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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
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
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
Before the students were taught the writing skill developed through GBA, the students were given a writing pre-test Appendix 5. This pre-test was aimed
to find out the students‟ levels in writing achievement. The students were given 40 minutes to do the writing pre-
test with “my classroom” as the theme. After the pre-test results were submitted, the researcher and another rater scored the texts
based on the rubric adopted from Widodo 2006. The results of the evaluation are displayed in Appendix 5.
Afterwards, the students were informed and given a general explanation about the research. It was necessary to explain about the research since the
researcher was not their regular classroom teacher. The researcher also carried out a discussion with the classroom teacher about the research, the theme and how the
research will be conducted. This information was important to be given since “what is to be learned should be made clear to the students” Feez, 2002; Cope
and Kalantzis, 1993.
5.1.1 Analysis of Students’ Test Scores
This section discusses the result of students‟ test scores in the pre-test. Based on the statistical analysis by using Statistical Package for the Social
Sciences SPSS for Windows version 20.0., the descriptive statistic of the pre-test is presented in Table 5.2. below.
