Based on the interview transcripts above, the English teacher thought that the actions were successfully improved the students’ ability in writing. Therefore, the
researcher and collaborators took decision to stop in this cycle. In conclusion, the problems of students in writing especially recount text was successfully solved the
second cycle. R
: Bagaimana pendapat ibu tentang hasil dari cycle 2 ini bu? What is your opinion about the result of this cycle?
ET : Menurut saya anak-anak sudah mengalami peningkatan dalam
kemampuan menulis. Kemarin yang saya lihat anak-anak juga meningkat motivasinya. Hasilnya juga, anak-anak jadi bisa menulis dengan lebih
sistematis. Ceritanya juga banyak daripada waktu awal mbak. In my opinion, the students’ ability in writing is improved. The students’
motivation is also increased. They can write a story systematically. They also can write more if we compared with the previous time.
R : Berarti sudah ada peningkatan ya bu? So, do you think that there is an
improvement? ET
: Iya pasti itu mbak. Kelihatan kok. Yes. P
: Kalau untuk penggunaan media cue cards itu sendiri bu, bagaimana menurut ibu? What do you think about using cue cards as media?
ET : Bagus mbak. Kreatif sekali. Anak-anak jadi terstimulasi dengan melihat
gambar dan klu. Caranya juga dengan menempelkan kartu itu diatas kertas kan? Jadi anak-anak bisa kreatif mengurutkan runtutan cerita sesuai dengan
kreatifitasnya. It is very creative. The students bécame stimulated with the pictures and clues. They have to glue the cards on a piece of paper based
on their creativity, right? it is good.
P : Menurut ibu, apakah saya perlu melakukan cycle selanjutnya? So, is it
necessary to conduct the next cycle? ET
: Sepertinya sudah cukup mbak. Anak-anak sudah bisa lanjut ke materi yang lain. Nanti hasil post-test nya besok juga bisa saya ambil nilai untuk
writingnya. I think we do not need to do that. The students can continue to another material. Can I take the result of post-test as the writing score of
students?
P : Siap bu, nanti saya serahkan nilainya. Berarti penelitian saya bisa
dihentikan ditahap ini ya bu? Yes of course. Later, I will give you the score. So, how if we stop the actions in this cycle?
ET : Iya mbak. Sudah cukup. Yess, it is enough.
d. Finding of Cycle 2
In cycle 2, the researcher tried to solve the problems of teaching and learning writing by using cue cards media. After cycle 2 was conducted, the researcher and
collaborators found some improvements. The improvements are presented in Table 12.
Table 12: Finding of Cycle 2 Before the actions
After the actions of cycle 2 Vocabulary mastery
The students lacked vocabulary mastery.
The students learned about vocabulary using pictures. The looked so happy
and enthusiastic. Moreover, they also got vocabulary lists related to the topic
so they could know the new vocabularies. They were also asked to
consult dictionary and to bring their own every meeting.
Students’ awareness about dictionary
Few students brought dictionary. Most of the students brought their own
dictionary. They were allowed to use manual and online dictionary. They
became independent to find the new vocabularies from their dictionary.
Students’ grammar
The students had difficulties in understanding the concept of simple
past tense. They also confused to translate the sentences.
The students already understood about simple past tense by having some
practices. They also got feedback on their work. Besides, they got
explanation of grammar using cue cards so they became easier to
understand the material.
Furthermore, the post-test was conducted on Wednesday, March, 23
rd
2016. The purpose was to measure the improvement after implementing the actions in cycle
2. The result of post-test was better than in the pre-test. It was because the researcher used cue cards during the actions. It could be seen from the score, observations, and
interviews. The students could develop their idea using pictures and improved their vocabulary through the clues. The examples of students’ work in post-test are
presented below.
Figure 9: The example of students’ work in the post-test
Figure 10: The example of students’ work in the post-test
Based on the examples above, it can be concluded that some aspects of writing such as content, vocabulary, and language use had been improved. Moreover,
the researcher compared the result of students’ score in cycle 2 and post-test. The result is presented in Table 13 and 14.
Table 13: The Result of Writing Score in Cycle 2 Test
Content Organization Vocabulary
Language Use
Mechanic
Rater 1 26
20 17
18 5
Rater 2 28
20 18
20 5
Mean Score
27 20
17.5 19
5
Table 14: The Result of Writing Score in Post-test Test
Content Organization Vocabulary
Language Use
Mechanic
Rater 1 29
20 19
23 5
Rater 2 28
20 17
22 5
Mean Score
28.5 20
18 22.5
5
Based on the tables above, it can be concluded that the students’ score in five aspects of writing is increased in the post-test. The comparison of the mean score
from the second cycle to the post-test can be seen after gaining the score. The information of the students’ mean score in five aspects is provided in Table 15.
