2. The selection of the problem based on urgency level
After identifying the filed problems in the teaching and learning of English in SMP N 5 Wates, the researcher, the English teacher, and the
collaborator specified the problems into the specific one. They decided to focus on improving the students writing skills only. The selected of the
problems were presented as follows. a. The students
’ difficulty in generating ideas. b. The students
’ problem in organization. c. The students
’ grammar mastery. d. The students
’ low vocabulary mastery. e.
The students’ problems in mechanics.
B. Determining the Action to Overcome the Selected Problems
After selecting the problems, the researcher and the English teacher determined the actions to solve the selected problems. Those actions are
elaborated as follows. 1. Use graphic organizer to attract
the students’ interest toward writing. Graphic organizers are visual charts and tools that will attract students
attention because of the interesting graphic in pictures and colors. 2. Graphic organizer also will be used to help the students in generating
ideas. As Lancaster 2013 states that it can be used to encourage students to plan and brainstorm their topic before beginning to write. It will be
beneficial for students to use graphic organizer to brainstorm their ideas before they started to write.
3. Graphic organizer also will help the students who had difficulty in organizing ideas. It will also help the students’ problems in understanding
the generic structure because the researcher will make a graphic organizer by adding the generic structure as the pattern of the graphic organizers.
4. Related to grammar, the researcher paid more attention in explaining the language features of a recount text and gave some grammar exercises.
5. To improve the students ’ mastery of vocabulary, the researcher motivated
the students find the meaning of the new unfamiliar vocabulary in their dictionary.
6. The researcher emphasized the use of correct mechanics in writing in the teaching and learning process.
C. Research Process
1. Report of Cycle 1
After the researcher and the collaborators selected some selected problems, they decided to use graphic organizer as a technique to solve the
writing problems. Then, they decided to hold 3 meetings in order solve the
students’ problems. The elaboration on the plan was discussed as follows.
a. Planning
1 First Meeting
In the first meeting, the researcher and the collaborator planned to achieve some learning indicators that stated on the lesson plan. They
planned to explain the recount texts and the generic structure of it. Moreover, they would introduce graphic organizers to the students in
purpose to help them getting better understanding of the text. In addition, there would be some activities related to language features of
recount text for example gave certain signs in conjunctions, adverbs, and verbs 2.
2 Second Meeting
The researcher and collaborator planned to achieve the next learning indicators in this meeting. They planned to give students a
crossword puzzle as one of the task to understand more about simple past tense. Here, the students would find the past verbs from some
verbs given to complete the crossword puzzle. After that, they had to classify the past verbs into regular and irregular verbs. Then, they had
to choose 5 past verbs and make 5 sentences using those verbs in the simple past tense. In this meeting, the students would learn how to
develop a recount text from some details information in the graphic organizers.
3 Third Meeting
In this stage, the researcher and collaborator planned to give the students opportunities to write their recount text individually. Before
that, they would write their ideas in the graphic organizer. They had to write some details information there. Then, they would develop the
ideas from graphic organizers into a recount text.
b. Action and Observation
1 First Meeting
The first meeting was on Saturday, 16th April 2016. The researcher, the English teacher, and the collaborator entered the class.
The English teacher and the collaborator sat at the back row of the class. The researcher started the lesson at 10.30 a.m. She greeted the
students and calling the names. There was no one absent that day. After that, she asked the class about their holiday experience.
“What did you do on holidays?” The students did not understand the researcher questions in English so she asked them again,
“What did you do on holidays?” No one answered then she asked them in Bahasa.
