (Kenedi: 2017) explains that creativity is an ability that reflects
fluency, flexibility, and originality in thinking, and has the ability to
elaborate on an idea. Therefore, creativity is one of the potential that must
have of the students to produce many ideas and make students to think
freely.
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Sudarsono (M Yahya: 2013) means creativity is the ability to create or
the ability to reach solutions or the same solution very new, original, and
imaginative about problems that are of a nature understanding,
philosophical, aesthetic or otherwise.
Wycoff (M Yahya: 2013) defines creativity by seeing things which is
also seen by others around us, but makes connections which others don't
think of. Creative means able to find new and useful solutions. People who
creative brings new meaning or purpose in a task, finding new use, solve
problems, or provide added value or beauty.
According to Poerwadarminta (Wiwi Isnaeani et al. 2012) creativity is
the result of creative thinking, namely the ability to combine new
combinations of pre-existing elements, even in a simple form.
b. The Characteristics of Creative People
There are several characteristics of creativity that are explained by
experts. According to Utami (Kenedi: 2017) presents several
characteristics of creative attitudes, such as:
1) Having confidence;
2) Open to new and extraordinary experiences;
3) Flexible in thinking and acting;
4) Free in expressing themselves;
5) Can appreciate fantasy;
6) Interested in creative activities; and
7) Believe in your own and independent ideas.
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From the description above explains that students are creative will
have high self-esteem, be open to an ability to collaborate on an idea.
Further explained that creativity as a whole personality which is the result
of interaction with the environment. That is, the environment that is the
place where individuals interact can support the development of creativity,
but there are also those that actually inhibit the development of individual
creativity.
Mihaly (Cherry: 2017) explained creativity allows us to stretch out
minds, do new and exciting things, and engage ourselves in a way that
takes us one step closer to reaching our full potential. Mihaly in his
research said that there are ten skills he believes that creative people
possess.
1) Creative People are Energetic, but focused
Creative people have a great deal of energy, both physical and
mental. They can spend hours working on a single thing that holds
their attention, yet seem to remain enthusiastic all the while. This
doesn't mean that creative people are hyperactive or manic. They
spend a great deal of time at rest, quietly thinking and reflecting on the
things that hold their interest.
2) Creative People are Smart, but Also Naïve
Creative people tend to be smart, but research has shown that
having a very high IQ is not necessarily correlated with higher levels of
creative achievement. In Lewis Terman's famous longitudinal study of
https://www.verywellmind.com/are-people-with-high-iqs-more-successful-2795280https://www.verywellmind.com/lewis-terman-biography-2795523
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18
gifted children, for example, high IQ kids were shown to do better in
life overall, but those with very high IQ weren't exactly creative
geniuses. Very few of those involved in the study demonstrated high
levels of artistic achievement later in life. Creative people are smart, but
they are able to maintain their sense of wonder, curiosity, and ability to
look at the world with fresh eyes.
3) Creative People are Playful, Yet Disciplined
A playful attitude is one of the hallmarks of creativity, but this
lightheartedness and excitement is also mirrored by a major paradoxical
trait — perseverance. When working on a project, creative people tend
to exhibit determination and doggedness. They will work for hours on
something, often staying up late into the night until they are satisfied
with their work. However, a creative person realizes that real creativity
involves combining both the fun and the hard work.
4) Creative People are Realistic Dreamer
Creative people like to daydream and imagine the possibilities and
wonders of the world. They can immerse themselves in imagination and
fantasy, yet remain grounded in reality. They are often described as
dreamers, but that doesn‘t mean that they live with their heads in the
clouds. Creative types, ranging from scientists to artists to musicians,
can come up with imaginative solutions to real-world issues.
https://www.verywellmind.com/what-is-a-genius-iq-score-2795585
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5) Creative People are Extroverted and Introverted
Creative people tend to exhibit characteristics of both introversion
and extraversion at the same time.
6) Creative People are Proud, Yet Modest
Creative people are often so focused on their next idea or project
that they don't fixate on their past achievements.
7) Creative People are Weighed Down by Rigid Gender Roods
Mahly believes that creative individuals resist, to at least some
degree, the often rigid gender stereotypes and roles that society often
tries to enforce. Creative girls and women tend to be more dominant
than other girls, he suggests, while creative boys and men are less
aggressive and more sensitive than other males.
8) Creative People are Conservative, Yet Rebellious
Creative people are "out-of-the-box" thinkers by definition, and
many often think of them as non-conformist and even a little bit
rebellious.
9) Creative People are Passionate, but Objective about Their Work
Creative people don't just enjoy their work. They dearly and
passionately love what they do. Creative people love their work, but
they are also objective about it and willing to be critical (and take
criticism) of it. They are able to separate themselves from their work
and see areas that need work and improvement.
