4.6 Result of Post – Test
After those cycles , the students‟ ability in writing procedural text was once again
evaluated by giving post – test. The post – test was conducted on Saturday, April
9
th
2011. Before doing post – test, I reviewed briefly about the material which had
given. The procedure of post – test was the same as the pre – test. The result of
post – test can be seen in appendix 6. Based on the post – test result, the ability of
the students in writing procedural text increased. The classification of the students‟ result test could be seen in table 4.5.
Table 4.5 The Classification of Post
– Test Result Criteria of Mastery
Frequency Level of Achievement
91-100 Excellent
81-90 6
Very Good 71-80
23 Good
61-70 Fair
51-60 Poor
Less than 50 Very Poor
The percentage of students ‟ achievement in the post - test was :
The average of students ‟ result =
The Total of Students ‟ Result
The Number of Students = 2260
29 = 77.93
The percentage of students‟ result = The average of students‟ result X 100 = 77.93 X 100
= 77.93 From the analysis above, I can conclude the students‟ achievement post –
test result based on the writer was 77.93, it can be said successful or good. The percentage of students
‟ achievement were higher than pre – test. It increased 15.18 from pre
– test . From this fact, I concluded that the students‟ achievement in writing procedural text using genre approach had significant
improvement.
4.7 The Correlation between the Result of the Observation, the Questionnaires and the Tests
The objective of this research is to describe the implementation of teaching writing using genre
– based approach in teaching writing to the eleventh grade students of accountant program class of SMKN 1 Slawi, Tegal regency in the
academic year of 2010 2011 and to describe students‟ behavior changes during the treatments.
From the observation, I conclude that the students‟ behaviors changed from the first treatment up to the last treatment. It can be seen from the result of
the observation using field notes, the result of questionnairies, and the result of test. From those three instruments, I got the information I needed. The field note I
made from the observation shows the improvement of the students‟ activities. The
students improved their participation during the teaching and learning process such as in answering and asking questions and their attention to the teacher. The
result of the questionnaire also shows me that although all of them thought that writing in English was difficult. 93.10 of students were interested and
motivated in learning writing skill by using genre – based approach.
As it was explained, the students did not only improve their activities in learning process
but also their scores. It was supported by the students‟ scores in every test.
Overall, in the pre-test, before the students were being taught usin genre –
based approach. Their average score is 62. The result of the formative tests in each cycle also showed the improvement. In cycle 1 the average score is 78 . In
the post-test, after the students were being taught using genre – based approach,
their average score improves from 62 to 78. From the result of the tests, it can be seen that there was a significant difference of the pre-test and the post-test result.
Thus, the study showed that there is a positive effect of teaching writing using genre
– based approach. It could improve the students‟ activities and the students‟ test scores.
4.8 Discussion
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