66

BAB IVRESEARCH FINDINGS

This chapter explores the finding and the discussion of the study to answer the problem as mentioned in Chapter I. This finding is divided into two main parts. The first part is description of the English teachers technique in teaching writing descriptive text and the second is English teachers technique in evaluating students writing descriptive text.A. Research FindingsBased on the purposes of this research, the researcher has investigated two major aspects dealing with the teachers uncertainty in developing students writing. 1. Teaching Technique Two kinds of instruments were employed to cover the teachers teaching technique namely through observation and interview. Each of this type will be presented and discussed in the following subsequent.

a. ObservationSTAGES ASPECTSFREQUENCY/ GRADE AVR

1234Total

1.BKOF1. Relating the previous topic with the new one.

2. Delivering the learning goal.

3. Focusing students attention on the topic by using certain media.

4. Encouraging the students to share their experience about the topic. 5. Encouraging and directing students vocabularies.

6. Controlling the students to use the appropriate language.

1

3

2

1

1

21

3

2

2

1

11

3

2

3

2

31

3

2

2

2

24

12

8

8

6

8

1

3

2

2

1,5

2

TOTAL 101014125011,5

2. MOT 7. Giving the input for text model

8. Digging or discussing structural context in the text.

9. Guiding and directing the students to recognize the social function of the text.

10. Guiding and directly the students to recognize the schematic structure or the generic structure explicitly.11. Guiding and directing the students to recognize the linguistic feature of the text2

2

2

2

33

2

1

3

22

3

2

2

22

1

3

1

19

8

8

8

10

2,2

2

2

2

2,5

TOTAL111111810,7

3.JCOT 12. Instructing the students to write the text

13. Encouraging, motivating, and facilitating the students to work in group in order to produce the relevant text.

14. Monitoring and assisting to the group.

15. Giving the chance to the group to show their work to the class.16. Encouraging, facilitating, and monitoring class interaction.17. Giving comment, suggestion reinforcement to the students.

3

1

2

2

2

22

2

1

2

2

32

3

3

2

2

31

2

2

2

1

3

8

8

8

8

7

11

2

2

2

2

1,7

2,7

TOTAL1212151112,4

4. ICOT18. Directing the students to write the text individually in form of exercise and homework.

19. Assisting the students while they are finding the problem in producing the text.2

23

33

33

211

102,7

2,5

TOTAL4665215,2

Total all of observ37394636--

From the table above, it can be seen that the finding problem from the four observations in Genre Based Approach stages is Building Knowledge of the Field stage, the average score for this stage is 11,5. If it is converted, this point belongs to low criteria (see appendix 2). Moreover, that the item which has the highest point from four observations is on the stage Building Knowledge of The Field (BKOF) exactly in delivering the learning goal it got 12 point. The item that has the lowest point is relating the previous topic with the new one (4 points). The minimal point per item is 4 and maximal point per item is 16. To describe teaching technique, the researcher observed the teachers in four meetings. The researcher described how the English teacher carried out her technique in four stages for each observation. Based on the observation for the first time, some students looked unmotivated to participate in writing lesson. The teaching and learning activities were still teacher center. The students only kept silent and listened to the teacher without saying anything, even though the teacher asked the students some questions. Some others did not give contribution to learning process while she was giving instruction and examples. The teaching and learning activity at that time were not running well yet. The students were not motivated and not involved doing the tasks of writing.It could be observed that the students got difficulties in writing. Because they did not understand how to write the text and they also did not have sufficient vocabulary and grammar knowledge. Beside that, the English teacher has not applied several components of teaching learning cycle based on the genre approach. According to eight grade syllabus the firts semester learn about genre descriptive text, I observed when the English teacher teaching about this Genre. a. Building of knowledgeThe teacher did not provide the teaching aids, such as; pictures, games, chart and card.The teachers just use LKS English books in teaching learning process without ignoring what should be prepared to help proses learning.Teacher not prepared a lesson plan appropiate that consists of variation of ways and it was derived from teaching learning cycle (Oral and Written cycles) Based on Genre Approach Teacher applied the first stage in Teaching Learning cycle based on genre approach. It was BKOF (Building Knowledge of Field) stage to develop students mastery of vocabularies and English structure in writing. b. Modelling of TextThe English teacher introduced the topic to the students. The topic was Describing People. After that, the teacher tried to activate students background knowledge by giving guided questions that related to the topic, and then the students answered those guided questions actively. The next activities, the teacher stimulated students to think by using picture in the LKS books. Then the teacher asked the students to tell or described the characteristics of the people in the pictures. After that, the teacher asked the students to mention the vocabulary that they knew about describing people, and then the teacher brainstormed the students ideas aurally.c. Joint contruction of textNext, the teacher discussed the vocabularies with the students. The vocabularies were divided into three groups: noun, verb and adjective. After discussing, After that the teacher explained about simple present tense that used in descriptive text, and asked the students to make the sentences by using their own words. Next, the teacher explained about the generic structure of the Descriptive text; identification and description. At the end of the first cycle the teacher asked the student to make a descriptive text.d. Indenpendent contruction of textFinally, the teachers preference to have their students to write at home and present the result of the writing orally in front of the class can be said as a product oriented.In conclusion the English teacher did not implement the Four stages in teaching and learning descriptive text.Based on four meetings of observation in Junior High School 9 Solok Selatan, the total score of four stages that was gotten at the first meeting is 37, it is categorized into low criteria. In the second meeting, the score was 39, it belongs to average criteria. In the third meeting, the score was 46, it belongs to average criteria. Finally, in the last meeting, the score was 36, it means that the criteria belong low. The average of all meetings is 39,5. So, from this observation, it indicates that the teaching and learning process through GBA implementation is categorized average, but the teacher has tried to present a good teaching and learning process based on her own knowledge about GBA.