“Apa yang kalian lakukan saat liburan?” The students gave various
answer. Then, the researcher told them that the topic for that day was
holiday. The teacher gave them a text entitled Holiday to Mount Bromo. The researcher asked them to read it in 5 minutes. Then, the
researcher asked if there were unfamiliar words in the text. The students answered that they found some unfamiliar words. The students
enthusiastic went to the front of the class to write the unfamiliar words for them. After that, the researcher asked the students to find the
meaning of those words on whiteboard. If they had known the meaning, they just had to go in front of the class and wrote the meanings of the
words. It seemed that the students were enthusiastic to do that. The teacher said that they rarely want to go in front of the class just to write
the answer of the questions. Then, the whole class discussed the meaning of the words together. After that, the students asked the
teacher to let them wrote the meaning and the unfamiliar words in their book. After the students finished, the researcher asked them about the
text Holiday in Mount Bromo. The researcher asked them about the generic structure of the recount text especially in the text Holiday in
Mount Bromo. It seemed that the students forgot the generic structure of the
recount text. Therefore, the researcher discussed the generic structure while making the example from the
text. “ What is the first paragraph tell us about?” The students gave the answer about the first paragraph.
Then, the researcher asked again about the second and the third paragraph and the students also gave the answer. The researcher then
asked the students to analyze where were the orientation, events, and re- orientation from the text. But, it seemed that the students still did not
understand about the generic structure of recount text. Then the researcher explained it to the students.
The students paid attention to the researcher explanations. The researcher then guided the student to determine the orientation, events,
and re-orientation of the text. Then, the researcher asked them if they had understood about the generic structure so far. They explained that
they finally understood about the generic structure. The researcher then gave graphic organizers to the students. She explained what graphic
organizer is. She also explained how to use graphic organizers. This graphic organizers was custom made, therefore, it would adjust with the
recount text with the orientation, events, and re-orientation as the points therefore it would help the students to understand more about the
generic structure of recount text. The students did the tasks enthusiastically because they were interested with the pictures and the
color of the graphic organizers. The researcher gave 10 minutes to the students to fill the graphic
organizer but they did not finish the task yet therefore the researcher add 5 minutes more to them to finish their graphic. The researcher went
around the class to help the students if they needed
helps. After the students finished their graphic, the researcher asked the students to
write their graphic organizer in front of the class to be discussed together. Then, the whole class conduct the discussion together. They
seemed to understand the graphic organizer and how to make it.
Then, the researcher asked, “Have you understood about graphic organizer?” “Yes Miss”, answered the students . “Any question?” “No”.
“Okay, now please look at your worksheet. Below are some questions. Please answer these
questions. You can look at your graphic organizer. The graphic organizer you had made will help you to answer some of
the questions. Got it? “ Then, the students answered the questions. The
graphic organizer they had made surely help them to better understand the text thus made them easier to answer the question of the text. After
that, the students and the researcher discussed the answer together. Then, the researcher explained language feature to the students. The
researcher asked the students to make circle in the conjunction and adverb of time in the recount text. After that, she discussed the
conjuntions and adverb of time with the students. The researcher asked the students to find verb 2 in the recount text
by underlining the verb 2 and then she discussed about the language feature of the recount text such as
conjunction, adverb of tine, verb 2, etc. The
students asked the researcher a time to write what the researcher wrote in the whiteboard. The bell rang. The researcher asked
one of the students to lead the prayer. After that, they started singing the national song which is was the habit before ending the class. The
students, the collaborator, and the researcher left the class.
2 Second Meeting
The researcher and the collaborator entered VIII A Class. The class situation was a bit noisy. The researcher gave them time to calm down.
Then, she started the lesson. She greeted the students and called their names. There was one student who was absent that day.
The researcher asked the students what had they learned in the last meeting. They said that they had learned about recount text and graphic
organizers. The researcher asked brief questions related to the last meeting materials in order to make the students rememberred what they
have learned so far. Then, the researcher said that that day they would learn more about recount text and also graphic organizer.
She asked the students to make a group of four to continued last meeting lesson about language feature of recount text. That day, they
would learn about simple past tense. Actually, the students had learned it before, but according to the teacher interview, she said that many of
the students often forgot the structure of simple past tense. The researcher wanted the students to make group on their own with their
close neighbour but they did not want it. They wanted the teacher to choose the team for them by counting the numbers, therefore the
teacher did it. The problem with this was the students made this occasion to walk around the class to meet their teammates. And it
wasted of time.
