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understand well about present tense. They did not know how to use the verbs or to be in the present tense and they also forgot to add ses in the verbs and singular or
plural. Besides, the teacher did not train them as well for focusing in vocabulary and grammar. Then, in evaluating step of writing process the students still seemed
passive or lazy to ask questions about the problems what they faced especially in vocabulary and grammar. So that was why the students got the lower average for
the aspects of vocabulary and grammar in the post-test cycle 1. Based on the observation in cycle 1, it was found there were improvement
of students’ ability in writing a descriptive text, improvement of students’ behavior, and improvement of students’ motivation.
4. Reflecting the action
Based on the teacher and his collaborator observation and the result interview to the students and collaborator, the researcher could give reflection to
what had been implemented in cycle 1 and the result was as the basis for arranging the revised plan for the next cycle. There were two aspects noted from
the observation. They were a the result of implementation of the collaborative writing technique, and b the strengths and weaknesses in cycle 1, c Revised
plan for the next cycle. The detail description was as follows:
a. The result of implementation of collaborative writing technique in cycle 1
In cycle 1, based on the results of teaching and learning process of writing a descriptive text using collaborative writing technique, there was a significant
progress. The researcher found three more results including: 1 improvement of
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the students’ writing ability; 2 improvement of students’ behavior and motivation; and 3 improvement of students’ interest and self-awareness. The
brief description was as follows:
1 The improvement of the students’ writing ability
The improvement of the students’ writing ability could be seen from the result of post-test in cycle 1 that there was improvement in some aspects of
writing descriptive texts, especially in aspects of content, organization, and mechanics. However, vocabulary and grammar were still low. In vocabulary, the
students could not use appropriate words in written texts while in grammar, the students found difficulties especially in using correct simple present tense. They
forgot to add “s or es” at the end of verbs for third person singular number. The improvement of the content, organization, and mechanics could be
seen when they were doing process of CWT, which covered writing paragraphs. In expressing or exploring the ideas, they could share to each other so it made
them easier to find some ideas of their own words, even the students said in the interview that:
“Penyusunan kalimat saya menjadi lebih baik dan dapat menuangkan ide- ide lebih banyak.
” Another student also said that:
“Saya dapat mengembangkan isi pada setiap paragraph dan mengetahui teknik atau tahap-tahap membuat teks deskriptif.”
Meanwhile, in organizing the words into paragraph, the students felt better
to organize them and their mechanics spelling and punctuation also improved better. Related to the interview, the students said that:
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“Iya, lebih tahu cara menyusun kalimat dan kata yang sesuai dengan aturan.”
“Iya, alasannya ide banyak didapatkan, vocabulary lebih luas, spelling dan punctuation serta grammar juga meningkat”.
From the analysis of cycle 1, it could be concluded that first, the result of
cycle 1 could improve the students’ achievement in writing. The average score of students writing improved from pre-test 53.36 to 63.64. The students who fulfilled
the passing grade improved from 2 students to 13 students and those who got under the passing grade decreased from 26 students to 15 students.
Table 4.8 The result of the statistical account of points score in cycle 1
No Points Pre-test
Post-test
1 The students who fulfilled the
passing grade 64 2 13
2 The students who got under the
passing grade 64 26 15
3 Passing grade
64 64
The aspects of writing also improved: the content increases from 61.43 in the pre-test to 71.43 in the post-test of cycle 1, the organization increases from
57.86 in the pre-test to 64.64 in the post-test of cycle 1, the vocabulary increases from 54.64 in the pre-test to 61.78 in the post-test of cycle 1, the grammar
increases from 43.21 in the pre-test to 56.07 in the post-test of cycle 1, and the mechanics increases from 49.64 in the pre-test to 64.29 in the post-test of cycle 1.
From the scores above, vocabulary and grammar were still low but both of them were better than before. The result of the improvement of them could be seen in
the following table:
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Table 4.9 The result of statistical account of aspects of writing from pre-test to
post-test in cycle 1 No Aspects
of Writing
Score of Pre-Test
Score of Post-Test
1 Content 61.43
71.43 2 Organization
57.86 64.64
3 Vocabulary 54.64
61.78 4 Grammar
43.21 56.07
5 Mechanics 49.64
64.29
2 The improvement of class condition
The teacher stated that there were some positive results from the implementation of collaborative writing technique to the students’ writing. The
result included: 1 the students learned that the writing process is not taken in once draft but it can be many drafts as long as the draft could be reached into a
good final writing; 2 the writing process gave more understanding to the students that there were many aspects in writing that they should focus on
including content, organization, vocabulary, grammar, and mechanics. The students felt happy when collaborative writing technique was implemented in
teaching writing descriptive text because they got an enjoyable technique in writing descriptive text although some of them were still crowded when the
teacher explained the lesson and did their tasks with their partner.
3 The improvement of students’ behavior and motivation
Collaborative writing technique could improve their behavior and motivation. It happened when they were writing in pairs. They discussed and
worked together among them in discussing a task, therefore their writings were better than before as stated by one of students:
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“Iya, ini dapat meningkatkan motivasi untuk rajin menulis, kreatifitas dalam mengolah kata, dan kerja sama yang luar biasa.”
4 The improvement of students’ interest and self-awareness
The students who joint in the classroom felt happy in teaching and learning English especially writing by using collaborative writing technique. The
students worked and discussed together about their pair’s writing result. They had self-confidence and creative in cooperative interaction between them to finish
their work as well as possible. One of the students said: “Menurut saya, ini dapat meningkatkan motivasi, kreatifitas, kerjasama,
dan pengetahun diantara kami.”
b. The strengths and weaknesses in cycle 1
