TEACHING WRITING DESCRIPTIVE TEXT THROUGH GENRE BASED APPROACH:(A Case Study Research at a Junior High School in Bandung).

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Astri Indah Lestari, 2015

TEACHING WRITING DESCRIPTIVE TEXT THROUGH GENRE BASED APPROACH: (A Case Study Research at a Junior High School in Bandung)

Universitas Pendidikan Indonesia | \.upi.edu perpustakaan.upi.edu

TEACHING WRITING DESCRIPTIVE TEXT THROUGH GENRE BASED APPROACH

(A Case Study Research at a Junior High School in Bandung)

A RESEARCH PAPER

Submitted to the English Education Department of the Faculty of Language and Literature Education Indonesia University of Education in Partial Fulfillment of

the Requirements for Sarjana Pendidikan Degree

Astri Indah Lestari 1005452

ENGLISH EDUCATION DEPARTMENT

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Astri Indah Lestari, 2015

TEACHING WRITING DESCRIPTIVE TEXT THROUGH GENRE BASED APPROACH: (A Case Study Research at a Junior High School in Bandung)

Universitas Pendidikan Indonesia | \.upi.edu perpustakaan.upi.edu

INDONESIA UNIVERSITY OF EDUCATION 2015

TEACHING WRITING DESCRIPTIVE TEXT THROUGH GENRE BASED APPROACH

(A Case Study Research at a Junior High School in Bandung)

oleh

Astri Indah Lestari 1005452

Sebuah Skripsi yang diajukan untuk memenuhi salah satu syarat memperoleh gelar Sarjana Pendidikan (S.Pd) pada Fakultas Pendidikan Bahasa dan Sastra

Oktober 2015

Hak Cipta dilindungi undang-undang.

Skripsi ini tidak boleh diperbanyak seluruhnya atau sebagian, dengan dicetak ulang, difoto kopi, atau cara lainnya tanpa ijin dari penulis

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Astri Indah Lestari, 2015

TEACHING WRITING DESCRIPTIVE TEXT THROUGH GENRE BASED APPROACH: (A Case Study Research at a Junior High School in Bandung)

Universitas Pendidikan Indonesia | \.upi.edu perpustakaan.upi.edu

PAGE OF APPROVAL

TEACHING WRITING DESCRIPTIVE TEXT THROUGH GENRE BASED APPROACH

(A Case Study Research at a Junior High School in Bandung)

A Research Paper

Astri Indah Lestari 1005452

Approved by

Second Supervisor

R. Della N. Kartika Sari A.,S.Pd., M.Ed. NIP. 197704142001122003

First Supervisor

Prof. Dr. Nenden Sri Lengkanawati, M.Pd. NIP. 195111241985032001

Head of Department of English Education Faculty of Languages and Literature Education

Indonesia University of Education

Dr. Rd. Safrina N., M.A NIP. 196207291987032003

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Astri Indah Lestari, 2015

TEACHING WRITING DESCRIPTIVE TEXT THROUGH GENRE BASED APPROACH: (A Case Study Research at a Junior High School in Bandung)

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Astri Indah Lestari, 2015

TEACHING WRITING DESCRIPTIVE TEXT THROUGH GENRE BASED APPROACH: (A Case Study Research at a Junior High School in Bandung)

Universitas Pendidikan Indonesia | \.upi.edu perpustakaan.upi.edu

TEACHING WRITING DESCRIPTIVE TEXT THROUGH GENRE BASED APPROACH

(A Case Study at a Junior High School in Bandung)

ABSTRACT

The aims of this study are to investigate the effects of the implementation of GBA in developing students’ writing ability and to discover students’ responses toward the implementation of GBA in their English class. This study employed qualitative method through a single case study approach to gather the data. The participants of this study were thirty-six students of the 7th grade students at one junior high school in Bandung. The GBA implementation was held for four weeks, which lasted ninety minutes for each meeting. The data of this study were obtained through classroom observation, students’ written text, and questionnaire. The effects of the GBA implementation were gathered from classroom observation and students’ written text analysis in terms of social function, schematic structure, and linguistic features of descriptive text. The result showed that the GBA had good effects in developing the students’ writing ability, especially in writing descriptive text as reflected in students’ writing achievement in final text product. Furthermore, the data from questionnaire showed that 93% of students gave positive responses toward the implementation of GBA and 7% of students gave negative responses toward the approach. Therefore, GBA is recommended to be implemented in teaching writing and other researchers can also implement GBA to teach other texts and skills.

