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 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
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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calculated. In the statistical analysis used in the research, the level of significance was accepted to be 0.05.
3.4.5 Data from Focus Group Interview
The data from focus group interview were focused on content analysis. The data from focus group interview were transcribed and categorized and then
interpreted to answer the research questions. During the transcription stage, students’ names were replaced with a pseudonym Silverman, 1993. The next
step, the transcripts were given back to the participants to confirm that it was reflected exactly what the students said and meant. Furthermore, the students
’ responses for each question were translated from Indonesian to English and then
the data were analysed to identify recurring themes. The transcripts were then condensed into briefer statements in which the
main sense of what is said paraphrase into a few words Kvale, 1996. Finally the data were coded and categorized by using thematic data analysis. In this sense,
the researcher categorized students’ comments into problems that had become the focus of the study, i.e. the implementation of GBA in teaching descriptive writing
and students’ attitude towards the implementation.
3.5 Criteria of Success
The treatments of this research were terminated when these criteria of
success were achieved. The criteria of success in this study were:
The mean score of students’ writing texts reach 70 as the Minimum Mastery Criterion Kriteria Ketuntasan Minimum score in this school.
There are significant improvements in students’ writing achievements in each cycle which is measured statistically.
There are improvements in students’ writing texts based on the analysis of schematic structure and linguistic features of the texts in each cycle.
75 of the students’ questionnaire results show positive attitude.
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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3.6 Conclusion
This chapter has provided of the methodology used in this study. This included the research design, the research site, the participants, the criteria of
success, the data collection and the data analysis. The next chapter will concern with the description of the teaching program done by the researcher.
54
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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CHAPTER V FINDINGS AND DISCUSSION
This chapter presents the review on how the GBA implemented in the research site context and the findings of the study resulted in three phase of the
CAR. Then, the analysis and interpretation of data in relation to the overarching research problems posed in this study are presented as a discussion in last section.
5.1 Preliminary Phase of the Teaching Program
As was asserted in Chapter III, there are three phases that should be conducted in doing the CAR, i.e. pre-action phase, action phase, and post-action
phase see Lim, 2007. Considering this, the researcher decided to conduct a pre- action phase preliminary phase by doing observation and preparation in relation
to the implementation of GBA before the study was conducted in the research site. The activities are as follows:
Table 5.1 Activities in Preliminary Phase of the Teaching Program
DayDate Activities
Monday 11 November 2013
Meeting the Headmaster to ask for permission and give the research letter to the
Headmaster Wednesday
13 November 2013 Observing the class and asking students
about how they were taught English especially writing skill before the research
conducted. This activity was done because the researcher did not teach in the class.
Thursday 14 November 2013
Observing the teaching and learning process before the research conducted.
Communicating with the teacher and discuss about the research, the material and how it
will be conducted. Friday
15 November 2013 Administering a diagnostic writing test pre-
test Informing the students with the research and
the teaching program
