to exchange their group work. After that she asked the students to share their answers. Almost all students raised their hands enthusiastically when she asked
who want to answer. Students became more confident to answer the questions since the researcher guaranteed them that they would not be blamed even though
their answer was wrong. Some of them wrote down the answers on the whiteboard. She also reminded them to pay attention to punctuation and capital
letters. Some students still did not start the sentences with the capital letter and end the sentences with full stop. She then checked their answers one by one. All
students were involved to check the sentences. There were two sentences which were still wrong. She asked the students whether they wanted to correct it or not.
A student then tried to correct the sentence. Then they got scores from the correct answer. The winner was the group who got the highest score.
In Task 10, students changed the words in the brackets with the correct forms. All students did not find significant difficulty in doing the task. Then, the
researcher and the students discussed the answers. All students raised their hands enthusiastically whenever the researcher asked the students who wanted to
answer. However, she always tried to be fair by giving chances to those who had not given or shared their answers yet.
After doing the task, the students wrote the first draft of their writing. The students shared their ideas in their group. They helped each other. The researcher
monitored them. When the students felt confused they asked her. Compared to Cycle 1, in Cycle 2, students had more ideas. They also prepared the dictionary to
help them. After they finished their first draft they exchanged their work to another group. Another group gave the feedback for their draft.
Then, the bell rang. Before closing the class, the researcher concluded what they had learnt. She then asked whether they had any question or not and
they answered no. They also said that they already understood about a narrative text. She closed the class by greeting them.
c. Fifth meeting
The fifth meeting was conducted on Thursday, 30
th
April 2015. As usual, in this meeting the teaching and learning process took for 80 minutes. After
conducting the teaching and learning process, the researcher would give the students test after Cycle 2. She came to the class with the collaborators as usual.
The collaborators sat in the back row to observe the teaching and learning process. She opened the class by greeting the students and then checking their attendance
list. All students were present. She also asked the students whether they all brought their dictionary or not. All students brought their dictionary.
Afterwards, the researcher asked the students to work in groups continuing the draft of their writing. She gave 40 minutes to write the final draft of their
writing. She walked around the class and checked every group progress. She always reminded of the students to pay attention to the punctuation and capital
letter as well. She found that they were more aware of using capital letter and punctuation.
After students finished the final draft of their writing, they exchanged it to another groups. The researcher gave 10 minutes to the students to give the
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
