Reflection and Findings Report of Cycle 2

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b. The Unsuccessful Actions

1 Sometimes several students did not partake in discussions or group work. They also often did not pay attention when the researcher was explaining something. 2 Some students got difficulties in finding appropriate words to use. 3 Certain students were not able to work in groups well.

2. Cycle 2

1 The students were able to compose paragraphs cohesively through the correct writing steps. The other group members usually help them to develop their ideas and make the sentences. 2 The students’ writing skills developed quite well as their surroundings had helped them to learn certain things that would be hard to learn on their own. 3 Most of the students had finally been willing to take part in every writing activity. They were actively doing the tasks in groups and more enthusiastic in English teaching and learning process. The improvement of the students’ attitude toward English, writing, teamwork and also the improvement of their writing skills after the implementation of cooperative learning during the research was specifically described in the table below. Table 8. The Improvement after the Actions Preliminary Condition Cycle 1 Cycle 2 Many students did not look enthusiastic during the teaching learning process of writing. Some of the students looked quite enthusiastic during the teaching and learning Most of the students had begun to look more and more enthusiastic during the teaching and learning 78 process of writing. process of writing. Many students felt bored when they had to write on their own. Some of the students had started to enjoy writing in groups. Most of the students loved doing writing activities in groups. Many students were afraid to share and discuss ideas in groups. Some of the students were less afraid in sharing and discussing ideas in groups. Most of the students enjoyed sharing and discussing ideas in groups. Many students were not able to think of any ideas to start their writing. Some of the students got ideas to write. Most of the students got good ideas to write. Many students had problems in organizing sentences. They were not able to write in sequence. Some of the students were able to organize sentences. They were able to write in sequence. Most of the students were able to organize sentences and write in strong sequence. Many students had fair word choice. They usually only used simple words. Some of the students had fair word choice and usually only used simple words Few of the students had fair word choice but they were still able to use correct words. Many students had difficulties in grammar. They made many mistakes in grammar especially in using verbs. Some of the students made fewer mistakes than before. The s tudents’ grammatical mistakes decreased significantly. Many students had problems in spelling, capitalization, and punctuation. Some of the students were able to use correct spelling, capitalization, and punctuation. Most of the students were able to compose sentences with correct spelling, capitalization, and punctuation.

3. Students’ Writing Scores

In this part, the researcher would discuss the mean value as presented in pre-test, post-test 1, and post-test 2. She showed the general findings of the students’ scores in six aspects of writing, namely idea and development, 79 organization, vocabulary, sentence structure, spelling, and capitalization and punctuation as follows. Table 9 . Students’ Mean Value in Pre-test, Post-test 1, and Post-test 2