b. Interview The researcher also interviewed the English teacher in order to confirm the unsatisfied item from the observation. The researcher conducted the interview since there were some items which were far from the standard criteria of four stages in teaching and learning process bellow are the interview script.

Main StreamCategory

1. Idea of Genre Based ApproachUnqualified

2. Essence of Genre Based Approach Unqualified

3. Implementation of BKOFUnqualified

4. Sub stage in GBALie person

5. Knowledge about text Good

6. Knowledge about laxico GrammaticalLie Person

7. Teachers roleGood

8. Implementation of Join Construction of the Text JCOTGood

9. Implementation of Independent Construction (ICOT)Lie Person

10. Nature of stages in teachingUnqualified

Based on the interview that has been done between the English teacher and the researcher about the essense of Genre Based Approach in teaching process, she said that The implementation of Genra Based Approach still not run optimally. It cause of the limitation of teachers knowledge about GBA. It can be concluded that from the mainstream which was confirmed, the English teacher has good knowledge about what Genre Based Approach is. Meanwhile, the English teachers performance is not good as her knowledge about Genre Based Approach. From the confirmed mainstream above, generally the English teacher got more unqualified category for each mainstream than good category.

2. Teachers teachnique in evaluating students writing descriptive text.To know teachers technique in evaluating students writing descriptive text, the researcher used document analysis. In this case, the researcher investigates English teachers book mark.The finding showed that in evaluating students writing, the English teacher didnt evaluate based on standard evaluation. After asking students to write descriptive text, the English teacher collect them to be evaluated. Meanwhile, in teachers book mark, it wasnt found that the English teachers didnt assess students writing based on writing standard evaluation. The English teacher gave score students writing sheet, after that it was involved into teachers book score of the document. It is known that in writing assessment, there are some aspects that must be considered. For instance, if we use Jacobs theory, content, organization, vocabulary, language use and mechanics are important elements to be considered in order to get the score.Once, the researcher confirmed to the English teacher trough chit chat in order to know how the English teacher gave the score. The English teacher assessed students writing by reading them. If the student made many mistakes in grammar, she or he would get bad score. On the other hand, if the students made few mistakes, he or she would get good score from the teacher.B. Discussion1. Teacher teachnique in teaching writing descriptive textThe data about the Application of curriculum cycle were gained through a resource namely teaching observation. The application discussed four stages of curriculum cycles; they are building knowledge of the field, modelling of the text, joint construction, and independent construction.

