THE USE OF DIVERGENT THINKING TO IMPROVE STUDENTS’ … · Judul Skripsi : The Use of Divergent...

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

i

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

iv

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

v

MOTTO

Wamaa tawfiiqii illaa biallaahi

Dan tidak ada kesuksesan bagiku melainkan atas

(pertolongan) Allah.

– (Q.S Huud: 88)

vi

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

vii

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

viii

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.

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.

x

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

xi

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

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

xii

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

xiii

LIST OF COLUMN

4.1 Column of the Students‘ Creativity Improvement in Writing .................... 49

xiv

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

3

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

4

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.

5

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.

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.

6

7

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.

8

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

9

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

10

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

12

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.

13

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

15

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.

16

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.

17

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

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

19

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.

21

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).

22

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

23

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.

26

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

27

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.

29

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.

30

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

32

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.

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

34

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).

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.

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

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

38

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

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)

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)

)

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

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

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.

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%


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


a. Pre-test


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


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%


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.

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%


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


a. Pre-test


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


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%


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.

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%


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

50

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

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

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