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10) Creative People Are Sensitive and Open to Experience, but Happy
and Joyful
The creative experience is also a source of great joy. It can bring
tremendous happiness, and many creative people believe that such
feelings are well worth the trade-off for any possible pain.
Munir (Kamaruddin: 2017) define some characteristics of creative
people. These are among the five main traits of a creative person.
1) They are risk takers
Creative thinkers are risk takers. They just love taking risk. In
fact they would be very eager and excited to take up a project with
high risk potential rather than going through routine tasks they
considered as mundane. Risky environments force them to challenge
themselves to seek multiple solutions.
2) They have the dare to fail attitude
Failure for them is a learning curve. They learn from all the
mistakes made and all those mistakes actually stimulate a higher
sense of curiosity in them. They have an open-mind view of things
that there are many other doors that would lead them towards a
solution they are looking for in facing current challenges.
3) They are willing to be different
In fact, they like to be different from the masses. What people
think of them is not really a matter of concern as they have a very
clear objective in life.
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4) They choose to become a divergent
They will do things that may challenge the boundary of normal
thinking and perspective. They think outside the box (and they really,
really do think outside the box) where they see opportunities and
solutions from all sorts of angles that remained unnoticed to many
others. They are also highly curious and inquisitive.
5) They are impulsive, fickle and change their mind quite often
Too often creative thinkers are being exposed to new experiences,
leading their minds in constant mode of thinking. They gauge huge
amount of thoughts and opinions towards a problem they try to solve.
This then resulted into them revising their understanding of a matter in
an amazingly fast cycle and often decisions too. They tend to be fickle
in many aspects of life as they are deeply engaged in the creative
thinking process. Adding to the result, they tend to make impulsive
decisions in accordance to their own ways of thinking, which is then
misunderstood by many and interpreted as ‗not having a stand‘.
c. Factors that Influence Creativity
Education is a shared responsibility between family (parents), school,
and society. The three educational environments have an influence on
children's development, including in terms of creativity Mohamad Yahya
(2013).
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1) School Environment
By entering the school education environment, a child will
experience various changes. He must obey the demands of new
authority figures, namely the teacher. He got to know and connect with
many children of his age. For the time being he must be separated from
his family. All of that will have a big impact on the attitude and
behavior of a child. Teachers in schools have a very important role in
students' intellectual, emotional and social development. The teacher
helps the formation of values in students, such as life values, moral
values, and social values.
The teacher also plays a role in determining learning goals,
choosing learning experiences, determining methods, and teaching
strategies and most importantly being a model of behavior for students.
The role of the teacher not only has an impact on student learning
achievement, but also has an impact on student attitudes toward school
and learning in general. The teacher can foster curiosity, motivation,
self-esteem, and creativity in a student. Even teachers can have more
influence than parents because the teacher has the task of evaluating
the work, attitudes, and behavior of students.
2) Family environment
Family as the smallest environment in a society and is the first and
foremost environment in human life cannot be ignored in influencing
one's physical and mental development. In the daily interactions of a
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child with his parents will have a big impact on their growth and
development in the future.
3) Community environment
In addition to the school environment and family, one's creativity
is also influenced by the community environment because every
individual as a social being cannot release himself from society. As the
largest environment, the community forms a culture that results from
the various views and ways of life of its members. Culture is an
integral part of every individual in that society.
d. Aspect of Creativity
In Guilford's intellectual structure model, through the category of
divergent thinking, aspects of creativity such as the smooth thinking,
flexibility, elaboration and authenticity of Utami (Apriani: 2017). The
explanation of the four aspects of creativity is as follows:
1) Fluency of Thinking
The ability to produce many relevant ideas or answers and have
smooth thinking.
2) Flexibility
The ability to produce ideas that are uniform and able to change
the way or approach with other things and have different thoughts.
3) Elaboration
Developing, adding to, enriching an idea and detailing the details
of an idea so that it becomes broad.
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4) Originality
The ability to give unusual answers, other than others, and rarely
given by most people.
e. Process and Stages of Creativity
The many definitions of creativity do not directly describe the
characteristics and processes. In the process of creativity, imagination and
description play an important role, maybe also imaginative words are used
in a variety of different uses Farida (Apriani: 2017).
Munandar (Apriani: 2017) states that the creative process includes four
stages, namely:
1) Preparation is that someone prepares to solve a problem by
learning to think, find answers, ask other people and so on.
2) Incubation of activities to search for and collect data or follow-up
information. The incubation stage is the stage where the individual
seems to temporarily break away from the problem, in the sense
that he does not think about the problem consciously but "incurs it"
in the pre-conscious realm.
