42 To enhance the trustworthiness of the research, the researcher also used triangulation.
Additionally, Burns 1999:164 suggests four triangulation, namely time triangulation, space triangulation, investigator triangulation, and theoretical
triangulation. This research uses time triangulation, investigator triangulation, and theoretical triangulation. Those are explained as follows:
1 Time triangulation It relates with the timing of the data collection. This research collected the data at
one point of time. This research was done in two cycles consist of six meetings during which, the process of data collection was done.
2 Investigator triangulation There was more than one observer in this research. One observer was the
researcher itself and the second one was the English teacher who was her collaborator. The aim of this was to avoid the subjectivity in the observation.
3 Theoretical triangulation This research used more than one theoretical approach to interpret and support
the data. The aim was to get a better understanding in making sense the data and the information during the research.
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CHAPTER IV RESEARCH FINDINGS AND DISCUSSION
This chapter presents the process and the findings of the research. This part consists of five sub chapters namely reconnaissance, report of Cycle I, report of Cycle
II, general findings, and discussion. Each of the items will be discussed below.
A. Reconnaissance
1. Identification of the Field Problems
In this step, the researcher did the reconnaissance step to identify the existing problems. The reconnaissance step was carried out by conducting interviews with the
English teacher and the students, doing classroom observation, and analyzing the pre- test result in order to find out the problems in the field.
The classroom observation was conducted on 19 May 2014 at 9 a.m. in class VIII A. The vignette below is one of the results of the observation during the teaching
and learning process. It shows some problems related to the teaching and learning of writing.
At 09.00 the bell rang showing that the English class would be started. It was the English class in which the material was learning about writing descriptive text. The
teacher, Mr. Agus Supriyanto, entered the classroom while some of the students were still outside because the previous activity was break after the ceremony. He brought an
attendance list, some books and some markers. All students who were outside entered the classroom and went back
to their seats. The teacher greeted the students, “Good morning?” and the students answered together, “Good morning”. There were several
students who didn’t answer the greetings and were busy with their own activities. Then, the teacher checked the students’ attendance. All students were present. The
topic of that day was writing descriptive text. The teacher explained the genre, the continued
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generic structure, the time to use the text and some examples of descriptive text. He wrote that on the whiteboard and asked the students to copy them.
After finishing copying, the students were asked to take out their LKS and open page 13. “What is the title of the text?” asked the teacher. The students answered
“The Eiffel Tower”. The teacher then asked, “Right, Kira kira text apa yang akan kalian pelajari
?” The students were silent in a while. Some of them said in low voice; others said “Nggak tau pak”, others were busy with their own activities and there was
a student who slept when the teacher taught. “Coba dilihat, text itu kira kira isinya apa? Kalian lihat isinya dulu coba.”The students seemed looking at the text and they
said “Tentang menara Eiffel”. Then the teacher said, “Iya betul, berarti kalau begitu nama teksnya apa
?” the teacher asked. They were still silent and did not want to answer the question although they had been explained before. The teacher answered
his own question “Descriptive text”. “Now, look at the picture. What can you say about Eiffel Tower?” the teacher asked. There was a student said “ada di Perancis,
pak ”. Then the teacher asked them to find difficult words and asked them to find the
meanings in the dictionary. In the previous meeting, he had asked the students to bring a dictionary, but there were still many students who did not bring it. Some of
them said that they forgot to bring the dictionary; some others said that they did not have money to buy the dictionary and the other said that the dictionary was stolen and
other reasons. By seeing the condition, the teacher finally helped them by translating
the meanings. He asked “Mana yang kalian tidak tau artinya?” The students didn’t respond like they knew any word on the text. The teaching and learning process
was in one direction in which the teacher dominated the classroom while the students did not care about the teaching and learning process.
The activity was continued by the students doing the tasks in LKS while the teacher went
out for a while. He said “Kerjakan task yang ada dari halaman 14 nanti dikumpulkan
”. When the teacher had not left, the student seemed seriously doing the task although they did not actually do anything. After he left, the class began to be
noisy. Almost a ll the students didn’t do the task and they were busy with their
own businesses. Only some students did the task and they seemed getting
difficulties to do the task
. There were some tasks they had to do. After 15 minutes left, the teacher came back and asked whether the students
had already finished the task or not. Then, they answered together “Belum, pakk”.
After checking the students’ works one by one, the teacher asked them to leave their work first and asked them to pay attention to him again
. The teacher said “Sekarang tinggalin dulu pekerjaan kalian yang itu. Sekarang buatlah sebuah
descriptive text sederhana tentang idola kalian masing masing ”. The teacher asked
them to make a simple descriptive text. They were free to open books, open dictionaries or discuss with their friends, but they were not allowed to cheat others’
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