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the passage.
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Chapter Three Methodology....... 19
3.1 Research questions........... 19
3.2 Experiment participants....19
3.3 Instruments..... 19
3.4 Procedures...... 22
3.5 Data collection.........31
3.6 Summary.........31
Chapter Four Data Analysis and Discussion........ 32
4.1 Data analysis and discussion of the questionnaires...... 32
4.2 Data analysis and discussion of tests.......... 37
4.3 Discussion of the interview.......41
4.4 Summary.........42
Chapter Five Conclusion.... 43
5.1 Major findings......... 43
5.2 Implications of the research...... 44
5.3 Limitations of the research........45
5.4 Suggestions of the research.......45

Chapter Four Data Analysis and Discussion

In this chapter, the author mainly provides analysis and discussion of the pre-posttests and the pre-post questionnaires in the experiment with the software SPSS 17.0, inorder to know whether there are obvious differences between the EC and CC. In thischapter, the two questions will be tested and answered.

4.1 Data analysis and discussion of the questionnaires

In the Table4.1, it shows the statistics of the three dimensions of English reading. Itclaims that all the mean score are less than 3.00. However, the mean scores in two classesare almost the same. That means the two classes have the same level in reading.In the Table 4.1, we can learn that item 12 is the lowest both two classes. It means thatthe students are lack of making an evaluation by themselves. In other words, the studentsdo not have the awareness of evaluating their work. Meanwhile, item 6 and 16 are also lowin two classes, it shows that students may have problem in skimming to grasp the mainidea and taking notes. According to the pre-questionnaire, students may have someproblems in their reading strategies. That is the reason why the author should examine theimprovement of students after the experiment.

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Conclusion

In this chapter, the author firstly summarizes the major findings of the experiment.And then, it shows some implications in the teaching process in the Junior High School. Atlast, it also figures out the limitations of this research, and then the author comes up withsome suggestions for the further researchers.The author would make a conclusion about the major findings about the study and thefindings after the experiment.Firstly, from the questionnaires’ data which are analyzed in Chapter Four, it can beseen that genre-based teaching approach can enhance the reading strategy of the EC,especially in cognitive and meta-cognitive strategies. After the experiment, we can find thechanges in EC. The mean scores of post-questionnaire shows that students have bigimprovements in cognitive and meta-cognitive reading strategies, while in compensatingreading strategies, the changes are not clear. It also can arouse students’ initiative andfoster their good reading strategies, which were beneficial to improving their readingcomprehension gradually. As for interview, the results give a positive attitude ingenre-based teaching approach. From the interview, we can see that most students havegrasp the reading ability including predicting the words, evaluating the behavior andfinding out the structures of genre of the passages. All the finding