AN INVESTIGATION OF EFFECTIVE TEACHING

AT THREE FAVORITE STATE ISLAMIC JUNIOR

HIGH SCHOOLS IN DKI JAKARTA BASED ON THE

DYNAMIC MODEL

By:

DAHLIA PUSPITA SARI

NIM: 1110014000076

DEPARTMENT OF ENGLISH EDUCATION

THE FACULTY OF TARBIYAH AND TEACHER’S TRAINING

SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY

JAKARTA

2015

AN INVESTIGATION OF EFFECTIVE TEACHING

AT THREE FAVORITE STATE ISLAMIC JUNIOR

HIGH SCHOOLS IN DKI JAKARTA BASED ON THE

DYNAMIC MODEL

A Skripsi

Presented to the Faculty of Tarbiyah and Teacher’s Training

In a Partial Fulfillment of the Requirement

for the Degree of S. Pd (Bachelor of Arts) in English Language Education

By:

DAHLIA PUSPITA SARI

NIM: 1110014000076

DEPARTMENT OF ENGLISH EDUCATION

THE FACULTY OF TARBIYAH AND TEACHER’S TRAINING

SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY

JAKARTA

2015

v

ABSTRACT

Dahlia Puspita Sari (NIM: 1110014000076). An Investigation of Effective

Teaching at Three Favorite State Islamic Junior High Schools in DKI

Jakarta Based on the Dynamic Model. Skripsi of Department of English

Education at Faculty of Tarbiyah and Teachers’ Training of State Islamic Syarif

Hidayatullah University Jakarta, 2015.

Advisor I : Siti Nurul Azkiyah, Ph.D

Advisor II : Atik Yuliani, M.A. TESOL.

Keywords : Effective Teaching, Dynamic Model

This research was aimed to investigate effective teaching at three favorite

State Islamic Junior High Schools in DKI Jakarta based on the dynamic model on

academic year 2014/ 2015. The subjects consisted of 12 English teachers who

have taught at three favorite State Islamic Junior High Schoos in DKI Jakarta:

MTsN 41 Al-Azhar Asy-Syarif, MTsN 32, and MTsN 3.

The method used in this study was mixed-methods. The instruments of this

research were teachers’ and students’ questionnaires (quantitative) and classroom

observation, and interview (qualitative). In analyzing the data, the researcher used

triangulation.

The findings of the study showed that the teachers have practiced the

principles of effective teaching in the teaching learning-process. It could be

showed by the teachers’ practice categorized as fair. The result of teaching quality

based on the observer was 2.8. This score revealed that the teachers have been

categorized good enough to practice the principles of effective teaching.

Although, there was a stage that could be categorized as low, structuring, the

mean score of this stage was 1.9. For seven other stages showed that the teachers

have been categorized as fair, they were: orientation (2.7), modeling (2.7),

application (3.3), questioning (3), assessment (2.8), classroom learning

environment (3.1), and time management (3.3). The data revealed that the teachers

have been good enough to practice the principles of effective teaching strategies

based on the dynamic model. Even in the stage of structuring, there were not

many teachers practice this strategy in the process of teaching and learning.

vi

ABSTRAK

Dahlia Puspita Sari (NIM: 1110014000076). An Investigation of Effective

Teaching at Three Favorite State Islamic Junior High Schools in DKI Jakarta

Based on the Dynamic Model. Skripsi, Jurusan Pendidikan Bahasa Inggris,

Fakultas Tarbiyah dan Ilmu Keguruan, UIN Syarif Hidayatullah Jakarta, 2015.

Pembimbing I : Siti Nurul Azkiyah, Ph.D.

Pembimbing II: Atik Yuliani, M.A. TESOL.

Kata Kunci : Effective Teaching, Dynamic Model.

Penelitian ini bertujuan untuk menyelidiki penggunaan strategi pengajaran

yang efektif di tiga MTsN favorit di DKI Jakarta berdasarkan pada teori dynamic

model tahun akademik 2014/ 2015. Subjek dari penelitian ini terdiri dari 12 guru

bahasa Inggris yang mengajar di MTsN 41 AL-Azhar Asy-Syarif, MTsN 32, dan

MTsN 3.

Metode yang digunakan dalam penelitian ini adalah mixed-method.

Sementara itu, instrumen yang digunakan dalam penelitian ini adalah kuesioner

yang ditujukan kepada guru dan siswa (kuantitatif), observasi dan interview

(kualitatif). Teknik triangulasi pun digunakan dalam penelitian ini untuk

memeriksa keabsahan data dari ketiga instrumen.

Hasil dari penelitian ini menunjukkan bahwa para guru telah melakukan

strategi pengajaran yang efektif dalam praktek pengajaran sehari - hari. Sikap para

guru dalam mempraktekkan strategi tersebut termasuk dalam kategori “sedang”.

Hal ini dapat ditunjukkan dengan nilai kualitas pengajaran yang berasal dari

peneliti yaitu 2,8. Nilai tersebut menunjukkan bahwa para guru sudah cukup baik

dalam mempraktekkan strategi – strategi tersebut. Meskipun ada satu strategi yang

termasuk dalam kategori “rendah” yaitu di tahap structuring dengan nilai rata -

rata 1,9. Ketujuh strategi lainnya menunjukkan bahwa rata – rata guru sudah

termasuk dalam kategori “sedang”, yaitu di tahap orientation 2,7, modeling 2,7,

application 3,3, questioning 3, assessment 2,8, classroom learning environment

3,1, dan management of time 3,3. Keseluruhan nilai tersebut menunjukkan bahwa

para guru sudah cukup baik dalam mempraktekkan strategi pengajaran yang

efektif berdasarkan teori dynamic model ini. Meskipun di tahap structuring, belum

banyak guru yang mempraktekkan strategi ini dalam proses belajar mengajar.

vii

ACKNOWLEDGEMENT

All praises be to Allah, Lord of the Worlds, for the blessing and the guidance

to the writer in completing this Skripsi. Peace and salutation be upon to the

prophet Muhammad SAW., his family, his companions, and his adherence.

It is great feeling that the Skipsi has been accomplished entitled “An

Investigating of Effective Teaching at Three Favorite State Islamic Junior High

Schools in DKI Jakarta Based on the Dynamic Model”. It is presented to the

Faculty of Tarbiyah and Teacher‟s Training in partial fulfillment of requirements

for the Degree of First Strata in English Language Education.

In arranging this Skripsi, the writer would like to express her gratitude to the

following people who have provided motivation, advice, support, and helped the

writer:

1. All lectures in Department of English Education for the worthy knowledge,

the motivation, and patience to the researcher during her study at State

Islamic Syarif Hidayatullah Jakarta University.

2. Drs. Syauki, M.Pd., the Head of Department of English Education.

3. Mr. Zaharil Anasy, M.Hum., the Secretary of Department of English

Education and also the home lecturer of PBI B class 2010.

4. Mrs. Nurlena Rifa‟i, M.A, Ph.D., the Dean of Faculty of Tarbiyah and

Teachers‟ Training.

5. Mrs. Siti Nurul Azkiyah, Ph.D and Mrs. Atik Yuliyani, MA.TESOL., the

advisors who have given guidance, advice, motivation and patience to the

researcher in accomplishment of this „skripsi‟.

6. The Headmasters of MTsN 41 Al-Azhar Asy-Syarif Indonesia, MTsN 32, and

MTsN 3 in DKI Jakarta who have given allowance of research at the schools.

vii

7. All of English teachers and their students of MTsN 41 Al-Azhar Asy-Syarif

Indonesia, MTsN 32, and MTsN 3 in DKI Jakarta who have given their

permission to the researcher in conducting the research in their classes.

8. Mrs. Siti Mutmainah, S.Pd., (beloved mother), who always gives prayer,

devote endless love and give motivation for the writer‟s best all the time. She

is the best in researcher‟s life. Her unforgettable father, Mr. Masykur, who

has passed away when she was child that she will always love him forever.

9. Drs. Suharmadi, Ak. MM. MSi. CA., and Mrs. Retno Indriati, S.Pt., they are

also the best parents and teachers for the writer that she can just say thank so

much for everything that they have given to her, she would like to send her

best prayer for them and their family.

10. All the writers‟ families who always supports her to finish this research.

11. All beloved friends of “Class of PBI B 2010” in Department of English

Education.

12. To any other people who give contribution to the researcher and cannot be

mentioned one by one.

Finally, the writer realized that this Skripsi is far for being perfect. Therefore,

it is such a pleasure for her to get critique and suggestion to make this Skripsi

better. Hopefully this Skripsi can give usefulness for the development of English

teaching and learning.