a. Building knowledge of the FieldThe building knowledge of the field is a preparation phase. A stage for preparing student to the next phase by introducing the topic and related material of the targeted text by using students experience and prior knowledge. In this matter, the English teacher did not try to apply this stage appropriately. The English teacher came to the stage of modelling of the text directly after greeting the students.b. Modelling of the TextData related to the aim of modelling phase support the notion that this phase is aiming at familiarizing the learners with the target text-type or genre, and to draw attention to organizational and linguistic features commonly found in text belong to it (Derewianka, Cited in Yan, (2004). In conclusion, the English teacher had not reached all aims of modelling stage in their practice teaching in the class based on the data gained from observation.c. Joint Construction of the TextIn joint construction of the next stage, the English teacher devided the students into several groups. The English teacher asked the students to make a descriptive text with free topic in group. The English teacher also monitored the students during they work in group. From the interview, it is also know that the English teacher divided the students into some groups in order to make them work cooperatively.To conclude, teacher technique in teaching writing descriptive text especially in joint construction of the text is appropriated with the theoryd. Independent Construction of the TextIn the last step of teaching writing, the English teacher asked the students to make their own descriptive text individually. What was done by the English teacher is appropriate with independent Construction of the next theory. As assertes by Paltridge (2001:31), each students assumed cap able of working on a particular genre completely on his/ her own free from the teacher and peers help and intervention. Based on KTSP the teaching and learning activities is taking place in three steps: opening, implementation, and closing. The first step: greetings, presence the students, preparing the material to be discuss. This step is about 5 minutes. The next step is the implementation/ the execution of the teaching and learning activity. The teacher starts this activity by informing the objectives to be achieved, the process of teaching and learning activity, giving task to the students to do, feedback.The last step is closing. In this step, the teacher concludes the material that has explained in the implementation step. The teacher gives a review by asking questions based on the topic, and the students also given chance to ask question related to the topic; the teacher give task to the students to do at home (homework) as an assessment; the last is saying thanks for the attention. The strategies of teaching and learning activity are varied.The procedure of teaching and learning activities using GBA, are as follows: Step one, greetings, presence the students, preparing the material to be discussed. This step is about 5 minutes.The next step is the implementation/ the execution of the teaching and learning activity. The teacher starts this activity by informing the objectives to achieve followed by the process of teaching and learning activity. In this step, the teacher explains the meaning; the purpose and the content of a text, and the content of each paragraph of the text. The teacher emphasizes certain words to be memorized, then giving task to the students to do, and feedback. The following is a record of the process of the teaching and learning activities in class. Teacher starts to explain the topic. I will give you about type of another text, may be talking about description, maybe about school, or village, etc. While explaining, the teacher writes on the board about three types of text which are going to be discussed. The teacher informs to the students that the description text based on 3 main parts, such as: first, report text, second is description text, and the last is recount text. The teacher starts to explain the first type of text: descriptive text. In order to activate the students, the teacher says: I want to ask you: what is descriptive text? One of the students answered: Text that describes information. And then the teacher asks the other student: The others how about Report Text, What is report text? One of the students answered: The same. The teacher corrects the students answer by saying: Yes, descriptive text is the text describing something. After writing the definition on the board, the teacher continues by the next question: What is the purpose of descriptive text? The purpose of descriptive text is the same as the definition it is to describes something or someone.The last step is closing. In this step, the teacher concludes the material that has explained in the implementation step. The teacher gives a review by asking questions based on the topic, and the students also given chance to ask question related to the topic; the teacher give task to the students to do at home (homework) as an assessment. The teacher gave a text to discuss in groups, and the students will present it on the next week; the last is saying thanks. The strategies of teaching and learning activity are varied.The variation of Genre Based Teaching is based on the topic or the material to be taught. On the presentation day, the students present an explanation text they have discussed before in groups. The teaching and learning activity also takes place by: opening, presentation and closing. The first step, the teacher opens the meeting by: greeting, presences and explains the procedure in presenting the discussion result.The students are divided into group of five people, and they did the task for about one week. Based on the text given, the students have to try to find pictures related to the text.This practice of individually writing text by students in the independent construction of the text is in accordance to concept of independent construction of the text proposed by Martin Cited in Chappel (2004: 9), Paltridge (2001:31) and Derewianka cited in Yan (2004) that at this phase, students work independently and individually to produce the chosen genre. Then, the data related to the activities done in this phase shows that majority of the teachers asked the students to present their individual writing in the class in the next meeting. This practice is quite difficult to be done in most Indonesias classrooms regarding the big number of the class and the time available for asking each student to present his or her work. Finally, the teachers preference to have their students to write at home and present the result of the writing orally in front of the class can be said as a product oriented. The teachers put more concern on how good is the products that students can produce rather than on the process how the students can produce a good product. According to Badger and White in (Getreda: 2007) this is called a product-based approach to writing. It is an approach that sees writing as mainly concerned with knowledge about the structure of language, and writing development as mainly the result of the imitation of input, in the form of texts provided by the teacher.

2. Teachers teachnique in evaluating students writing descriptive text.From the finding, it is know that the English teacher didnt use standard evaluation in evaluating students writing. The English teacher just read them all, and then scored on students sheet. After that, the scores were moved into teachers book mark.The English teacher should have scored students writing based on standard evaluation by considering some criterias. For instance, if the English teacher use Jacobs writing assessment, the English teacher showed consider the indicators (see Appendix 5).After paying attention in those indicators above, the English teacher can give the final to the students. Finally, the evaluation made by the English teacher can be valid.57