Yustika Nur Fajriah, 2015 COMPREHENSIBLE INPUT, EXPLICIT TEACHING, AND CORRECTIVE FEEDBACK IN GENRE BASED APPROACH
TO TEACHING SPOKEN HORTATORY EXPOSITION Universitas Pendidikan Indonesia
| \.upi.edu perpustakaan.upi.edu
2012 , that is, teachers’ tasks in Joint ontruction of the Text stage is to guide
students construct the text in groups. Moving to the last stage, Independent Construction Of the Text, the teacher
asked every student to construct a spoken text in live monologue form with a free topic. In this stage, the teacher controlled students’ work by giving them feedback
and asked students to do revision of their work. After that, the teacher invited each student to do monologue speaking. Those activities are intended to keep with the
aim of this stage, that is, to apply what students have learnt in previous stages to construct the text independently Derewianka, 1990; Gibbons, 2002.
Additionally, the data gained in this stage were also collected by using field- notes which are in line with Mc. Milan Schumacher 1989 and Bogdan Biklen
1992, that is, the process of collecting and reflecting data in qualitative design can be showed bywritten records, which consist of what a researcher mentally views by
using the sense of seeing, looking, and experiencing the actual events in a natural setting; namely field-notes.
To conclude, the data of observations were collected through a video recording and fieldnotes during the process of teaching was going on.
1.4.2. The Collections of Students’ Spoken Texts
In this study, the documentation of the students’ spoken texts are collected. The texts were gathered from the diagnostic test before conducting the teaching program and
from the final test in the step of Independent Construction of the Text. Therefore, there are fourty pieces of the students’ work in each test analyzed using the rubric
from SOLOM for general aspects of speaking and the rubric adapted from Butt, Fahey, Feez, spinks, and Yallop 2000, Emilia 2011 for the genre assessment.
Moreover, to answer the second research questions, there are only six pieces of students’ work from the focus students in each test which will be analyzed in details.
3.4.3 Dependent t-test
To confirm the development of students’ speaking skills in advance, dependent t- test was conducted. The type of T-tests used is paired t-test functioning to find out
T1 X T2
T1= The Pretest X= the treatment
T2= The Posttest
Yustika Nur Fajriah, 2015 COMPREHENSIBLE INPUT, EXPLICIT TEACHING, AND CORRECTIVE FEEDBACK IN GENRE BASED APPROACH
TO TEACHING SPOKEN HORTATORY EXPOSITION Universitas Pendidikan Indonesia
| \.upi.edu perpustakaan.upi.edu
the difference of Means between the pre-test and the post-test Hatch, E Hossein, F, 1982. The design of this test is described as below.
The first test pre- test was undertaken in order to figure out the students’
speaking skills before the teaching and learning process was conducted. The results of this test were also used to determine focus students as participants in this study
from various levels of achievements ; high achievers, mid-achievers, as well as low achievers.
Meanwhile, the post-test was undertaken in the last stage of teaching of spoken hortatory exposition; independent construction of the text. In this phase, the
teacher collected the text from each student whose results of this test were used to check the development of students’ speaking skill of hortatory exposition.
3.4.4 Visualization of Data Collection Technique
