of the test. There were at least 18 tables showing each percentage of the test provided by the researcher to map the result of the test. For analyzing the data, the
researcher looked over the School-based Curriculum offered by the government of Indonesia for finding the social purpose of each text, the generic structure of each,
and also the lexicogrammatical language used in each text. The researcher then figured out the comprehension of text types of each
participant and interviewed three chosen participants with the highest, average, and lowest comprehension of text types. By the interview conducted, the
researcher gained the information from the informants about their difficulties in comprehending text types to answer the second problem formulation.
6. Research Procedure
There were some steps for accomplishing the research as follows. First, it was the problem and topic selection. The main reason for selecting the problem
and the topic selection of the research were the researcher concerns of the rapid changing and development of the curriculum used in Indonesian education and its
effects on the teachers’ capability of teaching especially related to the text types which played a big part on the newest curriculum.
Second, the researcher searched for the appropriate information needed by the research e.g. related theories, related information of the ideal instruments, and
also the ideal participants. The researcher utilized two ways of information gathering. First, the researcher utilized the library of Sanata Dharma University to
gain books supporting the research. Second, the researcher browsed the Internet to gain newest and related information supporting the research.
Third, the researcher selected the instruments used in the research. There were two instruments of the research those were tests and interviews. The
researcher once composed a test specification for producing the test. Finishing the test specification, the researcher then presented the draft of the test to be corrected
by the thesis sponsor. After receiving the feedback of the draft of the test, the researcher then revised the test and did so until the thesis sponsor stated that the
test had been appropriate to collect the data of the research. The first one tested the microteaching students’ mastery for the first six
text types. Those were recount, narrative, procedure, descriptive, news item, and analytical exposition. The first test was conducted on February 5
th
2010 at Microteaching Laboratory A.
The second one tested the microteaching students’ mastery for the rest six of the text types. Those were report, hortatory exposition, spoof, explanation,
discussion, and review. The second test was conducted on March 1
st
2010 at Microteaching Laboratory A. The participants were to determine what kind of
texts those were in the consideration of the social purpose, generic structure, and lexicogrammatical features for each text.
