Improving English Learning Outcomes in Discussion Text through the Fishbone Diagram Method

Abstract

this classroom action research investigated whether cooperative learning supported by the fishbone diagram method could improve english learning outcomes in discussion text among grade xii students. the study involved 31 students of class xii mipa 1 at sma negeri 1 banyuasin i during the 2021/2022 academic year. Data were collected through tests, classroom observations, interviews, photographs, and instructional documents. The action research was conducted in two cycles comprising planning, action, observation, and reflection. Success was defined as at least 70% of students attaining the minimum mastery criterion of 70. At the pre-cycle stage, 10 students (32.26%) reached mastery. In Cycle I, the mean test score was 72.81 and reported mastery increased; the source manuscript reports 61.29% in the Cycle I results section but 67.74% (21 students) in its conclusion. After instructional refinement in Cycle II, the mean score increased to 80.29 and 28 students (90.32%) achieved mastery. Mean observed learning activity also increased from 73.4% in Cycle I to 87.5% in Cycle II. The findings indicate that the fishbone diagram can function as a visual organizer for identifying opposing arguments, organizing supporting details, and structuring collaborative discussion before students read or compose a discussion text. Because the study used classroom action research in one class without a comparison group, the results should be interpreted as evidence of classroom improvement rather than a causal estimate of treatment effectiveness.