After the students sat in their group, the researcher then gave the students in each group a crossword. Their task was to complete those
crosswords with the past verb of some verbs mentioned there. There were 20 verbs. It would help the students to remember the past tense of
some verbs. The students were rather slow to do the crosswords because some of them were not familiar with the past form of some verbs;
moreover, they did not bring their dictionary or the dictionary they had did not include the past form of verbs. After the students finished the
crosswords, the researcher and the students discused the answer of the crosswords together.
Now, they had some verbs in past tense form. They had to group the verbs whether it was in regular or irregular verbs. The students did
well at this task. Then, the last group task was the student had to choose
5 past verbs from the crossword and made 5 sentences in simple past tense. They did it with their teammates. After that, one volunteer from
each group has to write the sentences in the whiteboard. The researcher asked the students whether their
friends’ sentences correct or not. She asked them to correct their friends’ sentences if it was wrong. The
group activity ended. The students went back to their previous seat. The next activity was wrote a story using the graphic organizer.
The researcher gave the students a graphic organizer. This graphic organizer contains the detail information. The students had to write a
recount text based on those details. The title of the text was “Holiday to
Taman Pintar “. First, the researcher asked the students whether they
still remembered about graphic organizer or not. They said that they still remembered that. After that, she explained the graphic organizer:
Holiday in Taman Pintar. This graphic organizer contained some details about someone holiday to Taman Pintar. The researcher taught the
students how to write a recount text based on the details in graphic organizers. She explained by writing the orientation part of the text
based on the details in the graphic. Then, she gave the students the examples how to develop a text
based on the first details in the events. She then asked some students to
think how to develop the next sentences according the next details. After she felt that the students understood how to write sentences based
on the details, she asked the students to continue writing the next paragraph based on the other details by themselves. She divided them in
pairs and asked them to write the next paragraph in pairs. The students then worked in pairs to write the paragraph until the recount text
finished. The teacher then asked some of the pairs to write their paragraph in the whiteboard until it became the full recount text.
After that, she held a discussion about the paragraph they had made in the whiteboard. They gave their opinion on how should some
paragraph written. They also volunteered to edit some of the part so the text became coherent. The time was over. The students collected their
writings. The researcher closed that day lesson by giving summaries of
that day lesson and also gave a brief explanation on what would they do in the next meeting. One of the students then led a prayer. They sang a
national song before they went home.
3 Third Meeting
The researcher and the collaborator entered class VIII A. On that day, they would write a recount text by themselves. Before she started
the lesson, greeted the students and checked the attendance. All the students were
present that day. The researcher asked them about their holiday experience. “What did you do on holiday?” asked the
researcher. “Go on vacation”, said one of the students. “Go to the beach”, said the other. “Go to Exhibition”, said the other student. The
students gave various answers regarding the destination of their holiday. Then, the researcher asked, “What did you do there?” The students gave
their answer. “What did you feel?” “I am happy”, said one of the students.
Then the researcher said that they would write their holiday experience that day. They had to write it individually. The researcher
gave the students some blank graphic organizers. The researcher asked them to think what they would write and asked them to fill the graphic
organizer first before they were going to write the text. The researcher said that the graphic organizer would help them to plan what they
would write. The researcher gave a brief explanation as example for the students.
After the students understood the explanation, they began to wrote
their ideas in the graphic organizers. The researcher went around the class to help the students if they needed a help. Unfortunately, the
students still found some difficulties in delivering their idea into graphic organizer; thus, they needed more time that the time allocation.
Therefore, the researcher gave them 10 minutes more, until the bell for break rang, to completed their graphic organizers.
After the break, the students collected their graphic organizers. The researcher read their graphic organizers. Most of them managed to write
their ideas and completed their graphic in the time given; however, some of them still did not finish their graphic completed.
The researcher then moved to the next activity which was write a recount text. The researcher gave them a paper to write a recount text
based on graphic organizer they had made. They already practiced it in the last meeting. The researcher gave them 30 minutes to develop their
graphic organizer into a recount text. The students needed more time to finish their writing, thus the teacher gave them 10 minutes more. The
researcher went around the class to help the students if they had a question or needed a help.