3) Illumination stage of the emergence of insight or "aha-erlebnis",
when the emergence of inspiration and new disturbances.
4) Verify the stage where new ideas or creations must be tested
against reality.
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3. The Concept of Writing
a. Definition of Writing
Byrne (1990:1) defines writing is clearly more than prediction of the
sounds. The symbols have been arranged according to certain in
convention. As rule, however the students do not write just one sentence or
a number of sentence as arranged in particular order and linked together in
certain ways.
Nunan (Hamid: 2014) writing are physical and mental act. It is about
discovering ideas, thinking about how to communicate, develop them into
statements and paragraphs that will be comprehensible to a reader Writing
has dual purpose are to express & impress the writers must select the most
advantageous medium for their writing, each types has a different level of
difficulty which determined by its objectives. Writing is a process and also
a product. The writer creates, plans, w rites various drafts, revises, edits
and publishes and also the audience reads is a product.
Nik et al (2010) states that writing is one of the most difficult skill for
the students to acquire as writing requires a number of skill and
conventions like organizing and developing ideas and information,
choosing the right vocabulary accurately to eradicate the ambiguity of
meaning and also the practice of accurate grammatical devices to focus
and emphasize ideas.
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According to Hyland (2000) argues that writing is a way of sharing
personal learnings and writing courses that emphasize the power of the
individual to construct his or her own views on a topic.
From the definition above, it can be understood that writing is a skill
that can help the students think freely, creative and flexibility. Writing is
also the way to share many ideas in a writing.
b. The Components of Writing
There are five main components of writing. They are content,
organization, grammar, vocabulary, and mechanics (Saputra, 2014).
1) Content
The content of writing should be clear enough for readers so that the
reader can understand the messages and gain information in it. Besides
that, it is content should be also well unfiled and completed.
a) Unity
The writing regards to have good unity, if it has some main
ideas and sentences contained in it develop that idea. The main
idea is stated in the topic sentence and each or every supported
sentences and related to that idea of the topic sentences. If a writer
wants his/her writing is unfiled, he/she should not include the
sentences that do not support the main idea of the topic sentences.
b) Completeness
Writing is said to have completeness if the main idea have been
explained and develop fully completeness. The controlling idea
with develop thoroughly by these of particular information. It is
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relative to know how complex or general the topic sentences by
having a complete writing. Is it expected that the content of writing
will be clear and understandable for readers.
2) Organization
In organization of writing concern with the ways the writer
arrangers and organize the ideas or the messages in the writing. It
could be chronological order, order of importance, general to particular
to general order. There are two parts of organization in this case, they
are below:
a) Coherence
Coherence means all ideas stick together. A coherence
paragraph is one in which the ideas are part in the right order and it
does not make reader confuse. This make the writer‘s thought easy
to follow sentence and paragraph.
b) Spatial Order
If the purpose of the paragraph is to tell them something looks
most effective organization pattern is usually spatial, if the writers
write a recount text about ―Holiday in Bali‖ they want the readers
know the writer‘s experience in Bali.
c) Grammar/Language Use
In order to have grammar in writing, writers should attention to the
use of grammatical rules concerning tenses, preposition, conjunction,
clause (adjective or adverb clauses), articles, etc. The lack of
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knowledge of grammar will make the content of writing vague and can
lead to misunderstanding.
d) Vocabulary
One cannot write anything if she or he has nothing to express. He or
she should express the ideas in form of words or vocabulary, the lack
of vocabulary makes someone fails to compose what they are going to
say because he or she feels difficult to choose words, appropriate
vocabulary will help the writers to compose the writing and also make
readers are easy to understand.
e) Mechanics
The use of mechanics is due to capitalization, punctuation, and
spelling appropriately. This aspect is very important since it leads
readers to understand or recognize immediately what the writer means
to express definitely. The use of favorable mechanics in writing will
make readers easy to group the conveying ideas or messages to the
written materials.
c. The Purpose of Writing
Purpose is the reasons why a person composes a particular piece of
writing. Focusing on purpose as one writers helps a person to know what
form of writing to choose, how formal or informal the writing style should
be, and how much should be written (Copeland, 2012).
There are ten different types of purpose include: to express; to
describe; to explore/learn; to entertain; to inform; to explain; to argue; to
persuade; to evaluate; and to problem solve.
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1) Writing to Express
In expressing writing, the writer‘s purpose or goal is to put thoughts
and feelings on the page.
2) Writing to Describe
Writing to describe means to portray, places, things, moments and
theories with enough vivid detail to help the reader create a mental
picture of what is being written about. Description allows the audience
to feel a thought they are a part of the writer‘s experience of the
subject.
