The bell rang. The researcher asked the students to collect their writing. The researcher closed that day lesson by prayer. As usual they
sang a national song before going home.
c. Reflection
After the end of the Cycle 1, the researcher and the collaborator conducted a discussion to make reflection of teaching and learning process
of writing with graphic organizers. This discussion also fulfilled the democratic and dialogic validity of this research. In the discussion, they
analysed the data from observation of the implemented action. They also analysed the data from the interviewed with students and collaborator
regarding the teaching and learning process using graphic organizers. The result of the students’ writing also included in the discussion. Then, they
made decision regarding the action of the implementation of graphic organizers in the teaching and learning process. They discussed whether
the action was successful or not to improve the students’ writing skills. They then decided what action should be keep and what should be
modified to solve the problems in students’ writing the students liked to
use graphic organizers in their writing. The students interest toward English were also improve. They
enjoyed learning recount text using graphic organizers because it has many colours and pictures.
The interviews with the students showed that they were enjoy using graphic organizers. Related to recount text, they students said that the
graphic organizers helped them to understand the generic structure of recount text better. The following scripts was the students’ views
regarding of graphic organizers.
T : Bagaimana kesan kalian dengan pembelajaran menggunakan
graphic organizers? How about your impression of the learning process using graphic organizers?
S : Menyenangkan Miss. Soalnya graphic organizers membantu kita
buat lebih paham tentang recount text. I was happy Miss. Graphic organizers helped me to understand recount text
better. T
: Lebih paham dengan hal apa ya? In what aspect?
S : Tentang generic structure recount text Miss. Soalnya kan di
graphic organizers dipisah-pisah gitu point nya jadi bisa lebih paham tentang recount text. The generic structure of recount
text Miss. In graphic organizers, the generic structure of recount text was divided into some parts so it made us
understand the recount text better.
T : Kalau untuk menulis sendiri, apakah graphic organizers
membantu kalian dalam menulis? In writing, were graphic organizers help you in writing?
S2 : Iya membantu Miss. Karena dalam graphic organizers sudah ada
poin-poin nya jadi kita tinggal mikir ngisinya dan menulisnya dengan kalimat-kalimat sendiri. Yes, it was. Because there
were some points in graphic organizers, so we just think to fill the points and write it with our own sentences.
Interview Transcript 49-4-16
The improvement of students’ writing skills were presented in the table below.
Table 5: The Result of the Changes of the Students’ Writing Ability in Pre- Action and Cycle 1
The students’
writing skills
Pre-Test Cycle 1
C ontent
The students had difficulty in generating ideas.
They did not know what should they wrote.
They collected
their writing unfinished.
The students copied the model
texts or
their friend’s writing.
The students
could generate their own ideas.
They wrote their ideas in the graphic organizers.
The could write the text with
the complete
generic structure. The students begin to
write their own ideas. Or
ga niza
ti on
They did not understand the generic structure of
recount texts. They understood the
generic structure
of recount text and wrote
the text according those generic structure.
La ngua
ge us
e They could not memorize
the formula
of the
grammar. They used simple present
times in a recount text. They used double verbs in
their sentences. Their sentences were
direct translations from Indonesia to English
They understood that they had to use past
tense in the recount text. They started to use past
verbs in their sentence Some of them still forget
to use past verbs in their sentences.
Voc abular
y They had low vocabulary
mastery. They were lazy to open
dictionary to find the new words they did know yet.
They chose the wrong words choice.
Their vocabulary started to increase.
The teacher guide them to
always use
the dictionary when faced
the words they did not know.
Some of them still chose the wrong words choice.
Mec ha
nics The students forgot to use
the correct punctuation in the sentences.
They had problems in spelling.
They had problems in capital letter.
The students started to put
the correct
punctuation in
the sentences.
They started to pay attention in writing the
correct spelling
of words.
They started to pay attention to capital letter.
Overall, the use of graphic organizers in the teaching and learning process improved the students’ writing skills, especially in content and
organization. Moreover, the other aspect of writing such as language use, vocabulary, and mechanics were also improve. The improvements of
students’ writing showed in the two tables below
Writing Aspect
Content Organization
Language Use
Vocabulary Mechanics
Total
Total Score
349 304
283 302
75 1313
Mean Score
14.54 12.67
11.79 12.58
3.13 54.7
Table 6 : Students’ writing in Pre-Test
Writing Aspect
Content Organization Language
Use Vocabulary
Mechanics Total
Total Score
532 405
326 359
102 1724
Mean Score
22.17 16.88
13.58 14.96
4.25 71.83
Table 7 : Students’ writing in Cycle 1
From the two tables abov e, the students’ mean score in Cycle 1
improved from 54.71 to 71.83. The five aspects of writing, namely content, organization, language use, vocabulary, and mechanics were also
improve. The mean score of content improved from 14.54 to 22.17. The organization aspect improved from 12.67 to 16.88. The language use
improve from 11.79 to 13.58. The vocabulary improved from 12.58 to 14. 96. The mechanics improved from 3.13 to 4.25. The mean score of
Cycle 1 was 71.83, yet it was still below the KKM which was 75. Overall, the implementation of the graphic organizers in Cycle 1 was successful
enough but it still below the KKM, therefore the researcher, the collaborator, and the English teacher decided to conduct Cycle 2 in order
to reach the KKM of the students.
2. Report of Cycle 2
