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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
This was the final stage of the second cycle which was also the final cycle in this research. Based on the observation, the result of interview, and
questionnaire, the researcher could give reflection to what had been implemented in cycle 2. There were two important aspects noted from the observation. They
were: a the result of implementation of collaborative writing technique; and b the strengths and weaknesses in cycle 2. The detail description was as follows:
a. The result of implementation of collaborative writing technique
In cycle 2, based on the results of teaching and learning process of writing a descriptive text using collaborative writing technique, there was a significant
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progress. The researcher found three more results including: 1 improvement of the students’ writing ability; 2 improvement of students’ behavior and
motivation; and 3 improvement of students’ interest and self-awareness. The brief description was as follows:
1 The improvement of the students’ writing ability
Based on the result in cycle 2, it could be seen that the students’ ability improved in writing descriptive text: content, organization, vocabulary, grammar,
and mechanics. There were improvements in mastery descriptive text, content,
organization, and also mechanics in cycle 1. This improvement’s aspects in cycle 1 were also followed in cycle 2. The improvement of writing descriptive text:
content, organization, and mechanics were also improved in cycle 2. Besides, the problems in cycle 1, were vocabulary and grammar, were also improved.
Vocabulary and grammar had significant improvement in cycle 2. The description of the improvement of vocabulary and grammar were as follows:
Firstly, the students also made a progress in using vocabulary. They found some new of vocabularies that they used in their writing descriptive text. In
showing the pictures and providing its texts, the students were asked to find new words in the texts. In fact, they found about the meaning of words easily and
quickly. If they still did not know about the words, they would open or look up the dictionary or ask hisher friend or the teacher. In addition, they got some new
information and knowledge about the tree from reading the descriptive texts as one of students said on interview:
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“Menurut saya dapat menambah atau memperbanyak kata-kata yang belum pernah dikenal dan cara spelling saya menjadi lebih baik.”
Secondly, the students made a quite progress in grammar. After they got
explanation about simple present tense, they were able to use nominal and verbal sentences of simple present tense correctly. They also used time signal to make
their writing readable. The students were asked to write simple sentences by using present tense and move forward to write their sentences on the white board. By
doing exercises and implementing it in their writing, the students had more progress in grammar especially on the use simple present tense as the students
gave response on their interview as follows: “Sebenarnya cara ini dapat memperbaiki grammar dan spelling saya
dalam mengarang.” “Ini dapat mempermudah saya dalam menulis descriptive teks juga
memperbaiki grammar dan tenses pada khususnya.” The improvement of the students’ achievement in writing could be seen
from the analysis of cycle 2, it could be concluded that the result of cycle 2 could improve the students’ achievement in writing. The average score of students
writing improved from post-test 63.64 in cycle 1 to 72.64 in cycle 2. The students who fulfilled the passing grade increased from 13 students to 20 students and
those who got under the passing grade decreased from 15 students to 8 students.
Table 4.16 The result of the statistical account of points score in cycle 2
No Points Post-test in cycle 1
Post-test in cycle 2
1 The students who fulfilled the
passing grade 64 13 20
2 The students who got under the
passing grade 64 15 8
3 Passing grade
64 64
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The aspects of writing also improved from post-test in cycle 1 to post-test in cycle 2 including: the content increases from 71.43 to 77.86, the organization
increases from 64.64 to 73.21, the vocabulary increases from 61.78 to 68.57, the grammar increases from 56.07 to 66.43, and the mechanics increases from 64.29
to 77.50. From the scores above, all indicators of the students’ writing had a significant improvement than before.
The summary of the results of the pre-test, post-test of cycle 1, and cycle 2 can be seen in the following table.
Table 4.17 The summary of the results of the pre-test, post-test of
cycle 1 and cycle 2 No Test The
lowest score
The highest score
The average
1. Pre-test 32.00
74.00 53.36 2.
Post-test of cycle 1 42.00
92.00 63.64 3.
Post-test of cycle 2 52.00
94.00 72.64
2 The improvement of the class condition
The implementation of collaborative writing technique could improve the teaching learning situation. The students were trained to create descriptive text
through some processes. By following the steps of writing process in collaborative writing technique, the students were happy and felt easy in learning English
focusing on writing. In the teaching learning process, the teacher guided the students in the writing process in order to make a good writing as stated by the
students as follows in interview: “Ya, senang karena sekarang saya telah mengetahui tahap- tahap menulis
dalam bahasa Inggris, lebih baik dari pada sebelumnya.”
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“Senang, karena tulis-menulis menjadi hobi saya dan dengan bahasa Inggris, saya bisa mencoba hal yang baru.”
Besides, the classroom condition was lively, because there was communication between the teacher and the students interactively. When the
teacher asked the questions about simple present tense, the students answered the questions enthusiastically.
By applying the techniques, the students were given allocated time in doing the writing process so that they produced the final product more effectively
and better. In the previous meetings the students needed a long time to do every step of writing and their product of writing was not too good.
3 The improvement of students’ behavior and motivation
The improvement of students’ behavior and motivation could be seen when the teacher and his collaborator entered the class. They sat quietly and put
learning materials on their tables. It was found that they were ready to follow the lesson. Besides, their motivation increased as well. It could be seen from their
enthusiasm to answer questions and also their bravery to ask questions about the materials which could not be understood by them. In doing the pair project, the
helper and the writer involved in the discussion actively. Besides, they got closer between them and the interaction between them increased too. This was said by
the students in the interview: “Ya, karena pasangan teman sebangku bisa mempermudah untuk
menulis dan menemukan ide.” “Ada, karena kita bisa saling bertukar pendapat dan saling bisa
mengoreksi tulisan kita.”
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4 The improvement of students’ interest and self-awareness
The students had interest and self-awareness to increase their ability. The students tried to make a better writing by practicing. They also were not lazy to
open the dictionary to look up the appropriate words and expression. They seriously did every steps of collaborative writing. Those activities were done by
the students in order to make their writing become better because they could carry out on the steps of the collaborative writing technique. Most of the students could
play their role as a writer and a helper. They did the activities well than before when they got more explanation about the collaborative writing technique from
the teacher. “menarik, karena kegiatan ini memacu kemampuan saya dalam menulis
bahasa Inggris yang semula tidak bisa menjadi bisa dan lebih memahaminya dan menguasainya.”
“Menarik, karena menggunakan teknik belajar yang mengasyikkan, tidak membuat saya bosan
.”
b. The strengths and weaknesses in cycle 2