Jakarta, 10 January 2015

The Writer

ix

TABLE OF CONTENTS

Title ........................................................................................ ........................ i

Approval ........................................................................................ ................. ii

Letter of Writing Authenticity...................................................... .................. iii

Endorsement Sheet ...................................................... ................................... iv

Abstract ............................................................................ .............................. v

Acknowledgement ........................................................................................... vii

Table of Contents ............................................................................................ ix

List of Tables .................................................................................................. xii

List of Figures ............................................................................................... xiii

List of Appendices ........................................................................................ xiv

CHAPTER I : INTRODUCTION

A. The Background of the Study ....................................... 1

B. The Problem Identification ........................................... 5

C. The Limitation of the Study .......................................... 5

D. The Formulation of the Problem ................................... 5

E. The Objective of the Study ........................................... 5

F. The Significance of the Study ....................................... 6

CHAPTER II : THEORETICAL FRAMEWORK

A. The Concept of Effective Teaching .............................. 7

B. The Model of Effective TeachingAccording to

Dynamic Model ............................................................ 10

1 The Eight Principles of Dynamic Model……...….. 12

a. Orientation.......……………………………...…12

b. Structuring.......….…………………………..…13

x

c. Question Techniques..............…...…………..…13

d. Teaching Modeling.......…….………...……..…14

e. Application ........................................................15

f. The Classroom as a Learning Environment.......15

g. Management of Time ........................................16

h. Teacher Evaluation (Assessment)......................16

2 The Implementation of Effective Teaching and the

Concrete Activities……………………………...…17

C. The Advantages of Effective Teaching in the

Teaching-Learning Process ........................................... 22

D. Previous Related Study ................................................. 26

CHAPTER III : RESEARCH METHODOLOGY

A. The Method and Design ................................................ 29

B. Place and Time of Research .......................................... 30

C. The Research Population and Sample ........................... 30

D. Instrument and Technique of Data Collecting .............. 31

E. The Technique of Data Analysis ................................... 38

F. Trustworthiness ............................................................. 39

CHAPTER IV : RESULT OF THE STUDY

A. The Teaching Quality .................................................. 41

B. The Factors of Teaching Quality .................................. 44

C. The Categorization of the Factors and the Perception of

Teachers, Students, and Observer Both the Similarities

and the Differences………............................................45

D. The Factors of Teaching Quality in Detail ...................47

1. Orientation ........................................................47

2. Structuring ........................................................50

3. Modeling............................................................52

xi

4. Application ........................................................54

5. Questioning........................................................56

6. Assessment.........................................................59

7. Classroom Learning Environment.....................61

8. Management of Time.........................................63

CHAPTER V : CONCLUSION AND SUGGESTION

A. Conclusion .................................................................... 65

B. Suggestion ..................................................................... 68

REFERENCES ................................................................................................ 72

APPENDICES................................................................................................. 74

xii

LIST OF TABLE

Table 2.1: Effective Teacher Characteristics and Their Concrete Activities 20

Table 3.1: The Factors and Item Examples of the Observation Instrument 33

Table 3.2: The Factors and Item Examples of the Students’ Questionnaires 35

Table 3.3: The Factors and Item Examples of the Teachers’ Questionnaires 37

Table 3.4: The Teachers’ Respondents.............................................................. 37

Table 4.1: Mean Score of Teaching Quality....................................................... 41

Table 4.2: The Mean Score of Each Factor of Teaching Quality........................ 44

xiii

List of Figures

Figures 3.1: The Convergent Parallel Mixed Methods .................................. 30

Figures 3.2: Percentage of Students’ Gender ................................................. 36

xiv

LIST OF APPENDICES

Appendix 1: Observation Instrument ............................................................... 74

Appendix 2: Students’ Questionnaires ............................................................. 81

Appendix 3: The Reliability Analysis of Students’

Questionnaires for the Pilot Study ............................................ 89

Appendix 4: The Reliability Analysis of Students’ Questionnaires

for the Actual Study .................................................................. 90

Appendix 5: Teachers’ Questionnaire .............................................................. 91

Appendix 6: The Form of Interview ................................................................ 98

Appendix 7: The Result of Interview from Teacher ........................................ 99

Appendix 8: The Result of Interview from Students ....................................... 106

Appendix 9: Documentation ............................................................................ 109

1

CHAPTER I

INTRODUCTION

This chapter discusses the background of the study, the problem

identification, the limitation of the study, the formulation of the problem, the

objective of the study, and the significance of the study.

A. The Background of the Study

The role of teacher in the process of teaching and learning is very crucial

in any circumstances. The position of teachers cannot be replaced by any media,

because the process of learning will happen when there is an interaction between

the students and the teachers in order to achieve set of goals. This relationship is

necessary for learning process which focuses not only on a transfer knowledge but

also on a transfer value. Transfer of knowledge can be obtained from media, such

as: books, magazines, internet, and other sources that may increase students‟

knowledge. However, transfer of value can only be obtained by students through

teachers who inculcate attitudes and values of the matter involving the

psychological aspects both the teacher and the student. Therefore, inculcating

attitudes and values which involve these psychological aspects cannot be replaced

by any media.

Considering the importance of teacher, it is necessary for teachers to teach

effectively. Effective teaching is the result of many factors, including aspects of

the teacher‟s background as well as specific teaching practices; the effective

teaching has multiple implications of education. Teacher is expected to practice

the principles of effective teaching because better students will be created by

effective teachers also.1 In line with this, the teaching learning can be said

effective if students can absorb the course material and practice to obtain the best

1 James Ko, Pamela Sammons, and Linda Bakkum. Effective Teaching: a Review of

Research and Evidence, (Hongkong: The Hongkong Institute of Education), p. 3.

2

skills. According to James Ko, teachers are the core of the school and effective

teaching is one of the key pivots of the school improvement.2

However, many teachers may not be able to teach effectively. This

information has been confirmed by the statistical data of the Ministry of

Education and Culture. It is reported that there was an increase of teachers‟

qualification since 2007 up to 2011. At the junior secondary schools, the

percentage of qualified teachers is higher compared to primary schools, namely

44.15 %. Nevertheless, the gross and net enrollment ratios by province is not as

expected. The data showed the reduction at junior secondary school level. The

percentage in 2007 is 23% and it changes to 14%.3 According to the data from

World Bank, it reveals that teacher‟s certification has raised the income level of

teachers, but it is not guarantee that the teachers will have better teaching

competence.4 The data has also revealed that the quality of teachers and teacher

competence in Indonesia is still not as expected. The implementation of the

certification does not necessarily improve the professional competence of

teachers. Teacher certification is like additional insights in the field of education.

It does not mean that after obtaining to teaching certificate and then teachers will

apply some effective teaching in classroom atmosphere. Thus, it shows that there

are many aspects which still need to be addressed in the problems of teachers

quality.

In terms of student, the achievement of student in Indonesia is still below

the expectation. The performance of Indonesian students in international level is

under most of its Asian neighbors, as evidenced in some international

measurements such as PISA (Program for International Assessment of Student)

and TIMSS (Trends in International Mathematics and Science Study). Based on

TIMSS data in 2011, Indonesia is placed the 53rd

country out of 59 countries in

math achievement, the 54th

in science achievement, and in reading achievement

2 Ibid., p. 1.

3 Departemen Pendidikan dan Kebudayaan, Rencana

Strategis Kementrian dan Kebudayaan

2010-2014. (Jakarta: 2013), p.32. 4 Joppe De Ree, et al., Teacher Certification in Indonesia: a Doubling of Pay, or a Way to

Improve Learning?, (Jakarta: Human Development Sector, World Bank, 2012) , p. 4.

3

the 50th

.5 Meanwhile based on OECD (Organisation for Economic Co-operation

and Development), the result of PISA in 2012, Indonesia was ranked as the 64th

country out of 65 in mathematics, as 64th

in science and as 61st in reading.

Moreover, it has happened since 1999; it showed that the achievement of

Indonesian children is not satisfied in a report issued several times in TIMSS and

PISA.6 Meanwhile, at national level, the Indonesian government has launched the

standard of graduation for Indonesian students in a national examination since

2003. There were four subject being tested in national exam: Bahasa Indonesia,

mathematics, science, and English. Unfortunately, English was the most difficult

subject being tested in national exam at junior high school students; it can be seen

that the mean score of English questions being tested was only 5.70, the lowest

mean score among other subjects.7 The data indicates that students‟ achievements

have been low. Furthermore, it will come back to the teachers themselves as the

most responsible people in this area of study, because they form the primary

source of students‟ learning in the classroom. These findings indicate that teachers

are likely not to practice the principles of effective teaching.

Nevertheless, in Indonesia, some State Islamic Junior High Schools are

categorized as favorite school, because they have high mean score in their national

exam. This is indicated by their achievement to be the five highest mean score of

national examination among other State Islamic Junior High Schools in DKI

Jakarta since 2012. For instance, the achievement of national examination‟s mean

score in 2013 at MTsN 41 Al-Azhar Asy-Syarif Indonesia for Bahasa Indonesia is

8.81, English is 8.30, mathematics is 7.83, and science is 7.69. Based on the data,

it can be assumed that teaching-learning process in this school is categorized as

good.

5

Michael O. Martin, et al., TIMSS 2011 International Results in Science, (USA &

Netherlands:TIMMS and PIRLS International Study center, 2012). 6 Berita Satu. Mutu Pendidikan Indonesia Selalu di Peringkat Rendah Dunia. (2013,

December 6). Retrieved online from http://www.beritasatu.com/kesra/154181-mutu-pendidikan-

indonesia-selalu-di-peringkat-rendah-dunia.html. on Sunday, 26th of January 2014. 7

Kementerian Pendidikan dan Kebudayaan, (2013, May 31), Konferensi Pers Hasil UN

SMP-Sederajat Tahun Ajaran 2012/ 2013 from http://kemdiknas.go.id on 3rd

November 2014.

4

The problem is that there are still few research especially skripsi that look

at whether teachers applied effective teaching principle or not. Therefore, the

writer will attempt to observe the teachers on English subject at three favorite

State Islamic Junior High Schools in DKI Jakarta to see the practice of effective

teaching principle.

In this study, the theoretical framework for conceptualizing effective

teaching refers to the theory of dynamic model developed by Creemers and

Kyriakides. This theory underlined four levels, namely context/ national policy,

school, classroom/ teacher, and student. In this study, the writer focused on the

classroom level/ teacher level, because it is argued that the classroom level is the

superiority factor related to student‟s outcome based on Creemers in Azkiyah.8

Furthermore, the classroom level in this dynamic model is emphasized while the

other levels are expected to provide the conditions necessary for maximizing its

effectiveness. Meanwhile, there are eight factors to define the classroom level:

orientation, structuring, modeling, application, questioning, classroom learning

environment, management of time, and assessment.9

Among other theories, the dynamic model is preferred due to two reasons.

