Figure 12: The students’ mean score in pre-test and post-test
Based on the chart above, the researcher and the collaborators concluded that the students’ writing ability is improved by using cue cards as media to teach recount
text. Moreover, the students also showed the positive attitudes during teaching and learning process. They looked very enthusiastic with the lesson because of the cue
cards as interesting media. They became actively participate in the learning process. Their scores also showed a significant improvement. Therefore, the researcher and
the collaborators decided to stop the actions in this cycle.
5 10
15 20
25 30
Cont ent Organizat ion
Vocabulary Language Use M echanic
Pre-t est Post -t est
C. Discussions
Based on the result of cycle 1 and cycle 2, the students showed some improvements. First, their writing ability was increased. The students could develop
the ideas easier and construct the sentences better because there were pictures and clues. Besides, the students’ understanding about simple past tense was also
increased. They could write a recount text using past tense. Moreover, they knew about the new vocabularies related to the topic based on the clue card. It showed that
cue card in the form pictures and clues was very useful for improving students’ writing ability. This is in relation with Harmer 2007: 134-156’s theory that pictures
in the classroom can be used for having some activities such as drills, games, understanding, ornamentation, prediction, and discussion.
The other improvement came from the students’ motivation. By using cue card media, the students became motivated in learning writing. They seemed so
happy and interested in the pictures. They also became active in the class by asking questions. They looked very enthusiastic in doing the tasks. Most of them did not
forget to bring and check their dictionary. It proved the statement of Brinton 2001 that media helps the teachers to motivate students.
In addition, by using cue card media, the teaching and learning process became interesting. The students not only just listened to the teacher’s explanation,
but also did the tasks in groups, pairs, or individually. Thus, they became actively participate in the learning process.