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Table 7: The Comparison of the Students’ Writing Scores Before and After Cycle 1
Scores Category
Pre-test Cycle 1
Frequency Percentage
Frequency Percentage
87.5 – 100 Excellent
75 – 87.4 Very good
4 13
10 32
62.5 –74.9 Good
11 35
13 42
Pre-test Cycle 1
Frequency Percentage
Frequency Percentage
50 – 62.4
Fair 13
42 8
16 37.5 –
49.9 Poor
3 10
25 – 37.4
Very poor
Mean 63.64
68.34
After the researcher conducted Cycle 1, there was a better improvement on the students’ writing skills. In addition, the researcher analyzed the result of
their writing and concluded that there were improvements in writing aspects, namely generating idea, using tense, using correct spelling, using
correct capitalization and punctuation and slightly improvement on the sentence structure and vocabulary. She tried to improve the students’
writing skills by conducting actions in Cycle 2, especially to make the mean score higher than in this cycle.
4. Summary
In this cycle, there were some improvements and weaknesses after the TAD strategy was implemented in the teaching and learning process of writing.
The improvements and weaknesses of Cycle 1 are presented as follows.
a. The improvements of Cycle 1
71 1 Using the TAD strategy was successful to stimulate and gain the
ideas to write. It could be seen from the students’ works that consisted of more sentences compared to their work before the TAD
strategy was implemented. 2 Using the TAD strategyincreased the students’ motivation in the
teaching and learning process of writing because it attracted the students’ interest to the materials given. As the result, they became
motivated and enthusiastic when they wrote a text individually. 3 The students actively participated in writing because the TAD
strategyand other supporting activities were selectively chosen to make the students more active in doing their activities.
4 Some detailed tasks given helped the students to minimize their mistakes in grammar, spelling, and punctuation. The tasks could train
their skills before they wrote a whole text.
b. The weaknesses of Cycle 1
1 Some students did not take part in discussion. They did not pay attention on the researcher’s instruction.
2 Some students got difficulty to express their ideas to be well- constructed because of lacking of grammar, vocabulary and writing
mechanic. 3 Some students lost their focus as they lost their interests in
criticizing their friends’ writing and students spent most of their time for social talk.
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C. Report of Cycle 2 1. Planning
In Cycle 2, the researcher still used the TAD strategy to improve the students’ writing skills. In the previous cycle, they showed some
improvements related to their involvement in the learning and teaching writing process. First, their motivation increased because the
strategy in implementing the TAD chart could attract their interest during the lesson. Next, the students also interested in the researcher’s
explanation though sometimes there were students who still madenoisy. The last, they showed their enthusiasm in the teaching and
learning process. It could be seen from their participation during the lesson that they wanted to be volunteers to write their answers on the
white board. In addition, their writing skills also improved through the use of the
TAD strategy. They could generate ideas; make sentences in the correct grammatical form, apply the appropriate tense, and use the
appropriate vocabularies. However, those aspects still could be optimized in the second cycle. Furthermore, the students’ awareness
about punctuation and capitalization could be improved in this cycle. The researcher also had to make their scores homogenous in this
cycle. As seen in Cycle 1, their scores were various. It indicates that there was a difference among their scores. It should be homogenous in