First of all, this model is emphasized on school improvement; it shows how

school level factors are linked with teacher factors which are directly related to the

student outcomes. By doing this, schools can search for improvement efforts that

not only address specific school factors but also contribute to the improvement of

teaching practice. Next, this model refers to factors at teacher and school level for

which systematic evidence on their importance for educational effectiveness was

found in studies conducted during the last twenty years. Finally, the validity of the

dynamic model have been examined through several studies. De Jong and

Kyriakides present the evidence gathered in studies coducted in the earlier of

2000s that they uncover the significant of using multiple measures of

8

Siti Nurul Azkiyah, The Effects of Two Interventions on teaching Quality and Student

Outcome, (Holland: Groningen Institute for Educational Research, University of Groningen,

2013), p. 40. 9 Bert P. M. Creemers and Leonidas Kyriakides, The Dynamic Model of Educational

Effectiveness, (London and New York : Routledge, 2008), p. 103.

5

effectiveness factors and longitudinal studies to test the validity of the dynamic

model.10

For that reason, the researcher is interested in checking whether the

teachers in those three schools on English subject practice the effective teaching

strategies.

B. The Problem Identification

Based on the background of the study mentioned previously, the problem

can be identified;

1. The Indonesian teachers have low teaching quality.

2. Student achievement at both international and national level are still

below of expectation.

3. There is still few research especially skripsi which see whether teachers

practice the principle of effective teaching.

Based on the problem identified above, the writer will conduct a study to

investigate whether teachers in three favourite State Islamic Junior High Schools

in DKI Jakarta practice the principle of effective teaching based on the dynamic

model.

C. The Limitation of the Study

The study concerns the fact that there is no sufficient information whether

teachers practice the principle of effective teaching. Therefore, in this study, the

problems will be limited on the investigation of effective teaching based on the

dynamic model of the three favorite States Islamic Junior High Schools in DKI

Jakarta.

D. The Formulation of the Problem

The formulation of the problem in this study based on the limitation

above: “Do teachers on three favorite State Islamic Junior High Schools in DKI

Jakarta practice the principle of effective teaching?”

10

Bert P.M. Creemers and Leonidas Kyriakides, The Dynamics of Educational

Effectiveness, (London and New York: Routledge, 2008), p.129.

6

E. The Objective of the Study

The objective of this study is to know whether the teacher at three favorite

State Islamic Junior High Schools in DKI Jakarta practice the principle of

effective teaching based on the dynamic model.

F. The Significance of the Study

The findings of this study hopes to be good information for three kinds of

people, such as; (1) some English teachers, (2) some school principals, (3) further

researchers which are explained as follows;

1) The findings of this study will give useful information for some English

teachers at some State Islamic Junior High Schools to improve the

quality and knowledge in teaching English at school and they can apply

them in their teaching-learning process.

2) The findings of this study will give clear and useful information for some

school principals as the input for them to make roles or strategies which

must be obeyed by the English teacher such as: they must havevarious

strategies to transfer the knowledge to students.

3) The findings of this study will give clear useful information for some

further researchers to conduct further research.

7

CHAPTER II

THEORETICAL FRAMEWORK

This section reviews some aspects related to the implementation of

effective teaching strategies, they are: the concept of effective teaching, the

model of effective teaching according to dynamic model, the eight principles of

dynamic model, the implementation of effective teaching and the concrete

activities, the advantages of effective teaching in the teaching-learning process

and previous related study.

A. The Concept of Effective Teaching

Considering there has been little consensus to define the concept of

effective teaching, it is crucial to consider the definition of effective teaching.

Perrott in Azkiyah claimed that it is impossible to give definition about effective

teaching, because the criteria used among the teachers and other parties involved

for instance the subjects, grades, the locations and the available resources.11

Moreover, teaching quality has been measured from many different perspectives;

such as teacher and student perception, in this case the teaching behaviour and

educational progress, and teacher education became concerned about the

selection of potentially effective teachers.12 In line with Stronge, he defines that

effective teaching is the combination of many aspects, for instance, the

background of teachers, and the teachers‟ teaching practice.13 These approaches

have been resulted in a considerable number of different definitions.

11

Siti Nurul Azkiyah, The Effects of Two Interventions on Teaching Quality and Student

Outcome, (Holland: Groningen Institute for Educational Research, University of Groningen,

2013), p. 41. 12

S.M. Money, What is Teaching Effectiveness? A Survey of Student and Teacher

Perceptions of Teacher Effectiveness, (Ontario: Humber College of Applied Arts and

Technology, 1992), pp. 3-5. 13

James H. Stronge, Qualities of Effective Teachers, (Virginia: Association for Supervision

and Curriculum, 2007), p. 99.

8

According to Shellard, “Effective teaching can be viewed as juggling act.

Teacher must convey knowledge in an age-appropriate and engaging manner,

while also monitoring instruction, preparing developmentally appropriate tasks,

prompting the use of skills, and reteaching skills to individuals on an as-needed

basis”.14 In line with Bain in Elmore, he conducted the Study of Fifty Effective

Teachers in San Fransisco. He revealed that the characteristics of effective

teachers are:

1. Having high expectations for student learning.

2. Providing clear and focused instruction.

3. Closely monitoring student‟s learning progress.

4. Reteaching using alternative strategies when students do not understand.

5. Using incentives and rewards to promote learning.

6. Highly efficient in their classrooms routines.

7. Setting and enforcing high standards for classroom behavior.

8. Maintaining excellent personal interactios with their students.15

Furthermore, Money hold a survey of student and teacher perceptions of

effective teaching, it revealed the following list of characteristics of effective

teachers: 1) knowledge of the subject matter, 2) effective communication, 3) well

organized materials, 4) ability to motivate and inspire, 5) being friendly and open,

and 6) classroom control.16

The teacher‟s role in this study is considered to be the

primary factor of successful implementation. This implies that teachers, as key

stakeholders of innovative change, know best what they should be teaching their

students.

Based on the explanations given by the experts, it can be concluded that

14

Elizabeth Shellard, Effective Teaching : How Do We Know It When We See It, the

Educational Research Service. p. 7. 15

Richard Elmore, Teaching Effectiveness and Why it Matters, (Marylhurst University:

2010), p. 4. 16

S.M. Money, op. cit., p. 1.

9

the characteristics of effective teaching are typical quality of successful teaching

process that can lead to effective teaching. The characteristics which are required

for effective teaching are based on teacher‟s competencies and teaching strategies

applied by the teachers.

Furthermore according to Stronge, effective teaching is related to

effective teacher. The effective teacher is that teacher could care deeply,

recognize complexity, communicate clearly, and serve conscientiously.17 In line

with Cruickshank, he suggested that the characteristic of effective teachers are:

enthusiastic, warm and humorous, credible, holding high expectations for

success, encouraging and supportive, businesslike, adaptable/ flexible, and

knowledgeable.18

The main findings of Creemers in The Dynamics of Educational

Effectiveness, he developed a model of effectiveness classroom named

educational of effectiveness research (EER). It is strenghtened by Teddlie and

Reynolds in Creemers and Kyriakides that EER is considered as one of the most

influential theoretical constructs in the field; because this theory has refered and

validated by several studies.19 The concept of Educational effectiveness research

(EER) underlines three terms; school effectiveness, teacher effectiveness, and

educational effectiveness. Then, this model has been further developed into a

dynamic model of educational effectiveness. This model referred to four levels:

context/ national policy, school, teacher/ classroom, and student. In this model

also, the classroom level is emphasized while the other factors are expected to

maximize its effectiveness.

In addition, the indicators of effective teachers based on Shellard are

covered in the dynamic model developed by Creemers and Kyriakides, the

17

Stronge, op. cit., p. 100.

18 Donald R. Cruickshank, et al., The Act of Teaching, (McGraw-Hill: New York, 2006), p.

322. 19

Creemers & Kyriakides, op. cit., p. 156.

10

characteristics are:

1. Time on task is high, and focused on academic content, in part due to

excellent classroom management.

2. Learning goals are clear.

3. Instruction encourages students to be active learners.

4. Individualized instruction is provided in recognition of individual

differences between students.

5. Skills-based instruction is balanced with higher level instruction, often

teaching the skills in context.

6. The classroom climate is supportive and collaborative.20

In conclusion that effective teaching is not the end of product but it is

ongoing process which is not only focused on how effective the learning in

achieving goals but also how effective the learning process is able to provide a

good understanding, intelligence, perseverance, opportunity and quality, and

provide a change of behavior to apply it in students‟ lives. Furthermore, effective

teaching behaviour can be taught to produce the productive environment that it

can not happen accidentally. Moreover, it can be said that effective teaching is a

complex occupation which emphasizes how teacher‟s behavior in creating a

positive and very supportive classroom environment that successfully achieves

the learning objectives by producing autonomous learners and high student

outcomes.. Thus, the writer will take the theory of dynamic model developed by

Creemers and Kyriakides about effective teaching as conceptual framework.

B. The Model of Effective Teaching According to Dynamic

Model

The dynamic model is one of effectiveness research which is an approach

relates teacher behavior in the classroom with student achievement gains, this

model has been empirically validated by some researchers. This model has four

20

Shellard, op.cit.,. p.7.

11

levels: context/national policy, school, teacher/ classroom, and student which

offered five dimension to measure the factor of effective teaching, those are:

frequency, focus, stage, quality, and differentiation.21 It underlines eight factors of

effective teaching principle; orientation, structuring, questioning, teaching

modeling, applications, teacher role in making classroom a learning environment,

management of time, and assessment.

Those eight effective factors describe teacher‟s instructional role.

