they could write a procedural text based on the structure. And 20.69 of the students, they could not write a procedural text based on the structure.
Question number 8 was, whether the material about a procedural text by using generic structure and language features gave interest or not. Most students
93.10 answered that the material which I gave was interesting. And 6.90 of the students answered it was not interesting. It can be concluded, the teacher could
give the interesting material. Question number 9 was, whether the material about a procedural text by
using generic structure and language features gave, make the students feel bored or not. Most students 93.10 answered that the material which I gave did not
make them feel bored . And 6.90 of the students answered it was make them felt bored. It can be concluded, the teacher could give the interesting material, so they
did not feel bored during the lesson. Question number 10 was, whether the students got any knowledge after
learning material or not. All of the students 100 answered that they got any knowledge after learning material.
4.2.3 Results of Obsevation of Cycle 1
In cycle 1, the students were unfamiliar with the genre – based approach, because
they had never been heard before. Therefore, firstly, I had to explain about what is genre
– based approach. During the cycle 1, I gave some warm
– up questions related to the materials, such as kinds of genres, what the definition of procedural text is, what
the social function of procedural text is,what the generic structure and language features of procedural text are, etc.
The students were able to tell me examples of genre, they also could explain the definition of procedural text, but they were not able to explain the generic
structure and language features of procedural text. The students only kept quiet; some of them answered the generic structure of a procedural text, and most of
them couldn‟t answer my questions. After I explained the material, I asked to the students to work in a group, then they wrote a procedural text based on the topic
which I gave. There were only three groups out of seven groups shared their writing to the class. I assumed that they were shy to share their answer although
they had made it. During the teaching and learning process of cycle 1, most of the students
looked enthusiastic join to the class, they listened to my explanation attentively, I assumed that the students were curious to know my explanation about genre
– based approach. Only a few of students looked sleepy and chat with her friend. It
might be caused my voice was not really loud and my eye contact only in one side. When we disccused the material together, there were six students who asked
me about the generic structure, language features, technical words, and adverb. Overalls, most of the students seemed interested and motivated to my
teaching. But, the students were not too active in answering and asking questions. The classroom looked too quiet and the students were too shy to share their
writing or even asked to me related to the genre – based approach. On the other
hand, they were able to finish the test on time. I concluded, the teaching and learning process in the cycle 1 ran well.
4.2.4 Result of Observation of Cycle 2