The bell rang. The researcher asked the students to collect their writing. The researcher closed that day lesson by prayer. As usual they
sang a national song before going home.
c. Reflection
After the end of the Cycle 1, the researcher and the collaborator conducted a discussion to make reflection of teaching and learning process
of writing with graphic organizers. This discussion also fulfilled the democratic and dialogic validity of this research. In the discussion, they
analysed the data from observation of the implemented action. They also analysed the data from the interviewed with students and collaborator
regarding the teaching and learning process using graphic organizers. The result of the students’ writing also included in the discussion. Then, they
made decision regarding the action of the implementation of graphic organizers in the teaching and learning process. They discussed whether
the action was successful or not to improve the students’ writing skills. They then decided what action should be keep and what should be
modified to solve the problems in students’ writing the students liked to
use graphic organizers in their writing. The students interest toward English were also improve. They
enjoyed learning recount text using graphic organizers because it has many colours and pictures.
The interviews with the students showed that they were enjoy using graphic organizers. Related to recount text, they students said that the
graphic organizers helped them to understand the generic structure of recount text better. The following scripts was the students’ views
regarding of graphic organizers.
T : Bagaimana kesan kalian dengan pembelajaran menggunakan
graphic organizers? How about your impression of the learning process using graphic organizers?
S : Menyenangkan Miss. Soalnya graphic organizers membantu kita
buat lebih paham tentang recount text. I was happy Miss. Graphic organizers helped me to understand recount text
better. T
: Lebih paham dengan hal apa ya? In what aspect?
S : Tentang generic structure recount text Miss. Soalnya kan di
graphic organizers dipisah-pisah gitu point nya jadi bisa lebih paham tentang recount text. The generic structure of recount
text Miss. In graphic organizers, the generic structure of recount text was divided into some parts so it made us
understand the recount text better.
T : Kalau untuk menulis sendiri, apakah graphic organizers
membantu kalian dalam menulis? In writing, were graphic organizers help you in writing?
S2 : Iya membantu Miss. Karena dalam graphic organizers sudah ada
poin-poin nya jadi kita tinggal mikir ngisinya dan menulisnya dengan kalimat-kalimat sendiri. Yes, it was. Because there
were some points in graphic organizers, so we just think to fill the points and write it with our own sentences.
Interview Transcript 49-4-16
The improvement of students’ writing skills were presented in the table below.
Table 5: The Result of the Changes of the Students’ Writing Ability in Pre- Action and Cycle 1
The students’
writing skills
Pre-Test Cycle 1
C ontent
The students had difficulty in generating ideas.
They did not know what should they wrote.
They collected
their writing unfinished.
The students copied the model
texts or
their friend’s writing.
The students
could generate their own ideas.
They wrote their ideas in the graphic organizers.
The could write the text with
the complete
generic structure. The students begin to
write their own ideas. Or
ga niza
ti on
They did not understand the generic structure of
recount texts. They understood the
generic structure
of recount text and wrote
the text according those generic structure.
La ngua
ge us
e They could not memorize
the formula
of the
grammar. They used simple present
times in a recount text. They used double verbs in
their sentences. Their sentences were
direct translations from Indonesia to English
They understood that they had to use past
tense in the recount text. They started to use past
verbs in their sentence Some of them still forget
to use past verbs in their sentences.
Voc abular
y They had low vocabulary
mastery. They were lazy to open
dictionary to find the new words they did know yet.
They chose the wrong words choice.
Their vocabulary started to increase.
The teacher guide them to
always use
the dictionary when faced
the words they did not know.
Some of them still chose the wrong words choice.
Mec ha
nics The students forgot to use
the correct punctuation in the sentences.
They had problems in spelling.
They had problems in capital letter.
The students started to put
the correct
punctuation in
the sentences.
They started to pay attention in writing the
correct spelling
of words.
They started to pay attention to capital letter.