Instructional roles are decisions about organizing people, materials, and ideas to

produce learning. Then, those subscales of effective teaching cover various

teaching approaches, such as constructivism, and direct instruction/ mastery

learning. To develop students‟ motivation, as the main component of

constructivism, appears on orientation and teaching-modeling. Meanwhile,

classroom learning environment (CLE) plays an important role in another

constructivism approach, the collaboration technique. Another teaching approach

is direct instruction/ mastery learning, and it is appeared in structuring and

questioning stage.22 Thus the eight factors of the dynamic model can improve

teaching and learning activity.

Compare to other theories, the dynamic model is preferred due to three

reasons. First, this model is emphasized on school improvement; it shows how

school factors are linked with teacher factors and this is related to the student

outcomes. Next, this model refers to factors at teacher and school level for which

systematic evidence on their importance for educational effectiveness was found

in studies conducted during the last twenty years. Finally, the validity of the

dynamic model have been examined through several studies to test the validity of

the dynamic model.23

21

Creemers and Kyriakides., op. cit., p.83.

22

Ibid., p.103. 23

Ibid., p.129.

12

1. The Eight Principles of Dynamic Model

The main findings of Creemers and Kyriakides which state the concept

of the Dynamic model of educational effectiveness research refer to eight

effectiveness factors related to student outcome, they are: orientation,

structuring, questioning, teaching modeling, application, the classroom as

a learning environment (CLE), management of time, and teacher

evaluation (assessment).

a. Orientation

Teaching students needs to explain the objective of learning, in

order to make students aware on the important of studying. It refers to

teacher behavior in providing the objective which is expected that

students can engage with orientation tasks and it might encourage them

to actively participate in the classroom, if the tasks that take place are

meaningful for them.24 Marzano also reveals that to process the

metacognitive skills of students, there are three stages: providing

students with spesific learning objectives before getting in the lesson,

providing positive feedback and learning strategies to students on the

process of teaching and learning, and giving the time for students to

consider the approach on task before reminding them to activate

spesific thinking behaviors.25

Series of orientation can be: warming up activities, reminding and

asking questions about previous lesson, connecting the previous lesson

with the following lesson, relating the examples with students‟ daily

lives (e.g. bringing the real object to visualize the material), and

presenting the aim of learning the material clearly and it can be present

in each part of the teaching-learning activity.

24

Ibid., p. 104. 25

Research Digest: Effective Instructional Strategies (Edvantia, Inc: Charleston, 2005), p. 2.

13

b. Structuring

Structuring is a series of activities about what activities the teacher

will present at teaching-learning process so that students will be aware

of what they are going to study about.26 In addition, to present

structuring, the teacher should consider different academic background

of students. It is supported by Wenglinsky in Shellard, when teacher

gives instruction to students, it is possible to give individual instruction,

because students have different bodies of knowledge.27 The effective

teachers should not only outline the content material but also consider

the time needed for each activity and remind students about the

important of learning material in each phase.

Series of structuring can be: presenting the structure or outline of

the lesson, explaining about the relation among different activities

addressed to the students, signalling the transition between one activity

to the others, and review again the aim of learning material.

c. Questioning Techniques

According to Chad Giacomozzi, “Questioning techniques are a key

element of the interactive classroom which are constantly being

invented and revised to help facilitate active learning”.28 In addition,

Ronald T. Hyman states in his book Strategic Questioning, “Teaching

is essentially a verbal activity and that questioning is essential to

teaching; both for the teacher and the student”.29 In conclusion,

questioning is the way of teacher to assess students to be involved in the

classroom discussion.

The effective teacher will ask clear question to improve students‟

higher thinking order; if the students find difficulty to answer the

question, teacher will give the clue or revise the question in more

26

Creemers and Kyriakides, op.cit., p. 106. 27

Shellard, op. cit., p.5.

28 Chad Giacomozzi, Questioning Techniques, (New York: United States Military Academy,

West Point, NY, 2007), p. 1. 29

Ibid.

14

understanding question. Furthermore, according to Anderson, Brophy

& Evertson in Creemers & Kyriakides some studies have recommended

teachers to create exercises of which 75% of the questions are expected

to be answered correctly by students in the terms of difficulty level.30

Effective teachers usually raise questions that few students can answer

correctly or that have no single correct answer at all. Questions may be

categorized as being “narrow” or “broad”. Narrow questions usually ask

for only specific correct answer, whereas broad questions seldom can

be answered with a single word. Moreover, broad questions do not have

one correct answer and call on students to reach beyond simple

memory. Broad questions prompt students to use the thinking process in

formulating answers. Both narrow and broad questions contribute to the

learning process.

Series of questioning techniques can be: giving the necessary

questions in accordance with the skills taught in the class, providing the

process questions and the product questions, providing the necessary

reaction to students when there is not answer from students, and giving

positive feedback to students.

d. Teaching Modeling

Modeling is the skill which modeled by the teacher and thinks

aloud while performing the skill.31 Modeling is strategies of learning or

the encouragement of students to develop the students own strategies.

The role model in most classrooms will be the teacher him/ herself. The

enthusiasm and sense of wonder the teacher show for learning will

often be passed on to students. Consequently, if the teacher appears

interested and excited about a lesson, students often become eager to

find out what is so interesting. Indeed, research suggests that

enthusiastic teachers produce higher academic achievement by students.

30

Creemers & Kyriakides, op. cit., p. 107. 31

Ibid., p. 35.

15

Effective teachers may either present a strategy with clarity or invite

students to explain how they solve a problem and subsequently use that

information for promoting the idea of modeling.

Series of modeling can be: presenting the strategies of learning

material that will be taught, then students are offered to use the

strategies to solve the problem or to invite students present the

strategies that can be used in solving their problem, giving the questions

to make students think creatively about the problem solving, presenting

different types of modeling should be based on students‟ ability or

students‟ learning needs.

e. Application

Application refers to teacher‟s behavior in monitoring, supervising

and giving feedback to students.32 Meanwhile Ciaccio explained about

how to give feedback to students that the effort and achievement of

students are described by the teacher.33 As teacher, he or she should

never evaluate personality of students and also not make general claims

about the problem. In conclusion, this strategy focuses on learning

activities that students are expected to perform. It refers to some parts

of the lesson, to the whole lesson, or even to a series of lessons.

Series of application can be: providing exercise for students to

practice strategies they learn, giving the task back to students and

discusses again in the class, and offering the students the opportunity to

use the concept, skills, or strategies that they acquires throughout the

lessons.

f. The Classroom as a Learning Environment (CLE): the Contribution of

the Teacher

The teacher‟s contribution in creating a learning environment

contain of five elements of classroom as a learning environment which

are taken into account: teacher-student interaction, student-student

32

Ibid., p. 112. 33

Joseph Ciaccio, Totally Positive Teaching, (Alexandria, USA: Association for Supervision

and Curriculum Development, 2004), p. 69.

16

interaction, students‟ treatment by the teacher, competition between

students, and classroom disorder.34 This strategy looks at different

strategies that the teacher uses in order to keep different groups of

students involved in the classroom interactions.

Series of CLE can be: providing opportunity to learn and also time

on task, assigning different students to answer the different questions,

recognizing all of the students‟ names and characteristic, creating the

classroom learning to compete each other in taking the score, giving

good feedback to students in order to provide constructive reaction, and

building good interaction both on teacher to students and student to

other students.

g. Management of Time

In this study, management of time is considered as one of the most

important indicators of teacher ability to manage classroom in an

effective way. The time management referres to the teacher organizes

the lesson in such a way that makes student maximize and engage in the

tasks throughout the lesson.

Series of time management can be: maximizing students‟ learning

time during the lesson, giving an opportunity to learn and time on task,

and measuring the time allotment to different phases of the lesson.

h. Teacher Evaluation (Assessment)

The focus is measured by looking at the ability of teacher to use

different ways of measuring student skills. Those are that teachers

collects some information about how to identify the needs of students,

how to conduct self-evaluation, how to adopt students‟ long-term

planning, how to use evaluation tasks as a starting point for teaching.

The stage is measured in terms of the period at which the evaluation

tasks take place (e.g., at the beginning, during, and at the end of a unit

of lessons).35

34

Creemers and Kyriakides., loc. cit. 35

Ibid., pp.116-117

17

Series of assessment can be: preparing some strategies to make

sure that the students understand the skills taught by the teacher,

thinking about the time to deliver the assessment stage to students,

giving the question to test whether students understand the material

given by teacher or not, assessing students from cognitive aspect,

affective aspect, and psychomotor aspect, considering the result of

assessment that should be an evaluation of teachers‟ methods.

Based on the theory given by some experts, the researcher prefers

to use the effective teaching strategies of dynamic model developed by

Creemers and Kyriakides because the eight strategies of the dynamic

model relate teacher behavior in the classroom with student

achievement gains.

2. The Implementation of Effective Teaching and the Concrete

Activities

The research showed that there are at least eight stages that teachers

can use it as reference concerning actions teacher can do in their classroom

to improve their teaching practice. They are: 1) orientation, 2) structuring, 3)

modeling, 4) application, 5) questioning, 6) building a classroom as learning

environment, 7) management of time, and 8) assessment.

The following is the example of strategies about how the teachers

practice effective teaching in real classroom teaching and learning.

Teacher opens and starts the class before coming to the material at the

day lesson by reminding and asking students about the previous lesson.

Teacher gives some questions related to the previous subject then connects

the material with the day lesson.

Teacher can practice at least three activities in the first phase of

teaching-learning. The first is giving structuring activity by mentioning

explicitly about the topic of new material about procedural text for instance.

Then, he moves to orientation by asking the students whether they know

about the topic or they have any experience related to this topic.

