Theoretical triangulation Validity and Reliability

Vignette 1 In reference to the vignette above, the teaching and learning process in the class did not run well. There were only few students who were active during the teaching and learning process, the other students were passive and some of them tended to be busy doing their own activity during the teaching and learning process. It means that they had low motivation in learning because they did not pay attention to the teacher’s explanation. After conducting the observation, the researcher also conducted interviews with some students. From the interviews, the conclusion drawn is that most of the students were not interested in learning English lesson since the teaching and After talking about problems related to the class, P and GBI entered the classroom. P sat at the back desk to observe the class activity. The class situation was very noisy, almost all of the students did chatting, joking, laughing although GBI and P had been in the class. After that he opened the class by greeting them, “Good morning, students,” some of them responded him, but the others were busy doing something as usual. Then, GBI explained why P was here to do observation because next meeting P would conduct research in that school especially in class VIIA. Then GBI discussed about the previous meeting. There was homework and then they discussed about the homework. After discussing homework, GBI asked Ss to open the LKS Lembar Kerja Siswa to study over again about Procedure text. GBI pointed one of Ss to read the text. Then GBI explained the text and asked Ss to translate the words in the sentence by using dictionary. When GBI gave explanation, several Ss were busy chatting with others; even they were busy with themselves. When GBI asked, “Any difficulties?”. Ss only kept silent and bowed their head. After that, GBI asked Ss who could answer the difficult word. Only few students were brave to answer, the others were not active during the class. The time was over, GBI and P ended the class and left the class together while talking about the problem related to the students. ET said that Ss sometimes have difficulties to the unfamiliar words. So, she asked them to find the meaning in the dictionary. However, not all students have the dictionary and tend to keep silent or copy their friends’ work. learning process was less varied activity. It is proven in the Interview Transcript below. Interview Transcript 2 P : “....... Dek Akbar suka ga sama pelajaran bahasa Inggris?” Dek Akbar, do you like English lesson? S 2 : “Agak, agak suka.” Not really P : “Agak suka? Kenapa kok agak suka?” Why? S 2 : “Rada - rada susah hehehe.” It seems difficult P : “Rada -rada susah ya. Oke, kegiatan pelajaran bahasa Inggris di kelas biasanya seperti apa? Gurunya ngajarnya kayak gimana?” Oh, I see. How is the activity? How does your teacher teach in class? S 2 : “Ya menerangkan.” Just explaining P : “Terus, dikasih soal gitu ga?” And then, does your teacher give question? S 2 : “Iya dikasih soal, kalo sudah menerangkan itu terus dikasih soal.” Yes, after the teacher gave explanation, then she gave the questions P : “Terus biasanya gurunya ngajarnya pake media apa ga? Does your teacher use media for teaching? S 2 : “Eem enggak.” No IT05March 19 th 2014 From Interview Transcript 2, the student had low motivation in learning English because he thought that English was very difficult to learn. It is caused by the teaching technique used by the English teacher was monotonous and she did not use media to support the teaching and learning activities. Those statements are also supported by the following Interview Transcript.