| dc.description.abstract | This study was undertaken in order to improve the tenth year students’
descriptive writing ability at SMAN 4 Jember. Specifically, it was intended to
improve the students’ ability in producing the descriptive text through genre-based
approach. This research involved the students of class X3 who were chosen as the
research subjects based on the result of informal interview with the English teacher
and the result of the observation showed that these students still experienced
difficulties in producing a good descriptive text.
To achieve the purpose of this study, a collaborative classroom action
research was implemented. It was implemented in two cycles which each of them
consisted of four stages. 1) Preparation of the action, 2) Implementation of the action,
3) Monitoring and evaluation of the action, 4) Data Analysis and Reflection of the
Action. The data collection method was observation and test. Some field notes were
used as the means of recording during the observation, meanwhile the essay writing
test was used as the means to measure the students’ ability in producing descriptive
text which covered content; organization of ideas; language in use; mechanics; and
style.
In the first cycle, the target for product evaluation has not been achieved yet
instead of good result in process evaluation. Especially in product evaluation, there
were 25 of 38 students (65.79%) had achieved the standard score requirement (70).
The field notes result as the process evaluation in the first cycle showed the good
cooperation and participation from the class during teaching learning process. Therefore, the result of the first cycle aimed that the second cycle was needed to be
conducted.
The second cycle was conducted by revising some materials and deepening
the materials. Both of the teacher and observer collaboratively maximized the joint
construction phase to aid the students who got low score. The result of both product
and process evaluation has been achieved. In product evaluation, there were 35 of 39
students (89.74%) had achieved the standard score requirement (70). Afterwards, the
field notes result as the process evaluation in the second cycle still showed the good
cooperation and participation from the class during teaching learning process. Since
the result of the essay-writing test in the second cycle had achieved the criteria of
requirement (70), the action was stopped.
The research result prove that genre based approach could improve the
students’ descriptive writing ability. Therefore, it is highly recommended for the
English teacher to apply genre-based approach since it could improve the students’
writing ability, especially in descriptive writing. | en_US |