Overall, the use of graphic organizers in the teaching and learning process improved the students’ writing skills, especially in content and
organization. Moreover, the other aspect of writing such as language use, vocabulary, and mechanics were also improve. The improvements of
students’ writing showed in the two tables below
Writing Aspect
Content Organization
Language Use
Vocabulary Mechanics
Total
Total Score
349 304
283 302
75 1313
Mean Score
14.54 12.67
11.79 12.58
3.13 54.7
Table 6 : Students’ writing in Pre-Test
Writing Aspect
Content Organization Language
Use Vocabulary
Mechanics Total
Total Score
532 405
326 359
102 1724
Mean Score
22.17 16.88
13.58 14.96
4.25 71.83
Table 7 : Students’ writing in Cycle 1
From the two tables abov e, the students’ mean score in Cycle 1
improved from 54.71 to 71.83. The five aspects of writing, namely content, organization, language use, vocabulary, and mechanics were also
improve. The mean score of content improved from 14.54 to 22.17. The organization aspect improved from 12.67 to 16.88. The language use
improve from 11.79 to 13.58. The vocabulary improved from 12.58 to 14. 96. The mechanics improved from 3.13 to 4.25. The mean score of
Cycle 1 was 71.83, yet it was still below the KKM which was 75. Overall, the implementation of the graphic organizers in Cycle 1 was successful
enough but it still below the KKM, therefore the researcher, the collaborator, and the English teacher decided to conduct Cycle 2 in order
to reach the KKM of the students.
2. Report of Cycle 2
a. Planning
In the planning of Cycle 2, the researcher and the collaborators planned to have three meetings in the process. They also used the graphic
organizers again to help the students to write. The graphic organizers were similar with Cycle 1 graphic organizers because it would help them
to familiarize with the graphic organizers used. The text was still recount text with the different theme which was unforgettable experience. The
planned of Cycle 2 presented as follows.
1 Fourth Meeting
In the fourth meeting, the researcher and the collaborators planned to achieved all the learning indicators in the lesson plan. Those learning
indicators were expressing the feeling of happiness, sadness, embarrassed, and scared, finding the meanings of the unfamiliar words
in the recount text, filling in a blank graphic organizer with details based on text, answering questions based on the text, using the correct
verb to complete a recount text, write simple sentences containing past verbs.
2 Fifth Meeting
The researcher and the collaborators planned to make the students practice to write a recount text from some details points in the graphic
organizers. They gave the students a complete graphic organizers then asked them in pairs to write a story based on that graphic organizers.
3 Sixth Meeting
In the last meeting, the researcher and the collaborators planned to make the students write their own story. They gave the students a
blank graphic organizers and asked them to fill that graphic organizers. Then, the students would write their own unforgettable experience story
based on that graphic organizers.
b. Action and Observation
1 Fourth Meeting
The researcher and the collaborator entered class VIII A. The researcher started the lesson by greeting. She then called the students’
name. After that, she asked the students about their unforgettable experience. “Have you ever get the unforgettable experience?” asked
the researcher. The students answered “Yes”. Then the researcher gave a handout to students. This handout contained some expressions. The
researcher then discussed the unforgettable experience and the expression related to that with the students.
After that, the researcher gave a recount text entitled “My Fishing Experience”. She asked the students to read the text. Then she asked the
students to find the meaning of some words above the text. After that, she discussed what the text is about and also the meaning of some
difficult words. The researcher then gave the students a blank graphic organizer. This graphic organizer was similar to the previous graphic
organizer in the Cycle 1. The purpose of this similarities was to make the students familiar with the graphic organizer. The researcher then
asked the students to fill the details of the graphic organizer based on the recount text, “My Fishing Experience”. This recount text was more
complex than the previous text. The students found some difficulties to determine one event with another. Thus, the researcher reminded them
again about the conjunction as one of the language features of a recount
text. By understanding the use of conjunction in a recount text would help the students to understand the events one to another. The students
then continued to fill their graphic organizers with the details information from the text.
After the students finished their graphic organizer, the researcher asked them to write their details of information in the graphic organizer
in the whiteboard in front of the class. Then, the whole class discussed the details information of the recount text “My Fishing Experience”
together. The next activity was related to the language features which was
simple past tense. The students had to complete some sentences and recount text in the correct form of past verb. The students rather doing
well at this task. After that, they discussed the result of the task together. The bell rank, the researcher closed that day lesson by giving
brief summary and also explanation on the next day meeting. The students had a prayer and sang a national song before went home.
