Efrita Marthalena BR. Saragih Sumbayak, 2014 Implementation Of Genre-Based Approach In The Teaching Of Descriptive Text Writing
Universitas Pendidikan Indonesia
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the GBA was effective to help students improve their writing ability. Although there is a significant
improvement in students‟ writing post-test, however, the mean score had not achieved the criteria of success of this study. For this reason,
another cycle was still needed to maximize the results.
5.2.4 Analysis of Students’ Texts in Post-Test 1
Three texts produced in the independent stage of this cycle, written by the same writers as those in the preliminary phase, are analyzed. The text analysis is
devoted to finding out the effect of the implementation of the GBA in students‟
texts after the teaching program conducted. The analysis will be displayed in the following sub-sections.
5.2.4.1 Low Achiever Group 1
Unlike his pretest writing, Yogi‟s text Table 5.11 has demonstrated a good control of the schematic structure of the descriptive text which should have
Identification and Description Gerot and Wignell, 1994; Derewianka 2004. As an identification, the writer identified his classroom in the first sentence. The next
sentences described some things found in his classroom.
Table 5.11 Analysis of Text 2 Written by Low Achiever
Schematic Structure
My Classroom
Linguistic Features Identification
My classroom is class VII-1 seven one
In my classroom, there are many brooms. There are five brooms in my
classroom. There are lamps in front of the classroom.
Specific participant: my classroom
Linking verbs: is, are
Description
Description In the my class, there are many
flowers. There are six flowers in my classroom. There are many chairs.
There are twenty nine chairs in my classroom. In my classroom there are
many tables. There are sixteen tables in my classroom
Linking verb: are Present tense: is, are
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 terms of linguistic features, the writer had used some linguistics features of descriptive text Gerot and Wignell, 1994; Derewianka, 2004; Knapp and
Watkins, 2005; Emilia, 2012, for examples: specific participants
My classroom is
... and linking words
is, are
. In addition, the writer showed his good control of tense in that he could successfully use the present tense in describing his
classroom. However, the text still shows grammatical mistake, such as:
In the my classroom ...
which suggests the student‟s incapacity to use the article “the”. This suggests that the writer still needed more explicit teaching about grammar and
more consultation to make his text better as suggested by Gibbons 2002. In sum, compared to his first text in the pre-test, this text in some ways is better since
there is no misspell word found in this text. The writer had also written his idea in complete sentences and the text is much longer than his previous text.
Generally, the social purpose of this text has already achieved since the text showed that the writer intended to describe about some parts of his classroom.
The writer had been successful in using the schematic structure Derewianka, 2004; Gerot and Wignell, 1994 and some of the linguistic features, i.e. significant
participant, linking verb and present tense Gerot and Wignell, 1994; Derewianka, 2004; Knapp and Watkins, 2005; Emilia, 2012.
5.2.4.2 Middle Achiever Group 2