Furthermore, the teacher continues to structuring activity by explaining the

18

structure of lesson at the day lesson, in this case: (1) explaining the

procedural text, (2) making group, (3) doing observation, (4) and discussing

time. Then, teacher presents the learning objective, in this case, explaining

the aim of studying procedural text which is understanding how to make

something by observing the sellers at canteen. This activity is expected that

by doing so, the activities will be useful for students both to help them

aware about the competences that they will do during the day lesson and

make the classroom learning more meaningful to students. Finally the

teacher moves to modeling stage (the use of strategies to solve the

problem), in this case the teacher encourages students to find out themselves

about the general idea of procedural text. The students respond that the idea

of procedural text are: goal, material/ ingredients, and step. The teacher then

elaborates the idea that students elaborate on whiteboard by asking

questions and clarifying the idea again. After finishing an explanation, the

teacher is making group of work, and explaining what the students should

do when they are observing the sellers.

Teacher moves to application by making students to work in group

and preparing the task to practice strategies presented during modeling. In

this case, students are doing observation to the sellers at canteen about how

to make food or drink. Then the teacher monitors the students‟ activities on

their task. This activity is to make the application stage meaningful for

students because they can ask for the information directly to the sellers.

Teacher prepares questions named questioning activity in the first

time of teaching-learning, when the teacher wants to review the previous

material, teacher then gives question to develop the idea of procedural text.

The teacher tries to give the process question to students, for instance ”What

does the goal/ material/ the step mean and give example relate to our

activity”. The effective teachers attempt to provide relevant questions to

students, when the questions are difficult, the teacher tries to rephrase the

question into easier word. In the last session, the teacher also provides

question to test the students whether they understand the material or not.

19

This activity is able to create good classroom as a learning environment.

The teacher also attempts to engage different students to be on task, it can

be seen when they must interview the different sellers in canteen, then they

must discuss the project together in the class after finishing the observation.

Teacher moves to application task by asking students to discuss the

project to arrange the goal, material, and instruction for further project, they

must make the project presented into power point presentation based on the

students‟ creation. This activity is expected that effective teachers help their

students to develop their own strategies to solve the problem (in this case

their project), and it can also develop the students‟ self-regulated learning.

Teacher’s management of time can be seen on when the teacher can

maximize the students‟ time on learning and on task. The last activity is

assessment which is a part of activity that it should seen as integral part of

teaching. The questions given by teacher at any time during the lesson can

be a part of assessment. Moreover, the kinds of assessments are formative,

and summative, if the result of students on those assessments was good, it

was assumed that their method of teaching related to the kind of subject was

success.

Meanwhile, the characteristics of effective teacher and the concrete

activities will be described as follows:

20

Table 2.1 Effective Teacher Characteristics and their concrete

activities

FACTOR ACTIVITIES

ORIENTATION 1. Remind students about the previous lesson to recall in

activating students‟ previous lesson and/ or connect the

previous lesson with the following lesson.

2. Present the aim of learning the material during the lesson.

3. The aim of learning should be clear for students to make

meaningful learning to them.

4. Encourage students to guess the aim or social function of

the topic.

5. Connect the subject with students‟ daily lives or students‟

own experience.

STRUCTURING 1. Present the structure of lesson that will be taught during

studying whether mention it with duration or not.

2. The presentation of structure should be clear for students

that it could be in verbal or written.

3. Help students in understanding the activity series during

the process of learning.

4. Give conclusion in the last session.

MODELING 1. Present the strategies to students clearly.

2. Provide the learning strategies to solve the students‟

problem (in this case exercises).

3. Help their students to use strategies of solving the

problem given by teacher and/ or develop students‟ own

strategies.

APPLICATION 1. Provide exercise for students to practice strategies they

learn.

2. Monitor, correct the students‟ task.

3. Offer the students the opportunity to use the concept,

21

skills, or strategies that they acquires throughout the

lessons.

QUESTIONING 1. Prepare the questions both process and product questions.

Product question is to ask students to get the answer from

the text they read, process question is to attempt students

to explain how they find their answer.

2. Give question from easy one to more complex one, or

vise versa.

3. Provide positive comment or feedback to students.

4. Attempt to rephrase the question into easier words when

students do not answer the teacher‟s question.

5. Provide easier clue to enable students to answer the

teacher‟s question.

6. Point out to one of student when other students do not

respond to question of teacher.

7. Give question in the last session to check whether the

students understand the material taught in the class or

not.

ASSESSMENT 1. Give the evaluation of teaching learning to student.

2. Give the question to test whether students undertand the

material given by teacher or not.

3. The result of assessment should improve the teacher‟s

teaching practice.

4. Evaluate with various ways and from many sources

CLASSROOM

LEARNING

ENVIRONMENT

1. Provide opportunity to learn and also time on task.

2. Ask for students to give question when they do not

understand the material.

3. Create good interaction both on teacher to students and

student to other students.

4. Teacher‟s ability to establish rules,

22

C. The Advantages of Effective Teaching in the Teaching-

Learning Process

The advantages of effective teaching spesifically based on Creemers and

Kyriakides in eight effectiveness factors which is related to the practice of

teaching and learning process are:

1. Orientation

The aim of delivering orientation to students is that this activity could

engage the students on each activity given by the teachers and also

encourage them to participate in the process of teaching and learning.36

Shellard reviews some studies about effective teaching can be reached when

the teacher can clearly provide the learning goals of material.37 In

conclusion, the orientation stage is crucial to be presented in the process of

teaching and learning to make the students aware of the important of

studying. Sharing objectives in student will establish the awareness on the

importance of studying the material, a purpose for learning, motivate

students, and provide a framework for learning activities.

36

Ibid., p. 104. 37

Shellard, op. cit., p 7.

5. Maintain the students in order to create a learning

environment.

TIME

MANAGEMENT

1. Maximize students‟ learning time during the lesson.

2. Engage different students to be on task.

3. Organize the classroom environment.

4. Take into account the time allocated to different phases

of the lesson.

23

2. Structuring

Creemers and Kyriakides present a review of the important of

structuring in studies conducted in 1986 and 1992. They found that student

achievement can be maximized if teachers present the series of activity

during the lesson by 1) presenting the objective of learning material at the

day lesson, 2) outlining the content to be covered and also signalling the

transitions between lesson parts, 3) presenting the main topics of lesson and

reviewing at the end of the lesson.38 In conclusion, the effective teachers

review the lesson learnt in the previous lesson, for instance by discussing

homework. Furthermore, when presenting the outline of material, effective

teachers should consider the length of time needed for each phase of

learning. Then, the element of structuring is to differenciate and to connect

each item of activities. In addition, the structuring by explaining the students

about the content of lesson, the students will realize about what activities

they will pass on the teaching-learning process.

Further, structuring allow pupils to gain a sense of mastery over the

content and will stop pupils getting bored of the lesson. All this ensures not

only that pupils will remember better what they have learnt, but will help

them to understand more easily the content as an integrated whole, with

recognition of the relationships between the parts.

3. Questioning Techniques

Through questioning, the teacher leads the students to know something,

suggest the students to get information, assess the students‟ skills of critical

thinking so it teaches the students to think critically.

A higher order thinking can be described as the ability to solve the

problems, analyze arguments, negotiate issues, or make predictions. It can

be built by using effective questioning techniques. For instance, teachers

formulate the good questions, provide wait time to response students‟

answers, and provide the appropriate cue and feedback.39 It is indicated that

38 Creemers and Kyriakides, op. cit., p. 82. 39

Research Digest, op. cit., p. 3.

24

good questioning techniques cause a higher order thinking in order to lead

to long-term improvement in achievement. Furthermore, the high-achieving

students can be reached by asking many open-ended questions process.40

The open-ended questions or a process question is let the students to

determine how they arrived to the answer.

4. Teaching Modeling

Through modeling activity, teacher can engage students in developing

or presenting the strategies. Effective teacher should help the students to

develop their strategies to solve different types of problems; by this activity,

an active learning can be created in the classroom.

5. Application

The application stage aimed at providing both individual students and

groups with appropriate feedback. Meanwhile, the feedback should

encourage especially low performing students in the terms of students‟

effort.41 It is argued by Ciaccio that giving feedback on students should

describe the student‟s effort or achievement.42 In conclusion, when the

teachers can present the material with appropriate technique, it makes

students get the point of teachers‟ explanation and also helps the teachers to

reach the objective from the topic presented in the classroom.

6. The Classroom as a Learning Environment: the Contribution of the

Teacher

Teacher can make meaningful task to students; teacher can create

classroom atmosphere either teacher-student interaction or student-student

interaction; teacher can make the students learn from teachers‟ activities

given.43 According to Heck & Marcoulides in Azkiyah, the classroom

management or classroom climate are related to the behaviour of the

stakeholders which consist of learning and order. Learning is an

40

Shellard, op.cit., p. 6. 41

Creemers & Kyriakides, op. cit., pp.110 – 112. 42

Ciaccio, op. cit., p. 69. 43

Creemers & Kyriakides. loc. cit.

25

instructional aspect meanwhile order is a managerial aspect.44 Furthermore,

Wentzel, et al in Opdenakker argued that the classroom environment is a

crucial aspect of understanding and engaging the student‟s motivation. 45

This statement revealed

that by creating a good classroom learning environment, the students

will be motivated to study. The classroom learning environment in this

model is an attempt to integrate the elements of different research tradition

by looking at the different strategies that the teacher uses to keep the

different students‟ knowledge to be involved in the classroom teaching and

learning. To manage the classroom as a learning environment, the teacher

could also establish, respect and practice the school‟s rules.