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Astri Indah Lestari, 2015

TEACHING WRITING DESCRIPTIVE TEXT THROUGH GENRE BASED APPROACH: (A Case Study Research at a Junior High School in Bandung)

Universitas Pendidikan Indonesia | \.upi.edu perpustakaan.upi.edu

TEACHING WRITING DESCRIPTIVE TEXT THROUGH GENRE BASED APPROACH

(A Case Study Research at a Junior High School in Bandung)

ABSTRAK

Astri Indah Lestari 1005452

Main supervisor: Prof. Dr. Nenden Sri Lengkanawati, M.Pd. Co-Supervisor: R. Della N. Kartika Sari A.,S.Pd., M.Ed.

Penelitian ini bertujuan untuk melihat efek dari pengimplementasian GBA dalam mengembangkan kemampuan menulis siswa dan untuk mengetahui pendapat siswa mengenai pengimplementasian GBA dalam kelas bahasa Inggris. Penelitian ini menggunakan metode kualitatif dan pendekatan studi kasus tunggal untuk mengumpulkan data. Partisipan dari penelitian ini adalah 36 siswa kelas 7 pada satu sekolah menengah pertama di Bandung. Pengimplementasian GBA dilakukan selama empat minggu, masing-masing pertemuan 90 menit. Data penelitian diperoleh melalui observasi kelas, tulisan siswa, dan juga angket. Pengaruh dari pengimplementasian GBA didapat dari observasi kelas dan analisis hasil tulisan siswa dalam hal fungsi sosial, struktur teks, dan fitur linguistik dari teks deskriptif. Hasil dari penelitian ini menunjukkan bahwa GBA dapat membantu siswa untuk mengembangkan kemampuan mereka dalam menulis teks deskriptif seperti yang terlihat dari hasil tulisan siswa pada produk teks yang terakhir. Selain itu, data dari angket menunjukkan bahwa hampir seluruh siswa memberikan tanggapan positif terhadap pengimplementasian GBA dan beberapa siswa memberikan tanggapan negatif pada pendekatan tersebut. Oleh karena itu, GBA direkomendasikan untuk diimplementasikan pada proses pengajaran menulis dan untuk penelitian selanjutnya dapat mengimplementasikan GBA untuk mengajarkan teks dan keterampilan yang berbeda.

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Astri Indah Lestari, 2015

TEACHING WRITING DESCRIPTIVE TEXT THROUGH GENRE BASED APPROACH: (A Case Study Research at a Junior High School in Bandung)

Universitas Pendidikan Indonesia | \.upi.edu perpustakaan.upi.edu

TEACHING WRITING DESCRIPTIVE TEXT THROUGH GENRE BASED APPROACH

(A Case Study Research at a Junior High School in Bandung)

ABSTRACT

Astri Indah Lestari 1005452

Main supervisor: Prof. Dr. Nenden Sri Lengkanawati, M.Pd. Co-Supervisor: R. Della N. Kartika Sari A.,S.Pd., M.Ed.

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Astri Indah Lestari, 2015

TEACHING WRITING DESCRIPTIVE TEXT THROUGH GENRE BASED APPROACH: (A Case Study Research at a Junior High School in Bandung)

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Astri Indah Lestari, 2015

TEACHING WRITING DESCRIPTIVE TEXT THROUGH GENRE BASED APPROACH: (A Case Study Research at a Junior High School in Bandung)

Universitas Pendidikan Indonesia | \.upi.edu perpustakaan.upi.edu

TABLE OF CONTENTS

STATEMENT OF AUTHORIZATION ... i

PREFACE ... ii

ACKNOWLEDGEMENT ... iii

ABSTRACT ... iv

TABLE OF CONTENTS ... v

CHAPTER 1 INTRODUCTION ... 1

1.1 Background of the Study ... 1

1.2 Statement of Problems ... 3

1.3 Purpose of the Study ... 3

1.4 Scope of the Study ... 3

1.5 Significant of the Study ... 3

1.6 Clarification of Key Terms ... 4

1.7 Organization of the Paper... 4

1.8 Concluding Remark ... 5

CHAPTER 2 THEORETICAL FOUNDATION ... 6

2.1 Writing ... 6

2.1.1 Purpose of Writing ... 7

2.1.2 Writing Purpose ... 8

2.2 Genre Based Approach ... 10

2.2.1 Stages of Genre Based Approach ... 12

2.3 Descriptive Text ... 16

2.3.1 Kind of Descriptive Text ... 17

2.3.2 Schematic Structure of Descriptive Text ... 19

2.3.3 Linguistic Features of Descriptive Text ... 20

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Astri Indah Lestari, 2015

TEACHING WRITING DESCRIPTIVE TEXT THROUGH GENRE BASED APPROACH: (A Case Study Research at a Junior High School in Bandung)

