Research Validity and Reliability

44 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’ continued 45 works. He said “Kalian boleh membuka buku, kamus, berdiskusi asal tidak boleh sama atau mencotek pekerjaan teman kalian. ” The students seemed finding difficulties to develop their ideas. They said they did n’t have any idea about what to write on their writing. They also lacked the abilities to arrange words into sentences and sentences into paragraphs. There were some students who carelessly cheated their friend’s work. After a while, the teacher asked the m “Bagaimana anak-anak mudah kan?”. “Susah pak, bingung”they answered. The teacher checked his student’s works one by one. The lesson ended after the bell rang. The students were asked to study other materials from the LKS. They were given no homework for the next meeting. The teacher said goodbye to the students and dismissed the class. V01 The vignette indicates that the process of the teaching and learning of writing was not quite successful. There were some problems which occurred during the process of the teaching and learning of writing. The conditions of the teaching and learning process shown in the vignette above are also supported by the result of interview with the English teacher and the students. The following excerpts of interview transcripts explain further information about the overview of writing ability of grade VIII A students. The interviews with the teacher and the students were conducted in the library of SMP N 5 Sleman. The following is the interview transcript between the researcher and the English teacher and also some students which shows and supports the vignette above. 46 Interview transcript with the teacher R : Apakah proses belajar mengajar menulis di kelas 8A sudah memenuhi harapan? Has the teaching and learning process of writing fulfilled your expectation? T : Ya bisa dikatakan belum ya mas, karena siswa masih mengalami kesulitan ya hampir dikatakan dalam semua aspek. Hasil ulangan harian siswa kelas A juga belum cukup memuaskan walaupun murid muridnya bisa dikatakan pilihan I can say that it has not fulfilled my expectation yet, Mas, since the students still have problems in almost every aspect of writing . The students’ test scores have not been satisfactory even though they are the good students. R : Apakah siswa berpartisipasi aktif dalam proses belajar mengajar di kelas seperti bertanya, mengeluarkan pendapat, menjawab pertanyaan dan lain- lain? Do the students participate actively during the teaching and learning process in the classroom, for example by asking questions, giving opinions, answering questions and so on? T : Tidak terlalu. Ya ada satu dan dua orang yang tanya, kalau yang lainnya ya diam- diam saja. Tapi kalau ditanya “Siapa yang mau menjawab nomor sekian?” banyak dari mereka yang mengangkat tangan. Tergantung gurunya sih mas. Harus pintar-pintar memancing supaya mereka mau bicara. They are not really active . There are one or two students who like to ask, the others are silent. However, when they were asked, “Who wants to answer number X?” many of them raised their hands. It depends on the teacher who must be clever in encouraging them. R : Oh, begitu ya Pak. Media apa yang bapak gunakan untuk mengajar menulis misalnya seperti gambar, realia, video, dan lain-lain? Oh, I see. What media do you use to teach writing for example pictures, realia, videos, and so on? T : Medianya saya sendiri, mas. Saya kalau mengajar banyak cerita, apalagi kalau mengajar Narrative. Kalau LKS itu kan kadang sudah ada gambarnya. The medium is me myself, mas. When I teach, I always tell stories a lot, especially when teaching a narrative text. The LKS itself has contained pictures . R : Oh, begitu. Apakah bapak sering menggunakan laboratorium Bahasa Inggris untuk mengajar? Oh, I see. Do you often use the English laboratory in teaching? Continued