7. Management of Time

The teachers organize the time in teaching-learning in such way to

engage students in her or his lesson throughout the class. This activity aimed

at maximising the learning time covered in one meeting.46 In this dynamic

model, the time management is one of the most important indicators of

effective teaching. The effective teacher could measure the time that is used

for teaching per lesson and the lesson to be covered within the time

framework. In conclusion, the management of time is to organize the

students‟ attention to maximize their learnning and also to be engaged in

tasks throughout the lesson.

8. Teacher Evaluation (Assessment)

Assessment part is an integral part of teaching tha could be taken along

the process of teaching and learning. The assessment stage by collecting

information gathered from assessment, it can be used in order to enable

teachers to identify the students‟ needs, to check whether the objective of

44

Azkiyah., op. cit., p. 45. 45

Marie-Christine Opdenakker, et al., Teacher-Student Interpersonal Relationships and

Academic Motivation Within One School Year: Developmental Changes and Linkage, School

Effectiveness and School Improvement, 1, 2011, p.5. 46

Creemers & Kyriakides, op. cit., p. 115.

26

teaching has been achieved and also it can evaluate the teachers‟ way of

teaching practice.

Moreover, the strategies to increase students‟ achievements are training

higher order thinking of students, building cooperative learning, and

independent practice/ homework. 47 In conclusion, this strategy is useful to

find the students‟ needs and to evaluate the teacher‟s teaching practice. It

can also create positive implications for teaching and learning by providing

constructive feedback.

The explanation about the strategies of effective teaching above, the

researcher concluded that if the teachers practice the strategies of effective

teaching, it will make the teaching and learning process become more

motivated to be involve in the process of teaching-learning. Furthermore,

by applying those strategies, the teaching and learning process will be

effective. In this case, it can be easier for both teachers and students to

achieve the learning objectives such as increasing the student achievement

and helping students to be autonomous learners.

D. Previous Related Study

Considering the limit of effective teaching reseach in Indonesia, the writer

tries to take the previous study one from Indonesia, and two others from the other

country: Netherland.

The study investigated on what attribute of effective teaching was

conducted by Hay McBer at some 80 schools and 170 teachers which represent

the national distribution.48 This study aimed to know whether three factors;

teaching skills, professional characteristics, and classroom climate can influence

the students‟ progress in learning. The method used was mixed method:

descriptive analysis, classroom observation, interview, and questionnaire to

collect the data. The result of this study was that those three main factors which

47

Research Digest, op. cit., p. 5.

48 Hay McBer, Research into Teacher Effectiveness: A Model of Teacher Effectiveness,

Research Report No. 216, 2000, pp. 1 - 69.

27

can affect on students‟ progress; teaching skills and professional characteristic-

skills teachers bring into the classroom that can interact to create conducive

classroom learning environment.

Another study about the implementation of English teaching at some

Private Junior High School in Ciputat Sub district was conducted by Yova Tri

Wahyuni at UIN Syarif Hidayatullah Jakarta on April 2009.49 The study aimed to

describe and analyze the implementation of English teaching based on curriculum

2006, the teacher‟s qualification, the teaching preparation, the curriculum and

syllabus, the instructional material, the English teaching activities and also the

evaluation. The method used was descriptive evaluative because the writer

described the condition of teaching implementation on some Private Junior High

School at Ciputat sub district. The result of this study was that the teachers in nine

private Junior High Schools qualified as English teacher, even the curriculum

used was curriculum 2006, the teacher‟s preparation, the teaching implementation,

and the evaluation were below standard of curriculum 2006.

Similar study about interpersonal relationship and academic motivation

between teacher and student conducted by Marie-Christine Opdenakker, et.al.50

The study aimed to investigate the link between teacher-student interpersonal

behaviour and academic motivation across the school year. The methods used was

mixed method: descriptive statistics to describe the result of teacher-students

interpersonal relationship, while academic motivation was measured by

questionnaires. The result of this study was that the higher the influence of

teacher, the better the autonomous motivation of students.The autonomous

motivation is related to teacher‟s guidance in learning.

Based on the previous studies, the writer would like to conduct the study

by the title “An Investigation of Effective Teaching at Three State Islamic Junior

High Schools in DKI Jakarta Based on the Dynamic Model”. The study aims to

49

Yova Tri Wahyuni, “The Implementation of English Teaching at Odd Semester of Some

Private Junior High School in Ciputat Subdistrict Based on 2006 School Level Syllabus”. Skripsi

at UIN Syarif Hidayatullah Jakarta, Jakarta, 2009, pp. 1 – 41, Unpublished skripsi. 50

Opdenakker, et al., op.cit., pp. 1 - 25.

28

investigate of effective teaching at three favorite State Islamic Junior High

Schools in DKI Jakarta based on the dynamic model (Creemers and Kyriakydes)

that is to conceptualyze effective teaching. The schools were categorized good by

public because of the high mean score of national examination among other State

Islamic Junior High Schools in DKI Jakarta. The writer focuses this research on

teachers level whether they practice the principle of effective teaching or not. The

writer uses mixed method by collecting the data from observation, students‟ and

teachers‟ questionnaires, and interview both to students and teachers.

29

CHAPTER III

RESEARCH METHODOLOGY

This chapter presents about method and design, the research population

and sample, the instrument and technique of data collecting, the technique of data

analysis, and trustworthiness.

A. The Method and Design

The method used in this research was mixed method. According to

Tashakkori and Teddlie, “Mix methods are the studies where the use of

quantitative and qualitative methods is predetermined and planned at the start of

the research process, and the procedures are implemented as planned.51 Johnson

and Onwuegbuzie stated that the goal of mixed method is not to replace either of

these approaches but rather to draw from the strengths and minimize the

weaknesses of both in single research studies and across studies.52

The design of mixed method is convergent parallel mixed methods, “This

is a form of mixed methods design in which the researcher converges or merges

quantitative and qualitative data in order to provide a comprehensive analysis of

the research problem.”53

In this case, the qualitative data was taken from

observations and also interviews. They were combined with quantitative data from

students‟ and teachers‟ questionnaires. This research attempts to observe the

practice of effective teaching based on the dynamic model developed by Creemers

and Kyriakydes. Moreover, to make more convincing conclusion, the researcher

used triangulation that would be explained clearly in part F.

51

A. Tashakkori and C. Teddlie, Handbook on Mix Method Research in the Behavioral and

Social Sciences, (Thousand Oaks, CA: Sage Publications, 2003), p.54. 52

R. Burke Johnson and Anthony J. Onwuegbuzie, Mixed Methods Research: A Research

Paradigm Whose Time Has Come. American Educational Research Association, vol. 33 (7), 2004,

pp. 14 - 15. 53

John W. Creswell, Research Design, (Thousand Oaks, California: SAGE Publication,

2014), p. 15.

30

Figure 3.1

The Convergent Parallel Mixed Methods (Adapted from Tashakkori and

Teddlie, 2003)

B. Place and Time of Research

The categorization of favorite schools was based on the data since 2012 –

2014, there were some State Islamic Junior High Schools which have got five

highest mean score of national exam among other State Islamic Junior High

Schools in DKI Jakarta. For this study, the writer took the three favorite State

Islamic Junior High Schools as the samples of this research, they were: MTsN 41

Al-Azhar Asy-Syarif Indonesia, MTsN 32 Jakarta, and MTsN 3 Jakarta. Then, she

conducted the research from September, 3rd

up to November, 29th

2014. The

writer held observation in twelve English classes from those three schools.

C. The Research Population and Sample

Although the sampling was carried out at the school level, the focus of this

study was on the teacher level. The population and sample of this study were all

English teachers that there were twelve English teachers in those three favorite

State Islamic Junior High Schools at DKI Jakarta. Meanwhile, the design of

sampling is purposive sampling that the samples were chosen because they have

particular features or characteristics with a „purpose‟ to represent a location or

Compare or

relate

Interpretation

Qualitative Data

Collection and

Analysis (QUAL)

Quantitative Data

Collection and

Analysis (QUAN)

31

type in relation to a key criterion.54

In this situation, the researcher took 3 out of 3

English teachers at MTsN 41 Al-Azhar Asy-Syarif Indonesia, 5 out of 5 English

teachers at MTsN 32 Jakarta, and 4 out of 4 English teachers at MTsN 3 Jakarta.

So, there were twelve English teachers who consisted of three male teachers and

nine female teachers selected as a main sample.

The schools were choosen by purposive sampling technique. It was

categorized as a purposive sampling because the researcher had chosen three

Islamic Junior High Schools in DKI Jakarta which were known as good school by

public because of having high student achievement in national examination since

2012 – 2014. This sampling technique was described as researchers using their

special knowledge or expertise about some group to select subjects who represent

population.55

The purpose was the State Islamic Junior High Schools which had

high average score of national examination in DKI Jakarta.

D. Instrument and Technique of Data Collecting

The instruments used by the researcher are; observation instrument,

questionnaire, and interview. After doing the observation by using video recorder

and observation instrument, the researcher gave questionnaires to twelve English

teachers and 313 students. Finally, the researcher interviewed some teachers and

students in order to support the data from all instruments. The data was collected

by qualitative and quantitative methods. The data from qualitative was supported

by observation instrument, and interview. On the other hand, the data from

quantitative was supported by teachers‟ and students‟ questionnaires. In line with

this, the researcher applied three techniques of collecting data. They were

observation instrument, questionnaire, and interview.56

54

Jane Ritchie and Jane Lewis, Qualitative Research Practice, (London: SAGE

Publication, 2003), p. 79.

55

Rick Houser, Counseling and Educational Research, (Michigan: SAGE Publications,

Inc., 2009), 2nd

Edition, p. 135.

56

UIN Syarif Hidayatullah Jakarta, Pedoman Penulisan Skripsi, (Jakarta: Fakultas Ilmu

Tarbiyah dan Keguruan, 2011),pp. 56 – 57.