3) Writing to Explore/Learn
In exploratory writing, the writer‘s purpose is to ask key question
and reflect on topics that defy simple answer. In those topics where
intuition and reflection are more important than rational analysis or
argumentation, writers focus more on their journey of discovery than
on any definite answer.
4) Writing to Entertain
As a purpose or goal of writing, writing to entertain is to relax the
audience and share some story of human foibles or surprising actions.
5) Writing to Inform
The purpose of informational or reportorial writing is to convey
information as accurately and objectively as possible. Other example
of writing to inform include laboratory reports, economics reports, and
business report.
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6) Writing to Explain
Writing to explain, or expository writing, is the most common of the
writing purpose. The writer‘s purpose is to gather facts and
information of the writing purpose. The writer‘s purpose is to gather
facts and information, combine them with his or her own knowledge
and experience, and clarify for some audience who or what something
is, how it happened or should happen, and or why something
happened.
7) Writing to Argue
It attempts to convince it is audience to believe or act in a certain
way.
8) Writing to Persuade
Persuasive writing means to convince there a ders to accept the
main idea, even though it may be controversial.
9) Writing to Evaluate
Writing to evaluate a person, product, thing, or policy is a frequent
purpose for writing. It argues for the merits of the subject and presents
evidence to support the claim.
10) Writing to Problem Solve
Problem solving is another specific type of argument: the writer‘s
purpose is to persuade his audience to adopt a solution to a particular
problem.
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Divergent Thinking
Procedures Creativity
Brainstorming
the Idea
Fluency of
Thinking
Keep a spiritual
Journal
Flexibility
Originality Write Freely
Create a Subject
or Mind Mapping
Arrange the
Idea
Writing
C. Conceptual Framework
Every student has different ways of thinking so they have different levels
of creativity. In this study the researcher will examine the use of divergent
thinking to improve students' creativity in writing. The researcher will use
divergent thinking as a method in the teaching and learning process, especially
in writing skills. Divergent thinking is one way of thinking that can support
students' potential so that someone can think creatively.
The ability of creativity can be improved through divergent thinking by
following several procedures including brainstorming ideas, keep a spiritual
journal, write freely, create visual subject or mind mapping, and arrange the
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ideas in an innovative manner. Brainstorming is a tool to build upon ideas.
Keep a spiritual journal using capture and record the spontaneous ideas. Write
freely to write everything that comes to mind as long as it is about the topic.
Create visual mapping or subject matter, students will write the brainstorming
ideas in a visual map or picture. And the last ideas, the students need to apply
the divergent thinking and convergence thinking because it is an important
role in the process.
In supporting creativity, students must have or be included in the
categories of some aspects of creativity including fluency of thinking,
flexibility, and originality. Students must be fluent in thinking that it is easy to
find ideas. Thinking flexibly can help students gather creative ideas. And the
last is originality, students must produce creative ideas from their own
thoughts so that their writing can be accounted for authenticity.
Therefore, to produce creative writing, students must be in the category or
aspect of creativity and follow the divergent thinking procedure so students
can easily write down and organize their ideas so that their creativity and
writing abilities can be improved.
D. Hypothesis
The hypothesis of this research formulated as follow:
1. H0 (Null hypothesis): The divergent thinking cannot improve students'
creativity in writing.
2. H1 (Alternative hypothesis): The divergent thinking can improve students'
creativity in writing.
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CHAPTER III
RESEACRH METHOD
This chapter deals with the research design, variable, population, and sample,
instrument of the research, procedure of collecting data, and technique of data
analysis.
A. Research Design
In this research, the researcher used pre-experimental design with pre-test
and post-test design, involving a single class. The one group pre-test and post-
test was represented in the following diagram.
TI X T2
Notion:
TI = Pre-Test
X = Treatment
T2 = Post-Test
(Sanjaya, 2013: 103)
B. Variables and Indicators
Arikunto (2002: 96) suggests that research variables are what the focus of
research. Meanwhile, Sugiyono (2013: 38) argues that the research variable is
basically everything in the form of what is determined by the researcher to be
studied so that information about it is obtained.
From some of the opinions above, it can be concluded that in the research
there were variables that become the focus of research attention to be study so that
information can be obtain about these matters and conclusions were drawn.
33
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In this research there were two variables, namely the independent variable
and dependent variable.
1. Independent Variable (X)
Independent variable was a variable that affects or becomes the
cause of the emergence of the dependent variable. Independent variable in
this research was divergent thinking (X).
2. Dependent Variable (Y)
Dependent variable was a variable that influence or becomes a result
of the independent variable. The dependent variable in this research was
students' creativity in writing (Y).
