Efrita Marthalena BR. Saragih Sumbayak, 2014 Implementation Of Genre-Based Approach In The Teaching Of Descriptive Text Writing
Universitas Pendidikan Indonesia
| repository.upi.edu
| perpustakaan.upi.edu
In analyzing the data from the classroom observations, the following activities were carried out. First, the observation notes from each meeting were
coded and categorized based on the themes. Second, the observation checklists from each meeting were summarized. Third, the both the researcher and the
observer watched the video records for several times. It was aimed at getting more information and clear picture to complete the data from the observation notes and
the observation checklists.
3.4.2 Data from Students’ Writing Tests
The results of the three writing tests were marked tests by the researcher herself and another rater by using a rubric adopted from Widodo 2006. The
results of the tests are displayed in Appendix 6. The students’ writings were rated
in terms of their content, organization, language use, mechanic and style by the researcher and another rater. The writing pretest and post-test scores were then
analyzed by using Statistical Package for the Social Sciences SPSS for Windows version 20.0. The SPSS was used to analyze the data quantitatively. Then, the data
collected from tests in two different sections were analyzed by paired t-test. A paired samples t-test is a test that is useful when two intervalratio
variables from the same people student in a sample are measured exactly in the same way. A paired samples t-test can be used to compare the scores on the two
variables. The most common use of this test is for pre- and post-test scores for a sample when they are exposed to some intervention in between the pre- and post-
tests. The reason a paired samples t-test is used instead of an independent samples t-test is because the scores are for the same people, which suggests there is an
underlying relationship between the scores. The scores were compared to find out whether there were significant
improvement or not. In the statistical analysis used in the research, the level of significance was accepted to be 0.05. The descriptive statistic and the paired
sample t- tests of all the students’ writing tests will be presented and discussed in
Chapter V.
Efrita Marthalena BR. Saragih Sumbayak, 2014 Implementation Of Genre-Based Approach In The Teaching Of Descriptive Text Writing
Universitas Pendidikan Indonesia
| repository.upi.edu
| perpustakaan.upi.edu
The paired-samples t test sometimes referred to as the correlated-samples t test or matched-samples t test is similar to the independent-samples test in that
both procedures involve comparing two samples of observations, and determining whether or not the mean of one sample significantly differs from the mean of
another ORourke et al., 2005. With the independent-samples procedure, the mean scores are completely independent i.e., an observation in one sample is not
related to any observation in the other
3.4.3 Data from Sample of Students ’ Texts
The analysis of students’ descriptive texts was conducted in three steps. First, the texts were analyzed of the schematic structure. Second, the texts were
analyzed of linguistic features. Finally, the texts were analyzed whether it have reached the social purpose of descriptive text
. The students’ names were removed before scanning the texts. The scanned texts were displayed in Appendix 3. The
analysis of the samples of students’ texts was presented in Chapter V. Thus, the
work on genre analysis is to identify how text type schematicrhetorical structures of texts and its linguistic features used to realize the communicative purpose of
that genre.
3.4.4 Data from Questionnaire
The main aim of administering the questionnaire was to obtain students’
attitude towards the implementation of GBA in teaching descriptive writing. The data from the questionnaire were examined using quantitative analysis technique,
specifically statistical analysis. The responses given by the respondents were counted for frequency per question items and converted into percentages. The
responses were then summarized. All analyzed responses were then used for reporting the students’ attitude and for providing support to the research findings.
The collected data were analyzed by the SPSS Program aiming to answer the research questions quantitatively.
The students’ responses to the questionnaires were coded and keyed into the SPSS program 20.0 for statistical
analysis. The analysis of quantitative data and the average of the grades were
