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Besides that, the students were able to give feedback to their friends. It can be seen from a written feedback below.
The feedback was expected to help the students in revising their draft and making it into final draft. And the example of the
students’ final draft in Cycle I can be seen below.
Figure 4: One of the student s’ final drafts in Cycle I
Figure 3: One of the tudents’ feedback comment and
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From the result of the students’ writing in Cycle I, it can be seen that there are some improvements
in students’ writing ability. Compared to the pre-test results
, the students’ writing results in Cycle I showed that they had improved. For example, they had improved
their ability in the aspect of vocabulary, text organization, and the ideas were quite well organized in the first meeting activities and it
helped them in writing draft and revising them.
3. Reflection
In this cycle, the researcher used several activities in order to improve the students’ writing ability. The activities were text identification, listing
activity, and peer-feedback activity. After conducting teaching-learning process in Cycle I, the researcher concluded that the students had made some
improvements in writing. It can be seen from the students’ scores in which
some aspects of writing improved significantly. After conducting the Cycle I, the researcher, the collaborator, and the
English teacher held a discussion. The discussion was related to the implementation of the cycle one. Besides that, the discussion was also aimed
to have reflection on the Cycle I that had been done. Moreover, the discussion was conducted in order to fulfill the democratic and dialogic validity.
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From the discussion, it can be concluded that the activities done in Cycle I
were good enough to improve the students’ writing ability. It can be seen from the teacher’s and collaborator’s statement below.
Teacher’s statement toward the activities in Cycle I
R :
Bu, menurut Ibu tadi gimana aktifitas di Cycle I bu?
Mam, what do you think of the activities in Cycle I
ET :
Bagus mas, tapi memang harus lebih extra membimbing anak-anak ya mas.
They were good enough. But the students need more guidance, don’t they?
R :
iya bu, kan anak-anak belum terlalu terbiasa dengan metode ini bu. Terus kalau kegiatan belajarnya tadi
bagaimana bu?
Actually Mam, they were not used to this method Mam. And what about the teaching-learning process Mam?
ET :
Sudah cukup bagus proses writing nya mas. Tapi kemaren ada beberapa exercise yang terlalu lama mas. Jadi anak-anak
kadang kehabisan waktu. Dibuat lebih simple saja mas
So far so good. But some exercises in the previous meeting were taking too much time. The students were out of time
doing the exercise. Make it simple.
R :
Iya bu. Soalnya tadi pas generating ideas bu. Agak keteteran pas membimbing anak-anak tadi. Soalnya kan
mereka punya ideas masing-masing bu.
Yes Mam, the generating ideas exercise took much time since each of them had their own ideas and I had to guide them.
Interview transcript 9
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It can be seen that the English teacher gave positive feedback toward the activities in cycle I. the teacher agreed that the activities were proper and
useful to improve the students’ writing ability.
Furthermore, the English teacher added some statements toward the peer-feedback activity.
R :
Kalau menurut ibu, peer-feedback tadi bisa membantu anak-anak dalam menulis tidak bu?
What do you think about peer-feedback activity? Does it help the students in writing?
ET :
Bisa mas. Metodenya bisa digunakan. Pas revisi kan mereka bisa mengambil saran dari teman-temannya mas.
Membuat mereka lebih terbuka lagi.
It is good that the method works. So the students can revise their draft helped by feedback and suggestion from their
friends
R :
kalau tentang interaksi anak-anak saat KBM gimana?
What abou t the students’ interaction during the teaching and
learning process?
ET :
Tadi anak-anak juga aktif tanya-tanya kan mas. Mereka excited sepertinya mas. Apalagi tadi pakai LCD kan mas.
Mereka memang suka kalau pelajarannya pakai LCD.
They were so active in asking several questions. They were excited. Moreover, you used LCD. They like learning using
LCD as the media
R :
Jadi kalau masalah media dan interaksinya tidak masalah ya Bu.
So there is no problem with the media and the st udents’
interaction, isn’t it?
