genre-based approach. The difference between this study is and what that Benedict Lin apply an action research, while this study is a naturalistic study.
F. Rationale
Based on the theoretical orientation and the related research, GBA can be defined as a cyclical process of teaching English as a foreign language trough
genre. The cycle consists of kinds of activities that entangle both the teacher and the students to take part thoroughly to make the students comprehend the fourth
skills reading, listening, speaking and writing and also the two elements vocabulary and grammar. The cycle is divided in stages, where, each stage has
its own characteristics, activities, and goals, and skills to be achieved. In the teaching and learning activity, the teachers have autonomy to
determine the topic of the text based on the text type to teach. Each stage needs average 4 X 4 X 45 minutes, therefore the four stages are implemented on 8 X 4
X 45 minutes. The English teachers have to master all the text types, the activity on each the stages before teaching the students.
In implementing the GBA, the English teachers should have acquired competencies to show the way of studying English through each stage of the
curriculum cycle. A well preparation will make the teaching and learning
activities run successful.
CHAPTER III
RESEARCH METHODOLOGY
A. Research Method
In order to get deep understanding about the implementation of GBA in the teaching of English and how this approach influences the students of SMA Negeri
1 Surakarta’s proficiency, the researcher uses qualitative research in the form of naturalistic method. The reason is that qualitative research was based on natural
setting or in entity context. Natural setting means the classroom in SMA Negeri 1 Surakarta where the teaching and learning activities take place, and entity context
means the process of teaching and learning English using GBA. The other reason why using qualitative research is based on the aims of this
study that this research is done to investigate the implementation of GBA in teaching English in SMA Negeri 1 Surakarta; how far this approach influenced
the student proficiency in learning English; What difficulties faced by the teachers and how to overcome; and what is the teachers perception about it. Fraenkel and
Wallen 2000: 502 write that qualitative research is a research studies that investigate the quality of relationships, activities, situations, or materials in a
particular activity or situation. In this research, the researcher tries to describe detail all of what goes on in the process of teaching and learning activity using
GBA.
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There are at least two features of the qualitative research that should be taken into account. First, the researcher herself as the instrument in conducting
this study. Second, the purpose of the research is to learn about some viewpoint of the social world. It has been pointed out by Rossman and Rallis 1998: 6 that:
Qualitative research has two unique features: a the researcher is the means through which the study is conducted, and b the purpose is learning about
some facet of the social world. Both these characteristics are integral to a view of learning that sees the learner as a constructor of knowledge rather
than a receiver of it. From this perspective, the learner accumulates data, not reality itself but rather representations of reality. The learner transforms
these data, through analysis and interpretation, into information. When put to practical use, through judgment and wisdom, to address recurring social
issues, information becomes knowledge.
In this study, the researcher uses the form of naturalistic method, which assumes that human sense and attitude are understandable by their natural setting.
The researches do their research in natural settings rather than in laboratories or through written surveys.
Qualitative research is an inquiry process of understanding based on distinct methodological traditions of inquiry that explore a social or human problem.
The research builds complex, holistic pictures, analyzes words, reports detailed views of informants, and conducted the study in natural setting
Creswell in http:www.Qualitative Inquiry.htm, 2007: 1.
The situation is natural and become function as sources of data. It is a major concern to qualitative researcher Fraenkel and Wallen, 2000: 502-3. The
reality exists empirically or the researcher should take part on the event, not the method that is used. The researcher position is not just looking from the distance,
but she observes directly the teaching and learning activity, makes an interview and also participates on the event of the teaching and learning activity. It concern
to the teaching and learning activity in natural setting. Natural setting means, the
place where the activity takes place, whether in the classroom, in the library or other suitable places without any interfere from the researcher. Lincoln and Cuba
1985: 39 says that in naturalistic approach, the researcher make himself as an instrument to identify, and has proportion to clarify the deviation which exist.
The reasons why the researcher using naturalistic method as stated by Lincoln and Cuba 1985: 39-41 beside human being as the instrument,
naturalistic approach have characteristic as: 1 human realities cannot be separated from their context, and their observable parts. They are whole in parts;
2 the use of tacit knowledge is valid. The Intuition and feelings are is as valid as the knowledge in the language to express the reality; and also to the human being,
3 the result of the research is important to negotiate and interpreted between researcher and the target, 4 the interpretation of the data is ideographic or
specific, and 5 the result of the research is tentative .
B.
Time and Place of Research
This research was conducted in SMA Negeri 1 Surakarta which is located in Jalan Mongonsidi No. 40 Surakarta, telp 0271 652975. The determination of the
place was not based on any specific qualification, but it was chosen constantly because of any specific criterion.
Before the research location was chosen, the researcher tried to seek out the field where the research conducted. At the first time, the researcher came close to
the teachers of English at SMA Negeri 1 Surakarta to examine whether they use genre-based as an approach in teaching English. The researcher found that SMA
Negeri 1 Surakarta has been using GBA for two years, so the researcher decided to conduct the research there.
The following Table shows the schedule of research activity at SMA Negeri 1 Surakarta.
Table 3.1. The Schedule of Research
Time Activity
April - June 2007 Designing the research proposal and getting the
approval July 2007
Seminar on thesis proposal August – November 2007
Observing, collecting, and analyzing data December 2007
Reporting the observation January – February 2008
Writing the research findings and discussions March 2008
Having seminar on the thesis, revising and submitting the thesis
C. Source of the Data and Data
