Kesulitannya saat menyusun kalimat.” I learned the correct tense in narrative which is past tense,
although I sometimes still could not remember whether it belongs to regular or irregular verbs. It is hard to get the
correct one and write sentences without memorizing the correct form especially for the irregular ones.
P :“Setelahsayamenjelaskankemarin ,adasedikitterbantu?”
After the activities carried out in the class, does it help you? S2 :“Iya, kamimerasasangatterbantu.”
Yes, it helps aalot. Interview transcipt 11
___________________________________________________________
The results of their writing in the post-test showed that they had better performance as compared to their writing in the pre-test. They
developed their ideas well by providing enough supporting details and made good sentences although they still committed some errors in
particular aspects especially mechanics. In the language use aspect, they already could use the appropriate tenses. The students already wrote the
narrative text in past tense. They were aware of the language features of narrative text after they had been through some drills.
Picture 4.6 : The result of a student’s writing in the post-test
Picture 4.7 : The result of a student’s writing in the post-test
Based on the interview with the collaborator and the students, the observation and the students writing in Cycle II, the researcher and the
collaborator did the discussion. Due to the implementation in Cycle II which was considered successful and the objective of the research had
been achieved, the researcher and the collaborator agreed to end this research in Cycle II. The following is the interview transcript reflecting the
agreement between the researcher and the English teacher as the collaborator.
_____________________________________________________________ P
: “Jadi penelitian ini sudah cukup pak?” So, do we need to plan another action to solve the problems?
G : “Iya sudah bisa terlihat peningkatan yang berarti saya rasa sudah
cukup. Mungkin bisa dilanjutkan untuk post testnya. Karena ini jadwalnya banyak libur dan terbatas sekali.”
I think there had been some improvement as they performed better in their result of writing so it could be considered enough. Let’s
move on to the post-test as the time was very limited.
P : “Iya baik, pak kalau begitu. Terima kasih banyak atas bantuannya.”
Allright, Sir. Thank you so much for your help. Interview transcript 15
_____________________________________________________________
d. Findings of Cycle II
In cycle II, the researcher and the English teacher implemented some improved actions. They hope that the teaching and learning process
of writing would be more enjoyable and not make students under pressure. In summary, the change results of the actions during the teaching and
learning process in cycle I and cycle II can be seen as follows.
Table 4.9: The Result of the Changes of the Students during Teaching
Writing and Learning Process in Cycle I and Cycle II No.
Problems Cycle I
Cycle II
1 The Students’
attitude a.
As they were put in different groups,
they got affected by the other group
members to get more focused on the
lesson.
b. During the lesson, it
was quite conducive as the students were
busy to do all of the tasks in groups
while the researcher and the collaborator
kept monitoring them.
a. The students
showed positive attitude during the
teaching writing and learning
process while the researcher and
collaborator kept monitoring and
guiding the students.
b. They felt relaxed
and had fun during the class while
watching and listening the
music.
2 Content of
Writing a.
Although it still lacked of some
supporting details, the result showed
that that was better than the pre action’s
result.
b. Some students often
copied their friends’ work, so the content
of their writings were likely the
same.
a. The students
developed their ideas well after the
researcher showed an unfinished
movie and brainstorm in their
buzz groups.
b. The students show
their changes in terms of their
behavior of not copying other’s
writing.
c. The students
individually could provide more
supporting details in writing a
narrative text.
3 Vocabulary
a. The students always
had the dictionary with them so that
they always checked a.
The students had better vocabulary
mastery as they had memorized
the correct form of V-2.
b. There were still
some students who often did mistakes
in terms of word choice.
some words after getting exposure of
narrative through reading story and
watching movies.
b. The students
seldom did mistakes in terms
of word choice and the correct form of
the word.
4 Organization
a. Somewhat choppy
however the main ideas clearly stood
out.
b. Although the
organization was logical yet
incomplete sequencing.
a. The students had
logical sequencing and quite cohesive.
b. The main ideas
clearly stood out.
5 Language Use
a. The students showed
fewer mistakes than before the action as
they always consulted to the
dictionary.
b. Some students still
forgot to use the correct form of past
tenses.
a. The students were
aware of using the correct past tense
form in writing a narrative text.
6 Mechanics
a. The number of
spelling mistakes was decreasing.
b. Some students had
already got feedback about their
spelling and had been aware of
putting full stop at the end of the
sentence.
c. There were still
some students who were not aware of
writing capital letters appropriately.
a. The students paid
more attention on the correct
spelling, using full stop at the end of
the sentence as they rarely did
such mistakes.
b. There was only
one student who still wrote a
particular letter in capital.
The result of the post test also supported the success of the use of cooperative learning on improving the students’ writing ability. The
writing assessment were carried out to measure the improvements of students’ writing skills and to support the data validity and reliability. The
researcher created some indicators of the writing performance including content, organization, vocabulary, language use, and mechanics. The
following table presents the students’ mean scores on each aspect of writing after the teaching and learning process in cycle II.
Table 4.10
: The students’ Mean Score of Each Aspect in Post-Test
C V
O LU
M TS
Mean 24.4
16.6 17.1
19.2 3.7
81.2
C : Content LU : Language Use
V : Vocabulary M : Mechanics
O : Organization TS : Total Score
For the post-test, the results of students’ writing scored 81.2 in average. This result showed that the students were in the better level than
the previous tests as they scored 74.05. The students’ mean score of each writing aspect also showed significant improvement as compared to before
action. In terms of content, the students managed to reach 24.4 out of 30.
This was considered as good to average. They had adequate knowledge and supporting details although some of them still lacked of some details.
However the development of thesis was quite sufficient.
