c. Reflection
At the end of Cycle 2, the researcher, the collaborator, and the English teacher conduct a discussion in order to make reflection and to
fulfil the democratic and dialogic validity of this research. They analysed the data from observation and interview conducted in the teaching and
learning process using graphic organizers. They also analysed the students writing. 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. There were some improvements in students’ writing skills in
Cycle 2. The improvement showed in the table below.
Table 8 : The Result of the Changes of the Students’ Writing Ability in Cycle 1 and Cycle 2
The students’
writing skills
Cycle 1 Cycle 2
C ontent
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. Some students could not
manage their time so they ran out time when writing
The students
could generate their own ideas
smoothly. The
students could
manage their time in writing carefully so they
could finish their recount text.
Or ga
niza
ti on
They understood
the generic structure of recount
text and wrote the text according
those generic
structure. They fully understood the
generic structure
of recount
text so
they always could wrote the
text from beginning to end.
La ngua
ge us
e 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. They used past tense in
their sentences.
Voc abular
y 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. Their
vocabulary increased than before.
They start
to use
dictionary. They manage to write
with the correct word choice.
Mec ha
nics 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. The students put the
correct punctuation
in their sentences.
The students writing skills in Cycle 2 improved from Cycle 1. Here is the table
’s score that showed those improvement.
Writing Aspect
Content Organization
Language Use
Vocabulary Mechanic
Total
Total Score
532 405
326 359
102 1724
Mean Score
22.17 16.88
13.58 14.96
4.25 71.83
Table 9: The students’ score in Cycle 1
Writing Aspect
Content Organization Language Use
Vocabulary Mechanic Total
Total Score
567 432
339 417
107 1862
Mean Score
23.63 18.00
14.13 17.38
4.46 77.58
Table 10: The students’ score in Cycle 2
The two tables above showed some improvements in students writing from Cycle 1 to Cycle 2. The mean score in content improved
from 22.17 to 23.63. The organization improved from 16.88 to 18.00. The language use improved from 13.58 to 14.13. The vocabulary
improved from 14.96 to 17.38. The mechanics improve from 4.25 to 4.46. Overall, the total mean score improved from 71.83 in Cycle 1 to
77.58 in Cycle 2. The total mean score was above the KKM. Before ended the Cycle 2, the researcher conduct a post test. The
result of the post-test were presented as follows.
Writing Aspect
Content Organization Language
Use Vocabulary Mechanic Total
Total Score
586 447
352 424
112 1921
Mean Score
24.42 18.36
14.67 17.67
4.67 80.04
Table 11: The students’ score in post-test
There were slightly improvement from Cycle 2 and post test. The mean score in post tense increase from 23.63 to 24.42. The organization
increase from 18.00 to 18.36. The language use improved from 14.13 to 14.67. The vocabulary improved from 17.38 to 17.67. The mechanics
improve from 4.46 to 4.47. The total mean score was 80.04 and it was above the KKM.
D. Research Findings
At the beginning of the implementation of graphic organizers, the researcher conduct a pre-
test to find the students’ writing score. During the implementation of the action, the researcher gathered quantitative data in the
form of the students writing task in Cycle 1 and Cycle2. At the end of the implementation, the researcher administered a post test.
Pre-test Cycle 1
Cycle 2 Post-test
Mean 54.7
71.83 77.58
80.04
Table 12: Comparison of the Students’ Mean Scores in Pre-Test, Cycle 1, Cycle 2, and Post-Test
The table above showed that the result of the students’ writing
gradually increase. It was found that the mean score in pre-test was the
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