32

1. Observation Instrument

This observation was used by the writer to observe whether teachers

practice the principles of effective teaching. The observation instrument was

based on the instruments developed from the Dynamic model (Creemers and

Kyriakydes), and it was observed on Likert scale and has 5 possible answers, they

were excellent, good, fair, poor, and very poor. This rating checklist can be used

to analyze and to evaluate any type of product or performance, such as science

projects, inventions, dramas, dances, or experiments.57

In this case, the researcher

acted as an observer who observed the teaching and learning activities at real

classroom atmosphere. Meanwhile, the writer recorded the process of teaching

learning in the class for the documentation of this research. The observation

instrument was filled by the researcher after recording the teaching and learning

process by using video recorder.

The observation instruments consisted of 51 items which were divided by

eight parts also (see Appendix 1). Each part represents the principle of effective

teaching strategies. They were orientation (items 1-5), structuring (items 6-13),

modeling (items 14-18), application (items 19-24), questioning technique (items

25-33), assessment (items 34-42), the classroom as a learning environment: the

contribution of the teacher (items 43-48), and management of time (items 49-51).

To attain the validity, the researcher used content validity, and all items of

questionnaires were matched and represent with the theory of Dynamic Models.

For the pilot study, the reliability (α) analysis was performed to identify the items

that should be retained in the study. Due to the small number of participating

teachers (N < 15) in the pilot study, no reliability analysis was carried out. The

following table presents the factors and examples of the items.

57

Andrew P. Johnson, A Short Guide to Action Research, (Boston: Pearson Education,

Inc:2008), pp. 92 – 93.

33

Table 3.1 The Factors and Item Examples of the Observation Instrument

Factors Example Items Number

of Item

Orientation Teacher explains to the students about the

important or the aim of learning material.

5

Structuring Teacher presents the structure of lesson that

will be taught during studying.

8

Modeling Teacher presents the strategies or tips of

learning material that will be taught, and then

students are offered to use the strategies to

solve the problem.

5

Application Teacher monitors, corrects the students‟ task

and provides relevant feedback to students.

6

Questioning Teacher tries to rephrase the question into

easier words when students do not answer the

teacher‟s question.

9

Assessment Teacher gives the question to test whether

students understand the material given by

teacher or not.

9

CLE Teacher provides opportunity to learn and also

time on task.

6

Time

Management

Teacher can maximize students‟ learning time

during the lesson.

3

Teaching

quality

All items in the Factors 51

2. Questionnaire

Cohen said that “The questionnaire is a widely used instrument for

collecting survey information, providing structured, often numerical data, being

able to be administered without the presence of the researcher, and often being

comparatively straigthforward to analyze.”58 In line with this, the closed

questionnaires where the possible answers were set out in the questionnaire that

were given both to students and teachers. Both tools were based on the

instruments developed from the Dynamic Model (Creemers and Kyriakydes).

Both questionnaires were used to get data whether teacher practice the effective

58

Louis Cohen, et al., Research Methods in Education fifth Edition, (London and New York:

Routledge Falmer, 2000), p. 245.

34

teaching principle or not. The questionnaires for students were named as students‟

questionnaires to measure teaching quality. The students‟ questionnaires were

translated into Bahasa Indonesia which used Likert scale to indicate the frequency

of the activities, using 1 (minimum) to 5 (maximum) scales. They were ranging

from 5 referred to very often (sangat sering), 4 referred to often (sering), 3

referred to some (cukup sering), 2 referred to seldom (jarang), 1 referred to not at

all (tidak pernah).

The students‟ questionnaires consisted of 50 items (see Appendix 2) that

were divided into eight parts. Each part represents the eight effective teaching

strategies. They were orientation (items 1-5), structuring (items 6-13), modeling

(items 14-17), application (items 18-23), questioning technique (items 24-32),

assessment (items 33-41), the classroom as a learning environment: the

contribution of the teacher (items 42-47), and management of time (items 48-50).

Meanwhile, the questionnaires were divided both to students and teachers

to assess the teaching quality. The data were obtained by distributing 360

questionnaires. The 348 questionnaires distributed to the students of three favorite

State Islamic Junior High Schools in Jakarta and 313 questionnaires were

returned. Meanwhile, the 12 questionnaires distributed to English teachers in

those schools and 12 questionnaires were returned. Furthermore, the writer as the

observer, observed twelve English teachers in those three schools.

The quality of instrument used in a research is very important. The

essential factors of validity and the reliability should be fulfilled to ensure that the

instrument is qualified. To attain the validity, the researcher used content validity,

and all items of questionnaires were matched and represent with the theory of

Dynamic models. For the pilot study, the reliability (α) analysis was performed to

identify the items that should be retained in the study. The instrument contained

50 items was tested to 19 students with α = . 83 (see Appendix 3), and the number

of 50 items was considered extensive enough for the writer‟s purpose.

Furthermore, for the actual study, reliability analysis was generally good

35

throughout 313 students: .93. The result of the reliability would be showed in the

Appendix 4. Below the examples of the items and the subscales in the

questionnaire are given.

Table 3.2 The Factors and Item Examples of the Students’

Questionnaires

Factors Example Items Number

of Item

Orientation I can understand the important of learning

material given by teacher.

5

Structuring Teacher presents the structure of lesson that

will be taught during studying.

8

Modeling Teacher presents the strategies of learning

material that will be taught, and then students

are offered to use the strategies to solve the

problem.

4

Application Teacher monitors the students‟ tasks and

provides relevant feedback to students.

6

Questioning Teacher tries to rephrase the question into

easier words when students do not answer the

teacher‟s question.

9

Assessment Teacher gives the question to test whether

students understand the material or not.

9

CLE I can learn from activity given by the teacher. 6

Time

Management

Teacher can teach effectively based on

teaching time.

3

Teaching

quality

All items in the factors 51

The distribution of questionnaires was given to 348 students of the three

State Islamic Junior High Schools in DKI Jakarta and the 313 questionnaires were

returned that would be described as follow:

36

Figure 3.2

From the figure 3.2, it could be seen that the number of students were 313,

115 boys (37%), and 158 girls (63%) from those three schools.

Meanwhile, the questionnaires for teachers were named teachers‟

questionnaires to assess teaching quality. The teachers‟ questionnaires were

translated into Bahasa Indonesia which used Likert scale to indicate the frequency

of their activities, using 1 (minimum) to 5 (maximum) scales. The teachers‟

questionnaires consisted of 48 items (see Appendix 5) that were divided into

eight parts. Each part represents the principle of effective teaching strategies.

They are orientation (items 1-4), structuring (items 5-12), modeling (items 13-16),

application (items 17-22), questioning technique (items 23-31), assessment (items

32-40), the classroom as a learning environment: the contribution of the teacher

(items 41-45), and management of time (items 46-48). Furthermore, the researcher

used content validity, and all items of questionnaires were matched and represent

with the theory of Dynamic Models. Due to the small number of participating

teachers (N < 15) in the pilot study, no reliability analysis was carried out. The

following table presents the subscales and examples of the items.

63%

37%

Percentage of Students' Gender

Boy

Girl

37

Table 3.3 The Factors and Item Examples of the Teachers’

Questionnaires

Factors Example Items Number

of Item

Orientation I explain to the students about the aim of

learning material.

5

Structuring I present the structure of lesson that will be

taught during teaching and learning.

8

Modeling I actively invite students to present the

strategies or tips of learning material that will

be taught during teaching and learning.

5

Application I monitor the students‟ tasks and provide

relevant feedback to students.

6

Questioning I help my students to correct the mistake to

find the correct answer when they are wrong to

answer my questions.

9

Assessment I give the question to test whether students

understand the material or not.

9

CLE I provide opportunity to learn and also time on

task.

6

Time

Management

I can maximize learning time of students

during the lesson.

3

Teaching

quality

All items in the factors 51

Meanwhile, the respondents of teachers were 12 teachers from those three

schools that would be described as follows:

Table 3.4 The Teachers’ Respondents

Schools' Names Frequency Percentage (%)

MTsN Al-Azhar Asy-Syarif 3 25

MTsN 32 Jakarta 5 42

MTsN 3 Jakarta 4 33

Total 12 100

38

From the table 3.4, it could be seen that the number of teachers were 12;

they were 3 teachers of MTsN Al-Azhar Asy-Syarif Indonesia, 5 teachers of

MTsN 32 Jakarta, and 4 teachers of MTsN 3 Jakarta.

3. Interview

The writer did interview to get the deeper data which has got not only by

students‟ and teachers‟ questionnaires but also by observation instrument. In this

case, the writer used unstructured interview (see Appendix 6) to develop the

outcome from quantitative data. The strength of unstructured interviews was

almost complete freedom in terms of content and structure. The writer was free to

order these in whatever sequence she wished. The writer conducted the individual

interview with the selected respondents both teachers and teachers: three teachers

and three students.

E. The Technique of Data Analysis

The technique of data analysis in this research was descriptive statistics

and descriptive qualitative. The descriptive qualitative was used by the data from

observation, and interview. On the other hand, the descriptive statistics was used

by the data from observation instrument and questionnaires.

First, all data were subjected to a reliability analysis after getting the data

from the observer, the students‟ and the teachers‟ questionnaires. Next, the

teaching quality would be got after scoring the sum of all principles of effective

teaching divided by the total number of the items. The techniques would be

explained as follows:

a. Data from Observation

The data from observation such as observation instrument and video

recorded conducted by the researcher was useful to analyze the teaching

quality and the practice of effective teaching strategies at the teaching and

learning process.