Universitas Pendidikan Indonesia | \.upi.edu perpustakaan.upi.edu

2.5 Concluding Remark ... 23

CHAPTER 3 RESEARCH METHODOLOGY ... 24

3.1 Statement of Problems ... 24

3.2 Research Design ... 24

3.3 Site and Respondents ... 25

3.4 Data Collection... 25

3.4.1 Instrumentations ... 26

3.4.1.1 Classroom Observation ... 26

3.4.1.2 Written Document ... 26

3.4.1.3 Questionnaire ... 27

3.4.2 Research Procedure ... 28

3.4.2.1 Teacher's Preparation Before the Program ... 28

3.4.2.2 Conducting the Lesson Program ... 28

3.4.2.3 Analyzing Written Document ... 29

3.4.2.4 Conducting Questionnaire ... 29

3.5 Data Analysis ... 30

3.5.1 Classroom Observation ... 30

3.5.2 Written Text Analysis ... 30

3.5.3 Questionnaire Analysis ... 31

3.6 Concluding Remark ... 31

CHAPTER 4 FINDINGS AND DISCUSSIONS. ... 32

4.1 The Effects of the GBA Implementation ... 32

4.1.1 Social Function ... 33

4.1.1.1 High Achiever Students ... 34

4.1.1.2 Low Achiever Students ... 35

4.1.2 Schematic Structure ... 37

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Astri Indah Lestari, 2015

TEACHING WRITING DESCRIPTIVE TEXT THROUGH GENRE BASED APPROACH: (A Case Study Research at a Junior High School in Bandung)

Universitas Pendidikan Indonesia | \.upi.edu perpustakaan.upi.edu

4.1.2.2 Low Achiever Students ... 39

4.1.3 Linguistic Features ... 40

4.1.3.1 High Achiever Students ... 41

4.1.3.2 Low Achiever Students ... 42

4.2 Data from Questionnaire ... 44

4.2.1 The Students' Responses about Learning Writing ... 45

4.2.2 The Students' Responses toward the Implementation of GBA ... 46

4.2.3 The Students' Responses toward GBA Stages ... 48

4.3 Concluding Remark ... 50

CHAPTER 5 CONCLUSIONS AND SUGGESTIONS ... 51

5.1 Conclusion ... 51

5.2 Suggestions ... 51

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Astri Indah Lestari, 2015

TEACHING WRITING DESCRIPTIVE TEXT THROUGH GENRE BASED APPROACH: (A Case Study Research at a Junior High School in Bandung)

Universitas Pendidikan Indonesia | \.upi.edu perpustakaan.upi.edu

CHAPTER 1 INTRODUCTION

This chapter provides a brief description about the whole contents of the research including background of the study, statement of problems, the purpose of the study, the scope of the study, the significance of the study, clarification of key terms, and organization of the paper.

1.1Background of the study

Writing as one of the four language skills that are learned by foreign language students needs to be developed well in order to meet their future need of the real use of language in a global community. Giving them many practices and experiences in writing from early learning stage will help them to write easily later. Unfortunately, teaching writing for first grade students in junior high school can be difficult for the teacher because the students still have limited vocabulary and knowledge about some texts. Moreover, in writing pedagogy there are some essential part that will help the students to reach the final text, there are brainstorming, outlining, drafting, revising, and editing (McKinley, 2012; Yasuda, 2011). It means that the teachers have to provide more than two meetings to explore the students’ ability in writing and make a good writing result. In fact, some teachers only provide one until two meetings to teach writing text. It makes the students did not have enough time to write well. This is reasonable since writing involves several processes which are choosing appropriate vocabulary, organizing the structure properly depends on the topic or the purpose of writing, following correct grammar rules, and integrating ideas (Richard & Renandya, 2002) and this skill is often considered as the most difficult skill to master.

The implementation of Genre Based Approach (GBA) in teaching and learning process is expected to be an alternative way to solve that problem (Emilia, 2011). This approach provides four stages for exploring students’ ideas more deeply through specific genre in writing; building knowledge, modeling,

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Astri Indah Lestari, 2015

TEACHING WRITING DESCRIPTIVE TEXT THROUGH GENRE BASED APPROACH: (A Case Study Research at a Junior High School in Bandung)

Universitas Pendidikan Indonesia | \.upi.edu perpustakaan.upi.edu

joint construction, and independent construction (Emilia, 2011). For seventh-grader, there are some types of text that are learned. One of them is descriptive text which is the focus text of this study.

