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a. Comparison between the Score of Pre-Test and the Score Post-
Test in Cycle 1
The researcher compared the students’ writing skill and the teaching and learning process in the previous condition with their writing
achievement and the condition after the implementation of Cycle 1. The comparison can be seen in Table 4.18.
Table 4.18. The comparison between the Students’ scores of Pre-Test and the Scores of Test in Cycle 1
No Description
Pre-test Score Test Cycle 1
Score 1
The highest score 62.50
87.50 2
The lowest score 25
35 3
The average score 45.73
66.04
Based on the scores, it could be stated that there was improvement between the pre-test scores and test score in Cycle 1. The highest score
increased from 62.50 to 87.50. The lowest score increased from 25 to 35. The average score increased from 45.73 to 66.04. Furthermore, the
researcher also noted the improvement of the score of speaking aspects in Cycle 1 compared with that of the pre-test. The comparison can be seen
in Table 4.19. Table 4.19. The Comparison between the Students’ scores of Pre-
Test and the Scores of Test in Cycle 1
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Description Punctuation
Vocabulary Grammar
Supporting Detail
Content Pre-test
43.25 48.75
31.75 57.25
47.50 Cycle 1
62.50 64.75
49 76.75
77.25
Based on table 4.20, it could be concluded that all scores of writing aspects increased. The average score of punctuation increased
from 43.25 to 62.50. The average score of vocabulary increased from 48.75 to 64.75. The average score of grammar increased from 31.75 to
49. The average score of supporting detail increased from 57.25 to 76.75. The average score of organizing ideas increased from 47.50 to 77.25.
The improvement happened not only in the students’ writing scores but also in the classroom situation. Most of the students paid full
attention to the teacher’s explanation more seriously. Many of them did not speak and chat one another during the lesson as they did in the
previous time. Only a few students who asked for permission to go to the bathroom and it did not take long time. When the teacher checked them,
they really went out there. The students’ activeness to do the assignment increased. Many
of them sent the assignment via e-mail earlier than the time given. In other word, their eagerness to do the homework improved. They did the
homework more actively. When the teacher asked them questions, they tended to respond more actively. Many of the students took a part
actively during the teaching and learning process.
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b. Comparison between Cycle 1 and Cycle 2
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