C. Operational Definition of Variable
1. Divergent Thinking
The divergent thinking refers to in this research as a method that was
applied to find out the ability of students to think broadly by generating ideas
and can solve a problem by exploring many solutions.
2. Creativity in Writing
Creativity in writing in this research were ideas that arise through the
process of divergent thinking.
D. Population and Sample
Population, according to Sugiyono (2008: 80), is a generalization area
consisting of objects or subjects that have certain qualities and characteristics set
by the researcher. Sample is part of the number and characteristics possessed by
the population (Sugiyono, 2013: 81).
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35
1. Population
The population of this research was the students at SMA Negeri 2 Takalar.
This school was located on the road Ranggong Dg. Romo Pattallassang
district Takalar regency, South Sulawesi. There were twelve classes where
entire classes learn English in eleventh classes. In this research, researcher
only took the population in the eleventh class, namely classes XI IPA 1, XI
IPA 2, XI IPA 3, XI IPA 4, XI IPA 5, XI IPA 6, XI IPA 7, XI IPS 1, XI IPS 2,
XI IPS 3, XI IPS 4 and XI IPS 5 which consisted of 35 students except XI IPA
1 which consisted of 30 students from each class. Therefore, the population in
this research consisted of 390 students from twelve classes.
2. Sample
In this research, the sample was selected by using purposive sampling
technique. The sample is representative of the population. Sampling was
intended so that research can take place effectively and efficiently. In this
research, the researcher chose XI IPA 1 class consisted of 30 students.
E. Research Instrument
Research instrument was a tool that was used by researchers in collecting data
so that their work is easier and the results are better, in the sense of being careful,
complete and systematic so that it is easier to process (Arikunto, 2002: 136). The
instrument of this research was test. The test was used to figure out the students‘
creativity score. The test was given through pre-test and post-test. The test was the
students‘ creativity in writing which used argumentative essay.
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36
F. Procedure of Collecting Data
Data collection techniques are ways that can be used by researchers to collect
data Arikunto (2002: 126). In collecting data, the researcher follows the procedure
as follows:
1. Pre-Test
Before giving a treatment, the researcher gave a pre-test for each student in
the class. The pre-test‘s objective was to know the students‘ creativity before
they were given a treatment. This test spent 80 (2 x 40) minutes. In the test the
students made some paragraph of opinion and thoughts essay based on their
creativity in writing. The students were given 1 hour to write their creative
ideas in writing.
2. Treatment
After the pre-test, the researcher teached the students for eight meetings.
Teaching and learning about the objective of the material and the teacher gave
the information about the procedure of using divergent thinking method.
3. Post-test
Post-test was given to the class after giving the treatment. The procedure
of post-test was the same as the pre-test. The researcher gave the post-test to
the students. The test was similar to pre-test. The function of post-test was to
know the students‘ knowledge and ability in creativity mastery after teaching
opinion and thoughts by using divergent thinking method.
G. Technique of Data Analysis
Data analysis was an activity of grouping data based on variables and types of
respondents, tabulating data based on variables from all respondents, presenting
the researched variable data, performing calculations to answer the problem
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37
formulation and performing calculations to test hypotheses conducted (Sugiyono,
2008: 147). In this research, data analysis techniques were used to determine the
extent of the use of divergent thinking on students' creativity in writing. The data
obtained from pre-test and post-test were analyzed by using t-test. All the data
account by using manual computation.
There was procedure to do the data analysis that used test and the data of
students‘ achievement in writing argumentative essay. The researcher collected
the data to be assessed based on the assessment of creativity and writing. The
researcher used several formulas that regulate the research in the test as below.
a. Assessment Rubric of Students' Creative Thinking Ability in Writing
Table. 3.1
No. Rated Aspect Score
1 Fluency 1 2 3 4 5
2 Flexibility 1 2 3 4 5
3 Originality 1 2 3 4 5
Total Score
Adapted from Munandar (1999)
b. Assessment Descriptors of Students‘ Creative in Writing
Table. 3.2
Rated
Score Score Descriptors Quality
Fluency 5 The results of students' essays show
fluency if within 80 minutes the number
of words used in the essay is more than
200 words.
Very
Fluent
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4 The results of students' essays show Fluent
fluency if within 80 minutes the number
of words used in the essay is 150-199
words.
3 The results of students' essays show Fluent
fluency if within 80 minutes the number Enough
of words used in the essay is between
100-149 words.
2 The results of an essay show the fluency Less
if within 80 minutes the number of words Fluent
used in the essay is between 50-99
words.