According to Emilia (2011) this approach is the combination of three approaches; communicative approach, contextual teaching and learning, and grammar translation method. Therefore, it is suitable for any kind of syllabus (Emilia, 2011). Additionally, GBA becomes increasingly influential in English language teaching (Derewianka, 2003). GBA as one of the major trends in the new millennium, with discourse and genre analysis, schema theory, pragmatics and systemic functional linguistics rekindle an interest in functionally based approaches to language teaching (Rodgers in Derewianka, 2003). Therefore, teaching descriptive text writing through GBA is expected help the students in conveying meaning by selecting words and putting them together in a written form (Fairbairn & Winch, 1991). Furthermore, it is expected to help them in the process of composing messages, thinking of the language to use, taking care of diction, textual organization, and other mechanics (Mukminatien, 2003).

Many researchers have conducted the study toward writing descriptive text by using GBA. One of the results is from Tuan (2011) who examines the impact of genre-based approach on students’ writing performance as well as students’ attitudes towards the implementation of genre-based approach in writing learning. Research findings reveal that most of the students gained the control over the key features of the required recount genre in terms of social purposes, language features and schematic structure. The other researcher is Kim (2009) who implemented GBA in Korea. The result shows that this approach fits well for Korean students and it also helps them to learn organizational structure as well as linguistic features of a certain genre. Payaprom (2012) also conducted a research to see the impact of GBA in an EFL tertiary context in Thailand and the result shows significant benefits for teaching and learning English in a Thai tertiary context.

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Astri Indah Lestari, 2015

TEACHING WRITING DESCRIPTIVE TEXT THROUGH GENRE BASED APPROACH: (A Case Study Research at a Junior High School in Bandung)

Universitas Pendidikan Indonesia | \.upi.edu perpustakaan.upi.edu

Therefore, this research aims at exploring the effects of GBA implementation toward the students’ ability in writing descriptive text and the students’ responses to the implementation of this approach.

1.2Statement of problems

Related to the above phenomenon, there are two problems which will be investigated by the researcher. The problems are formulated in the following questions:

1. How does GBA implementation affect the students’ ability in writing descriptive text?

2. What are the students’ responses toward the teaching and learning process using GBA?

1.3Purposes of the study

Based on the background of the study above, the aims of the research are:

1. to find out the effects of the GBA implementation to students’ ability in writing descriptive texts; and

2. to find out the students’ responses toward the implementation of GBA in teaching writing descriptive text.

1.4Scope of the study

The scope of this study is limited into two concerns. First, it focuses on analyzing the students’ text to see the development of students’ writing ability, especially in writing descriptive text after the implementation of GBA. Second, it tries to discover the students’ response toward the teaching and learning process using GBA in writing descriptive text.

1.5Significance of the study

This study is significant for several reasons.

1. Theoretically, this study will provide a reference in the study of teaching and learning writing based on GBA at a junior high school level in Indonesia.

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Astri Indah Lestari, 2015

TEACHING WRITING DESCRIPTIVE TEXT THROUGH GENRE BASED APPROACH: (A Case Study Research at a Junior High School in Bandung)

Universitas Pendidikan Indonesia | \.upi.edu perpustakaan.upi.edu

2. Practically, this study provides general guidance for developing the practice of teaching writing with GBA and for teachers in selecting, designing, and using appropriate methods in teaching English writing.

3. Professionally, the result of this study hopefully inspires the English teacher in junior high school in Indonesia to implement the GBA in teaching text in their classroom.

1.6Clarification of Key Terms

There are several terms that should be clarified to avoid misconception. Those terms as follows.

1.6.1 Genre-Based Approach

GBA is an approach that is applied to the experimental group to increase students’ ability in writing descriptive texts. It consists of four stages: building knowledge of the field, modeling, joint construction, and independent construction. Emilia (2010) says that the GBA is effective for any kind syllabus. Therefore, in this study, GBA will implement to seventh-grader to test whether it is suitable or not to use in teaching writing descriptive text.

1.6.2 Descriptive Text

Descriptive text is a text about a particular person, thing, or place (Martin, 1985 cited in Emilia 2010; Gerot and Wignell, 1995). This text was chosen in this study because the genre of describing is one of the fundamental functions of any language system and one of the first skills emergent language-users learn to control (Knapp & Watkins, 2005). In this case, the study is focused on the description of a particular person, especially about “My Idol”.

1.7Organization of the Paper

This paper will be presented in five chapters which will be elaborated as follows: Chapter 1 Introduction

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Astri Indah Lestari, 2015

TEACHING WRITING DESCRIPTIVE TEXT THROUGH GENRE BASED APPROACH: (A Case Study Research at a Junior High School in Bandung)

Universitas Pendidikan Indonesia | \.upi.edu perpustakaan.upi.edu

In this chapter, the paper elaborates the background of the research. It discusses GBA and descriptive text which become the focus of the study. This chapter also states the research questions, aims of the study, the scope of the study, the significance of the study, clarification of related terms, and paper organization. Chapter 2 Theoretical Framework

This chapter discusses some theories about writing skill, GBA, and descriptive text.

