BAB IV

RESEARCH 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 Findings
Based 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.

57

58

a. Observation
FREQUENCY/ GRADE
STAGES

ASPECTS

1.BKOF 1. Relating

AVR

the

previous

Tota
l

12

1,5

10

10

14

12

50

11,

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
directing

and
students

vocabularies.
6. Controlling
students

the
to

use

the

appropriate language.
TOTAL

2. MOT 7. Giving the input for text 2

2,2

model
8. Digging

or

discussing

structural context in the

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text.
9. Guiding
the

and

11

11

11

10

2,5

directing

students

recognize

the

to

social

function of the text.

10.Guiding and directly the
students

to

recognize

the schematic structure

or the generic structure
explicitly.
11.Guiding and
the

directing

students

to

recognize the linguistic

feature of the text

TOTAL

10,
7

3.JCOT

12.Instructing

the

1,7

11

2,7

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

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their work to the class.

16.Encouraging,
facilitating,

and

monitoring

class

interaction.
17.Giving
comment,
suggestion
reinforcement to the
students.
TOTAL

12

12

15

11

12,
4

4. ICOT

18.Directing the students

11

2,7

10

2,5

TOTAL

21

5,2

Total all
of
observ

37

39

46

36

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.

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).

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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

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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 knowledge
The 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 Text
The 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

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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 text
Next, 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 text
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.
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

64

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 Stream
1. Idea of Genre Based Approach

Category
Unqualified

2. Essence of Genre Based Approach

Unqualified

3. Implementation of BKOF

Unqualified

4. Sub stage in GBA

Lie person

5. Knowledge about text

Good

6. Knowledge about laxico Grammatical

Lie Person

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7. Teachers role

Good

8. Implementation of
of the Text JCOT

Join Construction

9. Implementation
of
Construction (ICOT)

Independent

10.Nature of stages in teaching

Good
Lie Person
Unqualified

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

66

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.

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B. Discussion

1.

Teacher

teachnique

in teaching writing descriptive text

The data about the Application of curriculum cycle
were

gained

through

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 Field
The 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.
Modelling of the

b.
Text

Data 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

68

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.
Joint Construction

c.
of the Text

In 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 theory
d.

Independent
Construction of the Text

In the last step of teaching writing, the English

teacher

asked

the

students

to

make

their

own

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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

70

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

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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

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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.

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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.

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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.