1 The results of essays of students did not Not
show fluency if within 80 minutes the Fluent
number of words used in the essay was
less than 50 words.
Flexibility 5 The results of students' essays indicate
flexibility if there is diversity in the
structure of sentences which can be
either a combination of sentences (1)
simple, combined, and complex, or (2)
declarative, introgative, and imperative
sentences, or (3) sentence length (short
sentences less than five words, long
sentences of more than ten words). If
there is flexibility in the content or ideas
which include (1) imagination, namely
whether the sample shows a rich or not
imagination, or (2) fantasy, the extent to
which the essay only contains facts or
fantasies.
Very
Flexible
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39
4 The results of students' essays indicate Flexible
flexibility if they meet the 4 criteria.
3 The results of the students' essays Flexible
indicate flexibility if they meet the 3 Enough
criteria.
2 The results of students' essays indicate Less
flexibility if they meet 2 criteria. Flexible
1 The results of students' essays do not Not
show flexibility, if only 1 or not 1 meets Flexible
the criteria.
Originality 5 The results of students' essays show Very
authenticity including (1) title, (2) Original
solving the ending of the story, (3)
humor, (4) characterization, and (5)
writing style.
4 The results of students' essays indicate Original
authenticity if they meet 4 criteria.
3 The results of students' essays indicate Original
authenticity if they meet 3 criteria. Enough
2 The results of students' essays indicate Less
authenticity if they meet 2 criteria. Original
1 The results of students‘ essays do not Not
show authenticity if only 1 or 1 does not Original
meet the criteria.
Adapted from Munandar (1999)
c. Scoring The Students‘ percentage writing of Pre-test and Post-test
P = 𝑓𝑞 x 100% 𝑁
(Gay, 2006)
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40
Findings the students‘ improvement score, the researcher use a
formula as follows:
1. Calculating the mean score of the students‘ writing test by using the
following formula:
Where:
X : Mean Score
∑X: Sum of all score
𝑋 = ∑𝑋
𝑁
N : Total number of the sample
Gay (1981: 298)
2. Calculating the all of mean score of the students‘ creativity in writing
test by using the following formula:
Where:
𝐶𝑇𝑆 = 𝑠1 + 𝑠2 + 𝑠3
3
S1 : Mean Score in Terms Fluency
S2 : Mean Score in Terms Flexibility
S3 : Mean Score in Terms Originality
Modified from Kemendikbud (2013: 14)
3. Finding out the significant different between the pre-test and post-test
Formula:
t = 𝐷
∑ 𝐷2−(∑ 𝐷2
√ 𝑁
𝑁 (𝑁−1)
)
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41
Where:
T = Significance
D = Mean of the different
𝐷 = The sum of all score
N = Total number of score
Gay (2000:351)
4. Hypothesis Testing
After got the students‘ significance scores (value of t) it was compared
with the value of t-table. When it was found that the value of t-test was
equal or greater than the value of t-table, it means that Null Hypothesis
(H0) was rejected and Alternative Hypothesis (H1) was accepted because
there is significance difference between pre-test and post-test and after
taught writing by using divergent thinking method. The criteria for the
hypothesis testing as follows:
Table 3.3 Criteria for the hypothesis testing
Testing
Hypothesis
H0 H1
t-test >t-table Rejected Accepted
t-test
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CHAPTER IV
FINDINGS AND DISCUSSION
This chapter presented the result of the data of the students‘ creativity in
writing. The finding of this research presented the result that covers students‘
creativity in fluency, flexibility and originality by using divergent thinking
method. The discussion of this research covered further explanation of findings.
A. Findings
The type of research was an experiment that used quantitative data
analysis. Based on the research data it can be described in detail about the
influence of using the divergent thinking method toward the students‘
creativity. This research aimed to measure the students‘ creativity that can be
observed in the following analysis into two parts, namely pre-test data and
post-test data.
1. The Students’ Creativity In Terms of Fluency
The finding presented the result of score percentage of students‘
creativity in terms of fluency and comparing the score percentage
between pre-test and post-test.
a. Pre-test
In the pre-test, the researcher presented the result of the
percentage of students‘ values in writing essay in fluency terms
before use divergent thinking as a method in teaching. This
research involved 30 students and was conducted at the eleventh
grade students of SMA Negeri 2 Takalar.
42
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43
Table 4.1. The Pre-Test Score Percentage of Students‘ Creativity
Writing in Terms of Fluency of Thinking
No.