Chapter 3 Research Methodology

This chapter gives a clear explanation about how the study was conducted and analyzed. The data analysis was explained briefly.

Chapter 4 Findings and Discussion

This chapter discusses the findings of the research and analyzes those findings in explanation clearly.

Chapter 5 Conclusion and Suggestion

This chapter explains the conclusion and several suggestions of the research based on the analysis in chapter four. The conclusion states the answer to the research questions about the implementation of GBA to teach writing descriptive texts. There are also several suggestions for further research related to the implementation of GBA.

1.8Concluding Remark

This chapter has presented some aspects underlying the study, including background of the study, statement of problems, purposes of the study, the scope of the study, the significance of the study, clarification of key terms, and organization of the paper. The next section will present some theories relevant to the study.

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Astri Indah Lestari, 2015

TEACHING WRITING DESCRIPTIVE TEXT THROUGH GENRE BASED APPROACH: (A Case Study Research at a Junior High School in Bandung)

Universitas Pendidikan Indonesia | \.upi.edu perpustakaan.upi.edu

CHAPTER 3

RESEARCH METHODOLOGY

This chapter describes the procedure of the research in order to find out the answer of the two questions previously stated in chapter one. It covers the statement of problems, research design, site and respondent, data collection, and data analysis.

3.1 Statement of Problems

This paper seeks to address the following questions:

1. How does GBA implementation affect the students’ ability in writing descriptive text?

2. What are the students’ responses toward the teaching and learning process using GBA?

3.2Research Design

The general method that was used in this research was qualitative method. Moreover, single case study approach was chosen since this study attempted to explore the use of GBA in teaching writing descriptive text, which has an objective to investigate to what extent GBA helps the students’ ability in writing descriptive text. The case study is a qualitative method strategy in which the researcher explores a program in-depth, an event, an activity, a process, or one or more individuals in-depth by collecting detailed information using a variety of data collection procedures over a sustained period of time (Creswell, 2003). Furthermore, this study is usually used to comprehend social phenomena from participant point of view (Alwasilah, 2009). Additionally, this study only focuses on describing in detail all of what goes on in a particular activity or situation rather than on comparing the effects of a particular treatment (Fraenkle,et.al, 2012). Moreover, Fraenkle, et.al, (2012) states that the researcher’s goal in this research is to understand the case in all its parts, including its inner working.

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Astri Indah Lestari, 2015

TEACHING WRITING DESCRIPTIVE TEXT THROUGH GENRE BASED APPROACH: (A Case Study Research at a Junior High School in Bandung)

Universitas Pendidikan Indonesia | \.upi.edu perpustakaan.upi.edu

The process of the research was started by implementing GBA during one month to teach writing descriptive text, in this case the researcher acted both as the teacher and the observer. After that, in the last meeting, the students were asked to make a descriptive text that could show the final result of students’ writing ability. Then, chose and analyzed six students’ texts to be sample of this study from high and low achiever students based on the teacher recommendation.

3.3Site and Respondents

This study was conducted at one of the junior high schools in Bandung. This school was chosen because the school authorities allowed conducting this study. Beside that, the implementation of GBA is considered as a new thing in this school. Thus, the researcher wanted to introduce GBA in this school. The population of this study was the 7th grade students. The participants of this study were thirty-six 7th grader of one junior high school in Bandung. They were purposefully chosen because the teacher recommendation. Additionally, all of the students were learning descriptive text when the researcher did this research.

In this research the researcher was an active participant or it is usually called an observer participant, where the researcher involved as the teacher of the class (Merriam, 1988). The students were divided into two different level; low and high achiever students. The specification of low and high achiever students was based on the data from the teacher in that school. However, Barkhuizen & Ellis (2005) state that sampling in qualitative research tends to be purposive rather than random; participants are chosen because they match the criteria indentified by the researcher that are characteristic of the group under investigation, it refers not only to selecting people, but also to documents and field notes from observation.

3.4 Data Collection

This section would elaborate instrumentations and research procedures that are used in this study. Detail description would be elaborated as follow.

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Astri Indah Lestari, 2015

TEACHING WRITING DESCRIPTIVE TEXT THROUGH GENRE BASED APPROACH: (A Case Study Research at a Junior High School in Bandung)

Universitas Pendidikan Indonesia | \.upi.edu perpustakaan.upi.edu

3.4.1 Instrumentations

In collecting the data, there were three types of instrumentations in this study, namely classroom observation, students’ written text, and questionnaire. Classroom observation and students’ written text were used to know the effect of GBA implementation in teaching writing descriptive text to students’ writing ability. While questionnaire was used to know the students’ responses related to the implementation of GBA.

