that the implementation of collaborative writing technique can be claimed that it can improve the students’ writing skills.
Figure 5
. Student’s Writing in the Post-test Cycle 2
The implementation of the collaborative writing technique did not only improve the students’ writing skills but also their motivation in learning English,
especially writing. This conclusion is supported by the following interview transcripts between the researcher and the students after Cycle 2.
P :
“Could you please tell me about your experience in learning English with me?”
S10 :
‘It is fun.” P
: “Which part do you think it was fun?”
S10 :
“When working in groups, but actually I like the teaching and learning process conducted
by you, Miss.” P
: “Does collaborative writing motivate you in learning English,
especially writing?” S10
: “Yes, of course, Miss, because the teaching and learning process was
not boring” Interview transcript No. 11, Thursday, April 30
th
2015
D. General Findings
In this part, the data of the research findings are discussed in details. There are qualitative and quantitative data. The qualitative data dealt with the
general findings of the research on each cycle, while the quantitative data described the students’ result in writing. The next parts were findings found by the
researcher in a series of the use of collaborative writing to improve students’
writing skills. 1. Cycle 1
a. In terms of idea and development, most of students could generate ideas.
However, there were some students who found it hard to generate ideas in writing. Additionally, some students understood the component and the
purpose of a narrative text. b.
In terms of spelling, students became aware of this aspect. However they sill needed got more vocabulary input in order to give them much knowledge of
spelling.. c.
In terms of organization aspects, some students could find and identify the generic structure of a narrative text.
d. In terms of vocabulary aspects, students’ vocabulary mastery improved. Most
of them were able to use new words that they got from the teaching and learning process especially irregular verbs.
e. In terms of capitalization and punctuation, students were able to make
significant improvements. At first, they were not really aware of these aspects, yet, after they were told to pay attention to those aspects, they know