Classification
Score
Pre-Test
Frequency %
1 Very Fluent 5 0 0%
2 Fluent 4 2 6.7%
3 Fluent enough 3 6 20%
4 Less Fluent 2 1 3.3%
5 Not Fluent 1 21 70%
Total 30 100%
Table 4.1 showed that the group of students who had the largest
frequency lies in the classification of not fluent with a 21 (70%)
frequency whereas, then there were 6 (20%) frequency in fluent
enough and there was no in the very fluent classification. Overall it
means that the students' scores and percentages in the pre-test were
still low because more than half of the students got not fluent
scores.
b. Post test
In the post-test, the researcher presented the result of
percentage of students‘ score in writing essay in terms fluency after
using divergent thinking as a method in teaching. This research
involved 30 students and was conducted at the eleventh grade of
students of SMA Negeri 2 Takalar.
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44
Table 4.2. The Post-Test Score Percentage of Students‘ Creativity
Writing in Terms of Fluency
No.
Classification
Score
Post-Test
Frequency %
1 Very Fluent 5 2 6.67%
2 Fluent 4 6 20%
3 Fluent enough 3 1 3.3%
4 Less Fluent 2 20 66,7%
5 Not Fluent 1 1 3.3%
Total 30 100%
Table 4.2 showed that the group of students who had the largest
frequency lies in the classification of less fluent with a 20 (66.7%)
frequency whereas, then there were 6 (20%) frequency in fluent, and
there were 2 (6.67%) frequency in the very fluent classification.
Overall it means that the students' scores and percentages in the pre-
test were slightly improved because half of the students got very
fluent scores.
2. The Students’ Creativity In Terms of Flexibility
The finding presented the result of score percentage of students‘
creativity in terms of flexibility and comparing the score percentage
between pre-test and post-test.
a. Pre-test
In the pre-test, the researcher presented the result of the
percentage of students‘ values in writing essay in flexibility terms
before use divergent thinking as a method in teaching. This study
-
45
involved 30 students and was conducted at the eleventh grade
students of SMA Negeri 2 Takalar.
Table 4.3. The Pre-Test Score Percentage of Students‘ Creativity
Writing Essay in Terms of Flexibility
No.
Classification
Score
Pre-Test
Frequency %
1 Very Flexible 5 0 0%
2 Flexible 4 2 6.7%
3 Flexible enough 3 6 20%
4 Less Flexible 2 1 3.3%
5 Not Flexible 1 21 70%
Total 30 100%
Table 4.3 showed that the group of students who had the largest
frequency lies in the classification of not flexible with a 21 (70%)
frequency whereas, then there were 6 (20%) frequency in flexible
enough and there was no in the very flexible classification. Overall it
means that the students' scores and percentages in the pre-test were
still low because more than half of the students got not flexible scores.
b. Post test
In the post-test, the researcher presented the result of percentage
of students‘ score in writing essay in terms flexible after using
divergent thinking as a method in teaching. This research involved 30
students and was conducted at the eleventh grade of students of SMA
Negeri 2 Takalar.
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46
Table 4.4. The Post-Test Score Percentage of Students‘ Creativity
Writing Essay in Terms of Flexibility
No.
Classification
Score
Post-Test
Frequency %
1 Very Flexible 5 2 6.67%
2 Flexible 4 6 20%
3 Flexible enough 3 3 10%
4 Less Flexible 2 19 63.33%
5 Not Flexible 1 0 0%
Total 30 100%
Table 4.4 showed that the group of students who had the largest
frequency lies in the classification of less flexible there was no
frequency whereas, then there were 19 (63.33%) frequency in less
flexible and there were 2 (6.67%) in the very flexible classification.
Overall it means that the students' scores and percentages in the pre-
test were slightly improved because half of the students got very
flexible scores.
3. The Students’ Creativity In Terms of Originality
The findings presented the result of score percentage of students‘
creativity in terms of originality and comparing the score percentage
between pre-test and post-test.
a. Pre-test
In the pre-test, the researcher presented the result of the
percentage of students‘ values in writing essay in flexibility terms
before use divergent thinking as a method in teaching. This research
-
47
involved 30 students and was conducted at the eleventh grade
students of SMA Negeri 2 Takalar.
Table 4.5 The Pre-Test Score Percentage of Students‘ Creativity in
Writing Essay in Terms of Originality
No.
Classification
Score
Pre-Test
Frequency %
1 Very Original 5 0 0%
2 Original 4 1 3.3%
3 Original enough 3 2 6.7%
4 Less Original 2 6 20%
5 Not Original 1 21 70%
Total 30 100%
Table 4.5 showed that the group of students who had the largest
frequency lies in the classification of not original with a 21 (70%)
frequency whereas, then there were 6 (20%) frequency in less original
and there was no in the very original classification. Overall it means
that the students' scores and percentages in the pre-test were still low
because more than half of the students got not original scores.
b. Post test
In the post-test, the researcher presented the result of percentage
of students‘ score in writing essay in terms originality after using
divergent thinking as a method in teaching. This research involved 30
students and was conducted at the eleventh grade of students of SMA
Negeri 2 Takalar.