3.4.1.1Classroom Observation

Observation is the process of gathering open-ended, firsthand information by observing people and places as a research site (Creswell, 2012, p.236).The classroom observation were conducted eight times. Each meeting spent 90 minutes. The types of the observation in this study is participant observer (Meriam, 1991) since the researcher took apart as a teacher in implementing GBA in teaching writing descriptive text. A participant observer is an observational role adopted by researcher when they take part in activities in the setting they observe (Creswell, 2012, p. 237). It was conducted to complete the answer of the first research question about the effect of GBA implementation in teaching writing descriptive text. Field note was made by the researcher in order to gain more data about GBA implementation. Furthermore, observation was also achieved by using students’ activities checklist in observing GBA implementation (see appendix B). 3.4.1.2Written Document

Written document was used to gather the data in answering the first research question. In this case, the written document was in form of 1) students’ written text, 2) Teacher’s field note and students’ activities checklist. The students’ written texts were analyzed to see the students’ ability development in writing descriptive text after the implementation of GBA in teaching and learning process. Six written texts were collected from two different levels of achiever which are low and high achiever students. Each level of achievement consists of three students. The texts were analyzed in the term of social purpose, schematic

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Astri Indah Lestari, 2015

TEACHING WRITING DESCRIPTIVE TEXT THROUGH GENRE BASED APPROACH: (A Case Study Research at a Junior High School in Bandung)

Universitas Pendidikan Indonesia | \.upi.edu perpustakaan.upi.edu

structure, and linguistic features of descriptive text as proposed by knapp & Watkins (2005). Moreover, teacher’s field note and students’ checklist activities were also used to evaluate the teacher and the students’ performance in the implementation of GBA in teaching writing descriptive text.

3.4.1.3Questionnaire

In this study, questionnaire with close-ended questions was aimed to collect information about the students’ responses toward the implementation of GBA in their English class. Questionnaires are any written instruments that present respondents with a series of questions or statements to which they are to react either by writing out their answers or selecting from among existing answers (Brown, 2001, p. 6). Moreover, a close-ended question is one in which the respondent is offered a choice of alternative replies (Openheim, 1966, p. 40). This type of questionnaire was chosen because it was simpler than the open-ended questions. The questionnaire was expected to help the researcher in exploring more information related to this research. This questionnaire form consists of 20 questions (see appendix D). In this case the questionnaire items were made by the researcher using Indonesian language to reveal the students’ responses toward the activities during the implementation of GBA. Specifically, the questionnaire items aimed to reveal the students’ responses about learning writing in general, the students’ responses toward the implementation of GBA, and the students’ responses toward GBA stages. The researcher used Likert Scale in scoring the questionnaire. Actually, there are five scales, however to avoid students confusion and to make it easier, the answer uncertain (U) was eliminated from the answer given. Thus, the answer consist of 4 choices, there are strongly disagree (SA), agree (A), disagree (D), and strongly disagree (SD).

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Astri Indah Lestari, 2015

TEACHING WRITING DESCRIPTIVE TEXT THROUGH GENRE BASED APPROACH: (A Case Study Research at a Junior High School in Bandung)

Universitas Pendidikan Indonesia | \.upi.edu perpustakaan.upi.edu

3.4.2 Research Procedure

The research procedure included teacher’s preparation before the program, conducting the lesson program, analyzing written document and conducting questionnaire.

3.4.2.1 Teacher’s preparation before the program

Before starting the program, firstly the researcher asked permission from the school to do the research. After get the permission, lesson plan was prepared by following several points proposed by Emilia (2011). Additionally, the lesson plans were based on Kurikulum Tingkat Satuan Pendidikan (KTSP); standard competence and basic competence (SK-KD). In analyzing the lesson plans, the lesson activities were read by the researcher to see the sequences between each activity and implemented the GBA in the lesson plan to support the classroom activities.

3.4.2.2Conducting the lesson program

The implementation of GBA was held in four weeks, started on April 27, 2015 to May 22, 2015. It was done in eight meetings, for 90 minutes in each meeting. On the first and second meeting, the researcher observed the stage of building knowledge of the field. On the third and fourth meeting, the researcher observed the stage of modeling. On the fifth meeting, the researcher observed the stage of joint construction. On the sixth to eight meetings, the writer observed the stage of independent construction. The activities in every stage covered the four skills of language. The observation data were collected by using field note from the teacher and students’ checklist activities from the observer, in this case the teacher in that school. The observation was a direct observation of events and behaviors as well as participant observation where the researcher is an active participant in the events being studied (Stake, 1995 and Yin, 2003). In the process of implementation, the researchers acted both as a teacher and researcher.

