Theoretical triangulation Validity and Reliability of the Research

any difficult words or not. She asked Ss to write the difficult words on the board in turns. After that, GBI wrote the meaning of the words in Bahasa and explained about a past tense. GBI reminded them about the past tense. After that, GBI gave exercises about producing sentences using the past tense. After a few minutes, GBI asked one of them to write the sentence on the board. When they made mistakes, GBI corrected directly and explained to Ss. Since the bell rang, GBI ended the class and asked Ss to continue studying about these materials at home. AP1FN0327 April 2016 Based on the above field notes, it shows that the teaching and learning process of writing was poor. The teacher only taught a writing skill in the last session. She gave the explanations and after that asked the students to produce the sentences. The result was not good because the students had many grammatical mistakes. In this case, the situation of the teaching and learning process tended to be monotonous because the teacher only gave explanations and then asked the students to do the tasks. Those activities did not encourage the students to get involved in the learning process. The researcher also found that only a few students actively participated during the lesson, while some others did not understand, and the rest did not pay attention to the teacher‟s explanation. When the teacher asked them to answer the question, those who did not actively participated could not answer the question well since they did not pay attention to the lesson. This made the situation of the teaching and learning become less conducive. To support the data, the researcher conducted an interview with the English teacher to know the problems that occurred in the English teaching and learning process at the school based on the teacher‟s perspective. From the interview, the researcher knew that there were many problems, which occurred, in the eight‟s grade class. It is proven by the Interview Transcript 1 below. Interview Transcript 1 P : .......Kira-kira kalau untuk kemampuan writing siswa bagaimana bu? ... So, what about the studen ts‟ writing ability, Mam? GBI : Ya itu dia, ya lumayan kurang sebenarnya. Mungkin anak-anak lebih mending readingnya daripada writing. Kalau writing, anak- anak banyak kesulitan cara mentranslate ke bahasa Inggrisnya, disuruh bawa kamus saja kadang ada yang bawa kadang ada yang tidak. Padahal vocab nya kurang. Jadi ya kalau tugas writing pasti ya masih kurang hasilnya. Soalnya mereka caranya dibuat bahasa Indonesia dulu baru si Inggriskan. Padahal hal itu ya tidak efektif juga caranya. That‟s the case, I think they have less ability in writing. I think the students have more ability in reading than writing. In writing, they have difficulties how to translate in English. I asked them to bring the dictionary, but only few of them brought the dictionary. They also lack vocabulary mastery. So when I gave them writing task, the result is not good. They usually write it in Bahasa Indonesia, and after that they translate it into English. And I think that is not effective. AP2IT01Q4 The Interview transcript above shows that the writing skill was rarely taught in the teaching and learning process. The teacher focused more on the teaching writing . Related to the students‟ writing skill, they had less ability in writing since their writing result was out of expectation. The students‟ way of writing was only translating from Bahasa into English, therefore, it is not effective. It was proved by the Interview Transcript 2 below.