feedback on another group’s writing. Next, she invited any group to present their findings. One of the representatives of Group 5 presented their group result. She
also asked all students to pay attention on the text. When R says, “Who wants to be volunteer presenting the result? Almost all
students raised their hands enthusiastically. However, because they had limited time, so R only asked one group to present their result while the rest should pay
attention to the text. Students were allowed to give any opinion. Field Notes No. 18, Thursday, April 30
th
2015 To sum up, the researcher asked the students what they had learnt related to
the narrative texts. All students could answer correctly. Then, she said that they would have a post-test at the end of the meeting. They would have 40 minutes for
the post-test. She also gave time for the students to prepare themselves for the test.
3. Reflection After analyzing the process and the results as well in Cycle 2, the researcher
and the teacher had a discussion about the influence of actions towards the
students’ writing skills.
The teaching and learning process in Cycle 2 ran well. In this cycle, the researcher found some improvements on students’ writing skills and their attitudes
toward writing itself. The implementation of collaborative writing technique in the teaching and
learning process can improve the students’ vocabulary mastery as well. The researcher provided activities that enabled them to improve their vocabulary such
as completing vocabulary column and writing difficult words from the text given and then finding their meaning. These activities facilitate them in enriching their
vocabulary. In this cycle, the researcher found that students could use appropriate
words in writing. In addition, they did not get confused to write because they had more vocabulary. Having more vocabulary helped them to write easier. This
conclusion is supported by the following interview transcripts. R
: What about the tasks given to you, Didthey help you? S19
: It helped me a lot, Miss. For example, when I should complete the missingword and filling the column, I opened the dictionary to find the
meaning. So,I learnt new words. R : So, your vocabulary mastery increases?
S19 : Yes, Miss, my vocabulary mastery increases. Interview Transcript14, Mei 4
th
2015 Furthermore, the researcher found that the biggest problem faced by the
students in writing was grammar. It was showed from the product itself that some of them still made many mistakes in grammar. However, the result shows that
after the implementation of the collaborative writing technique, their grammar is getting better. The researcher provided exercises that helped them in learning
grammar. The exercises guided them to learn about grammar. In addition, she also implemented giving feedback for the students. Feedback provides a clear
expectation of their writing performance. Through feedback they were aware of their grammar. Becoming aware of those areas that needed improvement had
helped them inimprovingtheir writing performance. The feedback not only came from peer, but also from the researcher. After giving feedback the researcher also
gave the students explanation so the students could evaluate their writing. The following figure is an example of students’ writing in the post-test of
Cycle 2. It is obvious that they still made some mistakes but those were not as many as the mistakes found in their writing in the pre-test. This figure supported
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