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48
Table 4.6 The Post-Test Score Percentage of Post-Test Result of
Students‘ Creativity in Writing Essay in Terms of Originality
No.
Classification
Score
Post-Test
Frequency %
1 Very Original 5 1 3.3%
2 Original 4 2 6.7%
3 Original enough 3 6 20%
4 Less Original 2 20 67%
5 Not Original 1 1 3.3%
Total 30 100%
Table 4.6 showed that the group of students who had the largest
frequency lies in the classification of less original with a 20 (67%)
frequency whereas, then there were 6 (20%) frequency in original
enough and there was 1 (3.3%) frequency in the very original
classification. Overall it means that the students' scores and
percentages in the pre-test were slightly improved.
4. The Improvement of Students’ Creativity in Writing
The improvement of the students‘ creativity score obtained through
writing test.
Table 4.7
No. Indicators of Creativity Mean Score
Pre-Test Post-Test
1 Fluency 3.26 5.2
2 Flexibility 3.26 5.3
3 Originality 2.9 4.8
Total 9.42 15.3
Improvement 3.14 5.1
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Column 1.
The result above showed that the students‘ score improved after using
divergent thinking as method in teaching and learning process. It was proved
by comparing students‘ score in pre-test and post-test. It can be seen in the
table 4.9 that in pre-test was 3.8 and in the post-test was 5.1.
5. Hypothesis Testing
Hypothesis was a temporary answer to the problem that must be formulated as
stated in Chapter II. The hypothesis proposed in this research was "the divergent
thinking can improve students' creativity in writing at SMA Negeri 2 Talakar
especially in class XI IPA 1 in writing. In this research the researcher uses t-test
analysis on the level of significance (p) = 0.05 with the degree of freedom (df) =
N-1 (30-1=29) and the t-table was 1.699. The table shows the result of the t-test
calculation.
Improvement
3.8
5.1
0
Pre-Test
Post-Test
6
5
4
3
2
1
Imp
rove
men
t Sc
ore
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Table 4.8 The T-Test of Students‘ Improvement
Aspect of Creativity T-test Value T-table Value
Fluency 16.92
1.699
Flexibility 2
Originality 32.16
Student’ Creativity 17.02
Table 4.8 that the t-test value in aspect of creativity were improved. It
could be seen on the table that the t-test was higher than t-table (17.02>1.699).
It indicated that there was a significant difference between the result of the
students‘ pre-test and post-test by using divergent thinking as method in
teaching. It means that the null hypothesis (H0) was rejected and the
alternative hypothesis (H1) was accepted.
B. Discussion
One way to think creatively is to think out of the box habit or not focus on one
thing. In this research, researchers discussed about the use of divergent thinking to
improve students' creativity in writing. In creativity there were several indicators
that serve as a reference in measuring creativity including fluency, flexibility and
originality.
After calculating and comparing the t-test value and t-table value, it was found
that t-test value was greater that t-table (T-Test> T-Table), the final result showed
that t-test value for the final score of students‘ writing ability was (17.02 > 1.699).
It means that there was significant difference between the students‘ creativity in
writing before and after used divergent thinking method. It was also said that the
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51
null hypothesis (H0) was rejected and the alternative hypothesis (H1) was
accepted.
As explained in the previous finding section, it showed that the use of
divergent thinking method improved the students‘ creativity in writing. It was
supported by the students‘ score of pre-test and post-test that was improved
(3.8
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The ability to think creatively is the key to success in solving problems,
because creativity is the bridge between the management of cognition and the
execution stage so that someone has a convincing achievement or outcome
(Sunito et al., 2013: 12). In the writing process students must be fluent in thinking.
Smooth thinking was an indicator of the ability to think creatively that was easiest
to identify from students' essays, because it can be evaluated based on the number
of words used in the essay. Furthermore, students must has aspects of fluency in
order to be said to be creative.
Runco (1987) found that problem discovery is an important step in the
creative process. This investigation was carried out to examine the role of problem
finding in divergent thinking and students' creative performance. These result
supported the theory of different components of thought and creativity, and are
consistent with the developmental view of problem finding. Related to this
research, the students must examine their thinking by looking for problems in the
topics which they analyzed so that they can produce ideas with different thinking
patterns. Rumekar (2014) which found that divergent thinking ability was an
indicator of creativity so to develop student creativity it was also necessary to
develop divergent thinking abilities of students. Similarly in this research that the