Process Validity Catalytic Validity

40 researcher conducted a classroom observation on April 18 th 2015. He observed the classroom interaction while the teacher was teaching about repeating V-ing to the class. The result of the classroom observation presents on the Appendix A. After that, he administered the pretest to the class. Based on the field note on the Appendix A, there were problems in the teaching and learning process of the class. First, the students tended to keep silent while the teacher gave the explanation about the lesson. However, they were enthusiastic when the teacher played a joke. Next, the researcher also did interviews with the English teacher and some students. The students seldom used English in the conversation. Furthermore, the English teacher did not use the teaching aid, such as videos or audios or handouts to support the teaching learning process. They had to write down the teacher’s explanation on their books. The students lacked confidence to express their expression in English. They were afraid of making mistakes in pronunciation, structure and vocabulary when they were speaking. Therefore, most of them were shy of showing their speaking skill in front of the class. Besides, the materials given by the teacher did not meet the students’ need. The teacher did not use the basic competence and standard competency of SMK. Moreover, the teacher did not use handout for guiding their lesson. She paid little attention to interactive speaking tasks. She rarely asked them to do role play as their job, to have discussion, to do interview or other interactive tasks. As a result, the students were passive in the class. The students still had a difficulty in pronouncing words, it can be showed by the interview transcript in Appendix C. The teacher seldom gave feedback and 41 correction when the students got difficulty in arranging the sentence or pronouncing incorrect pronunciation. The teacher also did not use the material books to guide the lesson. She did not package the material with the variety interaction. The English teaching and learning in the class was less communicative. Consequently, most of the students felt that English was a difficult subject and boring subject because of so many theories. After doing the class observation, interviewing the English teacher and some students, also got the score of pretest, the researcher and the English teacher did discussions about the problems occurred in the class. Based on the discussions, they identified some problems that were found in the field. Those field problems were presented in the table below. Table 2: The Field Problems Concerning the English Teaching and Learning Process in Class XI Travel Tourism Program of SMK N 6 Yogyakarta in the Academic Year of 20142015 No Problems Codes 1 The students had difficulties in pronunciation and in constructing the sentences. S 2 The students had limited vocabulary mastery. S 3 The students laughed at their friends who made some students afraid to make mistakes if they spoke English. S 4 The students were shy and passive to speak English and had low fluency. S 5 The students considered English as a difficult and boring subject, because so many theories there. S 6 The students had less opportunity in practicing speaking as they got less chance to practice speaking in the class. S 7 Most of students slept or they often made noise when the teaching and learning activity was still going on in the class. S 8 The students were bored, had low motivation and not interested with the English material. S 9 The teacher did not allow the basic competence and standard competency when they taught English in the class. T 10 The teacher did not explain the expressions used in language used based on the Travel Tourism Program’s need. T