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Astri Indah Lestari, 2015

TEACHING WRITING DESCRIPTIVE TEXT THROUGH GENRE BASED APPROACH: (A Case Study Research at a Junior High School in Bandung)

Universitas Pendidikan Indonesia | \.upi.edu perpustakaan.upi.edu

3.4.2.3Analyzing Written Documents

After the implementation of GBA in teaching writing descriptive text had done, the written documents were analyzed. The students’ written texts were taken from the independent construction stage. Six students’ written texts were analyzed to see the students’ ability development in writing descriptive text. Before they made a final draft in independent construction stage, they followed the previous stages; there were building knowledge of the field, modeling, and joint construction. Additionally, the result also supported by the data from students’ checklist activities and teacher’s field note to see the implementation of GBA. As a document source, this provides valuable information in helping researcher understand central phenomena in qualitative study (Creswell, 2012, p.246).

3.4.2.4Conducting Questionnaire

The questionnaire was administered after the implementation of GBA was done. The students have to answer some questions which related to the students’ response about learning descriptive text in general. Moreover, the researcher also discover about the students’ response related to the implementation of GBA in learning descriptive text and the activities that was chosen by the teacher for every stage of GBA. As suggests by Dornyei (2009) there are several steps that were followed to make a good questionnaire. First, deciding on the general features of the questionnaire, such as the length, the format, and the main parts. Second, writing effective items/questions and drawing up an item pool. Third, selecting and sequencing the items. Fourth, writing appropriate instructions and examples, in this case the questionnaire was written in Indonesia language. Fifth, piloting the questionnaire and conducting item analysis. The last, administering the questionnaire to 36 seventh-grader on the junior high school.

After the questionnaires were distributed, the results from the questionnaire were calculated and elaborate by the researcher. It is to see the

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Astri Indah Lestari, 2015

TEACHING WRITING DESCRIPTIVE TEXT THROUGH GENRE BASED APPROACH: (A Case Study Research at a Junior High School in Bandung)

Universitas Pendidikan Indonesia | \.upi.edu perpustakaan.upi.edu

students’ responses toward the implementation of GBA in teaching writing descriptive text for seventh-grader.

3.5 Data Analysis

In accordance with the method that is used in this research, the researcher can obtain the data from various sources (e.g., observations and documents) to get a coherent description of what the researcher has observed (Fraenkle, et.al: 2012). In this case, the data were obtained from classroom observation, students’ text analysis, and questionnaire analysis. The questionnaire would be analyzed based on Likert Scale procedure. Detail description would be elaborated as follows.

3.5.1 Classroom Observation

The data from classroom observation was analyzed from field-note that was made by the teacher to refresh in mind the students’ attitude during the implementation of GBA in teaching writing descriptive text. There were four stages that were implemented by the teacher; building knowledge of the field, modeling, joint construction, and independent construction.

Moreover, to evaluate the teacher and students’ performance in implementing the lesson plan activities, there was students’ checklist activity for the observer. In this case the observer was the teacher in that school. From this observation sheet, the researcher could evaluate their performance in every meeting, whether or not the activities that are planned in the lesson plan before entering the class can run well. So, it could help the researcher to support the data from classroom observation notes that were made by the researcher herself. The result of analysis will be explained comprehensively.

3.5.2 Written Text Analysis

The written text analysis was chosen from the six students’ texts of low and high achiever students. The students’ texts were analyzed from three aspects; social purpose from Knapp and Watkins (2005), schematic structure from Gerot and

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TEACHING WRITING DESCRIPTIVE TEXT THROUGH GENRE BASED APPROACH: (A Case Study Research at a Junior High School in Bandung)

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Wignell (1994), and linguistic feature of descriptive text as suggested by Knapp and Watkins (2005), Gerot and Wignell (1994), Derewianka (1990), and Emilia (2010) that presented in the previous chapter. Additionally, the guidance for analyzing the text adapted from Brown (2007), also used in this study to see the students’ ability in writing descriptive text.

3.5.3 Questionnaire Analysis

The questionnaire design was close-ended questions. The data from close-ended questions were calculated to get the total of how many students who strongly agreed, agreed, disagreed, and strongly disagreed to the statements in the questionnaire. After all the data of the questionnaires were collected, to get the accurate findings the data were checked once again (see appendix D).