2 Fifth Meeting
Before the English class in Class VIII A started, the teacher had informed the researcher that that day lesson would be cut into 1 hour
lesson because the teacher will be had a meeting about the national exam. The researcher and the collaborator entered the class and greeted
the students. The researcher call the students name and that day some students were absent because they had a CCA competition.
The researcher then gave a handout to the students. The handout contained a graphic organizer with details story about someone
unforgettable experience. The title of the graphic organizer was “Traditional Dance Competition”. The students had to write a text
based on the details information of the graphic organizer. They then work in pairs and begin to wrote the recount text. Some of them had
been familiar with developing the text based on the details in graphic organizer thus it was not a difficult task for them. The researcher went
around the class to guide the students. After the students finished writing their text, the researcher asked
them to read the text in front of the class. Because of the limited time, the researcher then just asked some of the students to read their recount
text in front of the class. The class was over. The students prayed and sang a national song before went home.
3 Sixth Meeting
The researcher and collaborators entered the class. The researcher greeted the students and called for students names. No one absent that
day. The researcher asked the students whether they had unforgettable experience or not. They shared some stories about their unforgettable
experiences. After that, the researcher gave a blank graphic organizer
for them. The researcher asked them to think about their unforgettable experience and wrote their ideas in the graphic organizers. The
researcher went around the class to guide the students. The time to write the text was until the break time.
After the break time, the researcher gave worksheets to the student. She asked the students to develop their graphic organizer into a recount
text. And write it in this worksheets. The researcher gave them 25 minutes to write their text. After that, she collected the students’
writing. The researcher then gave the one students’ writing to another
student. She asked them to read their friends’ recount texts and to find mistakes in their friends’ work. They had 5 minutes to do that. After
that, the researcher asked them to give back the text to the owner. The researcher asked the students to read their friends’ correction. Then,
they can correct their text based on their friends’ correction. If they think their friend’s editing was wrong, they could defend their work.
The students then collect their writing in front of the class. The researcher asked the students about what had they learned until now and
she gave announcement that will be a post test in the next meeting. The students prayed and sang a national song before went home.
c. Reflection
At the end of Cycle 2, the researcher, the collaborator, and the English teacher conduct a discussion in order to make reflection and to
fulfil the democratic and dialogic validity of this research. They analysed the data from observation and interview conducted in the teaching and
learning process using graphic organizers. They also analysed the students writing. Then, they made decision regarding the action of the
implementation of graphic organizers in the teaching and learning process. They discussed whether the action was successful or not to improve the
students’ writing skills. There were some improvements in students’ writing skills in
Cycle 2. The improvement showed in the table below.
Table 8 : The Result of the Changes of the Students’ Writing Ability in Cycle 1 and Cycle 2
The students’
writing skills
Cycle 1 Cycle 2
C ontent
The students could generate their own ideas.
They wrote their ideas in the graphic organizers.
The could write the text with the complete generic
structure. The students begin to write
their own ideas. Some students could not
manage their time so they ran out time when writing
The students
could generate their own ideas
smoothly. The
students could
manage their time in writing carefully so they
could finish their recount text.
Or ga
niza
ti on
They understood
the generic structure of recount
text and wrote the text according
those generic
structure. They fully understood the
generic structure
of recount
text so
they always could wrote the
text from beginning to end.
La ngua
ge us
e They understood that they
had to use past tense in the recount text.
They started to use past verbs in their sentence
Some of them still forget to use past verbs in their
sentences. They used past tense in
their sentences.
Voc abular
y Their vocabulary started to
increase. The teacher guide them to
always use the dictionary when faced the words they
did not know. Some of them still chose the
wrong words choice. Their
vocabulary increased than before.
They start
to use
dictionary. They manage to write
with the correct word choice.
Mec ha
nics The students started to put
the correct punctuation in the sentences.
