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carefully from steps of collaborative writing and also the result of their works were good. In implementing the technique, every student was busy with their
works; no one kept silent in writing collaboratively. The effect was increasing students’ participation in writing activity and the result of their works was also
better than before. In cycle 2, the each pair worked more effectively than in the cycle 1 because they had known and could run the technique well. Therefore,
most of the students said that the collaborative writing technique was very interesting for them in writing text as stated by the students through an interview
as follows: “Ya menarik, karena dengan semua itu saya menjadi lebih tahu cara
menulis dalam bahasa Inggris.” “Menarik, karena kita dapat saling bercanda untuk menghilangkan
kepenatan dan juga kita harus mengetahui cirri-ciri dari objeknya.”
In addition, the collaborator also responded well about the technique that was implemented by the teacher because there were many advantages to
implement it as stated by the collaborator in the interview that: “Ya, karena banyak manfaatnya dan kelihatannya siswa sudah mampu
memahami langkah- langkah bentuk pembelajaran.”
b. The students’ learning progress
Dealing with their problems in grammar in the first meeting of cycle 2, the teacher explained the sentence pattern of simple present tense in details and gave
some exercises about it. Most of them could answer and do the exercises well. While about the vocabularies, the students were asked to read the given texts
about trees in the students’ worksheet. The aim of reading the text was to enrich
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their vocabularies so that they could use in writing. In fact, it was seen that the results were better than the previous exercise. It means that there was the
improvement of learning progress. During the second and the third meetings, the students the pair were
asked to write a short composition about a tree in the form of descriptive text. Each pair was involved in the discussion. Every step of process writing was done
by the students. They enjoyed the activity because they could get more understanding about the descriptive text. They made better progress in writing and
the students worked in pair lively than in the cycle 1 because the technique had been familiar with them so the writing process could run well in creating better
writing. The process of writing in the collaborative writing allowed the students to express their ideas in their own text. Then, their ideas were organized to become
better paragraphs. It made them feel more confident with their writings. They felt satisfied because they could create and organize their own descriptive text.
The students also made some progress in the mastery of vocabulary. They found new vocabularies in the provided texts by doing exercises related to the
topic which they had to write. When they got difficulty in finding appropriate words, they used to look up in the dictionary or ask the words to hisher partner or
the teacher. Moreover, the students improved their understanding about grammar. The
activity in cycle 2 allowed the students to be better in grammar by doing some exercises in the first meeting of cycle 2. So, in the second and third meetings’
tasks they could check and edit their grammar mistakes. By realizing that they
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made mistakes and corrected, they would not make the same mistakes later. In writing, they also paid more attention on mechanics spelling and punctuation so
that their result of writings improved better before. The fourth meeting was for the post-test done on Saturday, January 15
th
, 2011. There were twenty eight students who joined the post-test. They were asked
to write at least three paragraphs in the form of descriptive text. They could do the test better than before since they had got enough experience and exercise from the
previous activities. The results of the post-test could be reported as follows. From the first scorer, the researcher could report that the highest score was
96.00, the lowest score was 52.00, and average score was 73.29. In summary, it could be shown in the following table.
Table 4.10 The students’ post-test average score of cycle 2
from the first scorer No Explanation
Score
1. The highest
score 96.00
2. The lowest score 52.00
3. The average score 73.29
Then, the scores could be analyzed into five aspects of writing. They were
content, organization, vocabulary, grammar, and mechanics. The results of the analysis can be seen on the following table.
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Table 4.11 The students’ post-test average scores based on the writing aspects of
cycle 2 from the first scorer No
Writing Aspects Average Scores
1 Content 78.57
2 Organization 72.14
3 Vocabulary 70.71
4 Grammar 65.71
5 Mechanics 80.00
The scores from the second scorer could be reported the highest score was
92.00, the lowest score was 52.00, and the average score was 72.00. In summary, it could be shown in the following table.
Table 4.12 The students’ post-test average score of cycle 2
from the second scorer No Explanation
Score
1. The highest
score 92.00
2. The lowest score 52.00
3. The average score 72.00
The result of each aspect for writing could be seen on the following table.
Table 4.13 The students’ post-test average scores based on the writing aspects of
cycle 2 from the second scorer No
Writing Aspects Average Scores
1 Content 77.14
2 Organization 74.29
3 Vocabulary 66.43
4 Grammar 67.14
5 Mechanics 75.00
From the average of two scorers, the researcher could report that the
highest score was 94.00, the lowest score was 52.00, and the average score was 72.64. In short, it could be seen in the following table.
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Table 4.14 The students’ post-test average scores of cycle 2
from two scorers No Explanation
Score
1. The highest
score 94.00
2. The lowest score 52.00
3. The average score 72.64
There were five aspects that were analyzed namely content, organization,
vocabulary, grammar, and mechanics. The result of the analysis could be seen on the following table.
Table 4.15 The students’ post-test average scores based on the writing aspects of
cycle 2 No
Writing Aspects Average Scores
1 Content 77.86
2 Organization 73.21
3 Vocabulary 68.57
4 Grammar 66.43
5 Mechanics 77.50
4. Reflecting the action