The results of data analysis derived from classroom observation, written documents, and questionnaire were cross-checked by using Triangulation. It strengthens the reliability and the internal validity in multiple methods of data collection and analysis (Merriam, 1998). The same phenomenon is examined through different view of literature and from the perspective of researchers in different fields, data collection techniques and results can be triangulated (e.g., observation, questionnaire, document analysis) (Duff, 2008). Those data were contrasted and were matched in order to gain the relationship of GBA implementation and students' responses in the teaching learning. Therefore, the events or facts of case study are supported by more than single source of evidence by triangulating the data (Yin, 2003).

3.6 Concluding Remark

This chapter has presented the research methodology. It provides information about research design, site and participant, data collection and data analysis. Next, chapter 4 presents findings and discussions of the study.

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TEACHING WRITING DESCRIPTIVE TEXT THROUGH GENRE BASED APPROACH: (A Case Study Research at a Junior High School in Bandung)

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CHAPTER 5

CONCLUSIONS AND SUGGESTIONS

This chapter reports the conclusions and suggestions of the study. It is composed based on the result of the study related to the implementation of GBA in teaching writing descriptive text to the seventh-grader. Meanwhile, several suggestions are provided that concerned to the approach implementation.

5.1Conclusions

This study focuses on the investigation of the GBA implementation to teach writing, especially writing descriptive text and gain their opinions toward it. The

data were collected from students’ written text, classroom observation and

questionnaire. Referring to the findings, it can be concluded that GBA implementation had good effects in developing students’ writing ability especially in writing descriptive text. It was proven by the result of students’ written text

from baseline text product and final text product. It showed that the students’ text

product has better quality after the implementation of GBA in terms of social function, schematic structure, and linguistic features of descriptive text.

Moreover, the result showed that all of the stages of GBA can help seventh-grader in making a descriptive text. In building knowledge of the field and modeling stage, the students can get new vocabularies from the examples of descriptive text and familiar with the schematic structure and language features of the text. Furthermore, the activities of working group in joint construction stage help the students to get more ideas from their friend. In addition, in implementing the independent construction stage, recursive process (drafting, revising, editing, proofreading is really helpful to the students in making a descriptive text. It means that the implementation of genre based approach in teaching writing descriptive text for seventh-grader give a good effects to the development of students’ writing ability.

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TEACHING WRITING DESCRIPTIVE TEXT THROUGH GENRE BASED APPROACH: (A Case Study Research at a Junior High School in Bandung)

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In addition, the result of questionnaire indicate that nearly all of the students give positive opinions toward the implementation of GBA in teaching writing descriptive text while only a few students give negative opinions to it. It can be stated that nearly all of the students in the classroom think that GBA is appropriate to be implemented in their class. Since, the data from questionnaire shows that students’ responses related to the implementation of GBA have high number on agreement or it can be said that GBA can help them to make a better descriptive text. Furthermore, this research gave the researcher an experience in conducting GBA in the classroom.

5.2 Suggestions

This study has many limitations. There are several suggestions presented in this study that can be recommended for the follow-up studies. These suggestions will be focused on two main parts; suggestion for English teachers and for further researchers who are interested in the same field.

monitor students’ activity in joint construction stage to make sure that all of the

students participate to share their ideas. Fifth, the teacher can implement GBA not only for descriptive text but also for different texts and skills. Sixth, it is suggested that teacher should have good capability in creating teaching strategy in the

classroom to attract students’ interest in learning English using GBA. It will be

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Universitas Pendidikan Indonesia | \.upi.edu perpustakaan.upi.edu

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TEACHING WRITING DESCRIPTIVE TEXT THROUGH GENRE BASED APPROACH: (A Case Study Research at a Junior High School in Bandung)

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5.2 Suggestions

Several suggestions for English teachers who are interested in implementing GBA in teaching writing are first, the teacher should provide activities that can help the students get new vocabularies related to the topic and knowledge of the grammar of the text in the first stage. Second, the teacher should make sure all of students get the knowledge before moving to the next stage. Third, the teacher should teach the schematic structure and linguistic features of the text explicitly and provide more than one examples of the text. Fourth, the teacher should monitor students’ activity in joint construction stage to make sure that all of the students participate to share their ideas. Fifth, the teacher can implement GBA not only for descriptive text but also for different texts and skills. Sixth, it is suggested that teacher should have good capability in creating teaching strategy in the classroom to attract students’ interest in learning English using GBA. It will be helpful to keep students interested and not feel bored during English class.

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Astri Indah Lestari, 2015

TEACHING WRITING DESCRIPTIVE TEXT THROUGH GENRE BASED APPROACH: (A Case Study Research at a Junior High School in Bandung)

Universitas Pendidikan Indonesia | \.upi.edu perpustakaan.upi.edu REFERENCES

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