They started
to pay
attention in writing the correct spelling of words.
They started
to pay
attention to capital letter. The students put the
correct punctuation
in their sentences.
The students writing skills in Cycle 2 improved from Cycle 1. Here is the table
’s score that showed those improvement.
Writing Aspect
Content Organization
Language Use
Vocabulary Mechanic
Total
Total Score
532 405
326 359
102 1724
Mean Score
22.17 16.88
13.58 14.96
4.25 71.83
Table 9: The students’ score in Cycle 1
Writing Aspect
Content Organization Language Use
Vocabulary Mechanic Total
Total Score
567 432
339 417
107 1862
Mean Score
23.63 18.00
14.13 17.38
4.46 77.58
Table 10: The students’ score in Cycle 2
The two tables above showed some improvements in students writing from Cycle 1 to Cycle 2. The mean score in content improved
from 22.17 to 23.63. The organization improved from 16.88 to 18.00. The language use improved from 13.58 to 14.13. The vocabulary
improved from 14.96 to 17.38. The mechanics improve from 4.25 to 4.46. Overall, the total mean score improved from 71.83 in Cycle 1 to
77.58 in Cycle 2. The total mean score was above the KKM. Before ended the Cycle 2, the researcher conduct a post test. The
result of the post-test were presented as follows.
Writing Aspect
Content Organization Language
Use Vocabulary Mechanic Total
Total Score
586 447
352 424
112 1921
Mean Score
24.42 18.36
14.67 17.67
4.67 80.04
Table 11: The students’ score in post-test
There were slightly improvement from Cycle 2 and post test. The mean score in post tense increase from 23.63 to 24.42. The organization
increase from 18.00 to 18.36. The language use improved from 14.13 to 14.67. The vocabulary improved from 17.38 to 17.67. The mechanics
improve from 4.46 to 4.47. The total mean score was 80.04 and it was above the KKM.
D. Research Findings
At the beginning of the implementation of graphic organizers, the researcher conduct a pre-
test to find the students’ writing score. During the implementation of the action, the researcher gathered quantitative data in the
form of the students writing task in Cycle 1 and Cycle2. At the end of the implementation, the researcher administered a post test.
Pre-test Cycle 1
Cycle 2 Post-test
Mean 54.7
71.83 77.58
80.04
Table 12: Comparison of the Students’ Mean Scores in Pre-Test, Cycle 1, Cycle 2, and Post-Test
The table above showed that the result of the students’ writing
gradually increase. It was found that the mean score in pre-test was the
lowest, which was 54.7. The mean score then increase in Cycle 1 became 71.83. The mean score increase from 71.83 to 77.58. And the high mean
score was in the post-test which was 80.04. The researcher also monitored the students writing skills in five
aspects, namely content, organization, language use, vocabulary, and mechanics from the pre-test until post-test. The mean scores presented as
follows.
Writing Aspect
Content Organization Language
Use Vocabulary Mechanic
Pre-test 14.54
12.67 11.79
12.58 3.13
Cycle 1 22.17
16.88 13.58
14.96 4.25
Cycle 2
23.63 18.00
14.13 17.38
4.46
Post-test 24.42
18.36 14.67
17.67 4.67
Table 13: The mean score of five aspects of writing recount.
In term of content, the students mean score in the pre-test was 14.54 and it improved in Cycle 1, 22.17, then 23.63 in Cycle 2, and lastly
24,42 in the post-test. In term of organization, the mean score improved 12.67 in the pre-test to 16.88 in the Cycle 1, then 18.00 in the Cycle 3,
then lastly 18.36 in post-test. In term of language use, the mean score increase from 11.79 to 13.58 in Cycle 1 then 14.13 in Cycle 2, and 14.67
in post-test. In term of vocabulary the mean score increase from 12.58 in pre-test in Cycle 1 to 14.96 in Cycle 2 and lastly 17.67 in post-test. In term
of mechanics, the mean score increase from 3.13 to 4.25 in Cycle 1 to 4.46 in Cycle 2 and lastly 4.67 in the post-test.
E. Discussion
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