39

b. Data from Questionnaire

Descriptive statistic has been described in this part as efforts by

researchers to systematically summarize the data collected. In this case, the

researcher used mean score as the types of descriptive statistical. In

reported research results, mean is the arithmetic average of all of the

scores in a frequency. The mean is calculated as the sum of all scores

divided by the total number of scores.59 Based on the explanation, the

researcher used the mean score to measure teaching quality of effective

teaching. Besides the mean score, the researcher also used table. It was

obviously visual and it provided the reader with a quick summary of

certain descriptive results. The table in this study was used to display the

percentages to the practice of eight effective teaching strategies. Finally,

the data from questionnaires which came from the teachers and students

were used to check whether the teacher had practiced the eight effective

teaching strategies in the teaching and learning process.

c. Data from Interview

The data from the interview come from the teachers and the students

was described in descriptive analysis. The data from the interview was

useful to support the explanation in the chapter IV.

F. Trustworthiness

In mixed-methods research, the researcher used triangulation to ensure

validity and reliability. The instruments used in this study were observation sheet,

interview, and questionnaire. Triangulation in mixed method research is defined

in terms of the combined use of methods to investigate and understand the same

phenomena. The techniques of triangulation used in this study were conducted

from the teachers‟ and students‟ interview, observation, questionnaire, and theory

in chapter II. The researcher used the data from observation, interview, and theory

in chapter II combined with the data from questionnaires to get the deeper answer

data of research problem.

59 Rick Houser, Counseling and Educational Research, (the United States of America:

SAGE Publications, Inc., 2009), 2nd

Edition, p. 27.

40

In addition, the validity of questionnaire was determined by using content

validity. This validity is the extent to which a measurement instrument is a

representative sample of the content were (domain) being measured. Moreover, a

measurement instrument has high content validity if its items or questions reflect

the various parts of the content domain in appropriate proportions and if it

requires the particular behaviors and skills that were central to that domain.60

The

items of observation instrument and both the teachers‟ and students‟

questionnaires were developed from the theory of dynamic model.

Moreover, SPPS was used in this study in order to check the reliability of

all instruments. For the details of reliability analysis , it had already been

explained by the writer in each instrument above.

60 Leedy and Jeanne Ellis Ormrod, Practical Research: Planning and Design, (U.S.A:

Pearson Education Limited, 2014), pp. 91 – 92.

41

CHAPTER IV

RESULT OF THE STUDY

The main objective of this chapter is to present the descriptive findings of

the study, which concern the description of effective teaching based on the

dynamic models at three favorite State Islamic Junior High Schools in DKI

Jakarta. This chapter will describe the teaching quality, the factors of teaching

quality, the perception of teachers, students, and observer; both the similarities

and the differences, and the factors of teaching quality in detail.

A. The Teaching Quality

This section provides a summary of the main characteristic of the data,

where teaching quality was the sum of all principles of effective teaching divided

by the total number of the items. To conclude the concept of teaching quality, the

researcher combined all instruments such as both of the teachers‟ and students‟

questionnaires, the observation instrument, and the interview. The mean score of

teaching quality in each group would be described to provide understanding of

how each group differentiated. The result of the instruments could be seen as

follows:

Table 4.1 Mean Score of Teaching Quality

As reported in the table 4.1 that there were different perceptions between

the teachers, the students, and the observer related to the teaching quality. The

teachers were rated much higher by the teachers‟ questionnaires than by the

students‟ questionnaires and the observer. The score of teachers‟ questionnaires

Data Teaching Quality

Teachers‟ Questionairres 3.7

Students‟ Questionairres 3.1

Observation Instrument 2.8

42

was 3.7; it was categorized that effective teaching principle based on the teachers

were good at process of teaching and learning. The different score was 0.6

compared to the score of students‟ questionnaires. In contrast, the scores of

teaching quality from the students‟ questionnaires and the observation instrument

were categorized as fair; even the scores were slightly different within gap 0.3. It

means that not only the students but also the observer were in line about the

teachers related to the implementation of the effective teaching strategies at

process of teaching and learning.

After interviewing some teachers, the writer got the data about the result of

teaching quality based on the teachers‟ questionnaires. There were some factors

supporting data in teachers‟ questionnaires. First, the concept of effective

according to some teachers was about three factors: building the conducive

process of teaching and learning, mastering the material well, and doing

evaluation of teaching and learning process continuously. Meanwhile, other

teachers revealed that the concept of effective is that how the teacher makes the

students convenient to study and makes the material given understandable. This

opinion was supported by one of English teacher at MTsN 3 Jakarta, he said that

effective teaching is that how the teacher could facilitate the students to learn the

meaningful activity, such as making project in group, doing presentation,

listening, and watching movie. The teachers could bring those three schools to be

the five highest mean score of national examination from other State Islamic

Junior High Schools in DKI Jakarta since 2012 until 2014. Unfortunately, the

observer still found some teachers focus on one activity in observation class

which made students take long time to finish the activity, such as finding the

meaning of some English vocabularies among of listening, and reading activity.

Second, the teachers revealed that they often applied the effective teaching

strategies at real teaching situation such as orientation, questioning, teaching

modeling, application, classroom learning environment, management of time, and

assessment, except for structuring. The teachers rarely used the structuring stage

43

because having limited time to do this activity, and they said that this stage would

be understood by the students themselves after getting in the process of learning.

Based on the table 4.1, the score of teaching quality from the students was

3.1. The students revealed that the teachers were fair for implementing the

effective teaching strategies at real situation. Students had several reasons

supporting this argument. First, they said that the teachers have already

implemented the effective teaching strategies because the students have got good

students achievement. Moreover, the schools have achieved much appreciation

both from some competitions and from the society. Second, many students like

their teachers because they were very smart and creative in explaining the

materials; they were good example of educators. Furthermore, many students

enjoyed the program of school in building English environment; they have got

many programs related to improve their skills in English. Unfortunately, the

teachers should pay attention more in terms of orientation, and structuring. For

example, in the stage of orientation, some teachers did not conclude the material

at the end of the lesson; moreover they did not elaborate the learning objective

and the importance of learning material. Furthermore, in the stage of stucturing,

most teachers directly stepped into the material without giving the outline of

material.

Based on the table 4.1, the score of teaching quality from the observation

instrument was 2.8. The score from the observation instrument revealed the lowest

score compared to teachers‟ and students‟ questionnaires. The observer revealed

that the teachers were fair in applying the effective teaching principle. There were

some factors supporting this argument. First, most of teachers did not explain the

objective of learning material. Second, some of them did not repeat the previous

material to students before getting in the following material. Moreover, most of

teachers applied structuring limit on mention the topic of lesson without giving

the series of activity before coming to the material. Furthermore, many teachers

seldom gave homework for students, most of them finished the activity at class

and they sometimes gave homework when the material was difficult. The last, the

44

writer found that only a few teachers concluded the material before closing the

program. Based on the above explanation, it can be concluded that the teachers

were on average score in implementing the effective teaching principles but there

were some strategies that the teachers have to take much more attention to it.

B. The Factors of Teaching Quality

The result of mean score from each factor of teaching quality could be seen

as follows:

Table 4.2 Mean Score of Each Factor of Teaching Quality

As already mentioned in table 4.2, the observer data, the students‟ and the

teachers‟ questionnaires contained of eight factors, based on those of the dynamic

model. These factors were 1) orientation, 2) structuring, 3) modeling, 4)

application, 5) questioning, 6) assessment, 7) classroom learning environment,

and 8) management of time.

The above table 4.2, it describes several points. From the eight factors, the

teachers scored lowest among all of factors on three factors: structuring,

modeling, and assessment. These findings suggested that those three factors were

not easy activities for the teachers. Meanwhile, the observer scored higher on the

four factors: application, questioning, classroom as a learning environment (CLE),

and time management, which means that teachers were more positive on these.

This finding suggested that in general the teachers used these factors in their

teaching: application to practice the activity during the lesson, questioning to

assess students‟ knowledge, CLE to organize the classroom to create good

Group

Orien-

tation

Struc-

turing

Model-

ing

Appli-

cation

Ques-

tioning

Assess-

ment CLE

Time

mana-

gement

Teacher 4 3,3 3,3 3,9 3,7 3,3 3,9 4

Student 3,2 2,9 2,8 3,3 3,3 2,9 3,2 3,3

Observer 2,7 1,9 2,7 3,3 3 2,8 3,1 3,3

45

interaction either teachers and students or student and other students, and time

management to engage students in classroom learning.

The data showed that the teachers and the students were in line because

they scored higher than other subscales on five factors: orientation, application,

questioning, classroom learning environment, and management of time. The data

was strengthened by independent observer that the teachers did those factors in

the classroom. Nevertheless, considering orientation factor, the observer disagreed

with them because the observer found only a few teachers could do orientation

well.

Furthermore, the data from students revealed that they were also positive

on four factors as well as observer‟s data. Although it was different on one factor:

orientation that based on students‟ data, the teachers were also rated higher on

orientation as well as other four factors. It means that as regards orientation, the

observer disagreed with the students and teachers.

In addition, not only the observer and the students but also the teacher

gave score other three factors lower than the other ones: structuring, modeling,

and assessment, even with different score. These findings suggested that those

three factors were not easy activities for the teachers. Thus, there was agreement

between students and teachers on all factors. Nevertheless, based on observer,

there was agreement among all factors except on orientation.

C. The Categorization of the Factors and the Perception of

Teachers, Students, and Observer Both the Similarities and the

Differences

In this part, the writer divided the factors of teaching quality into three

categories: high, average, and low. The scale of 4-5 could be included as high

category. Furthermore, the scale of 3 could be included as average category and

the scale of 1-2 could be included as low category. The categorization would be

useful to elaborate which strategy that teachers have done well or not based on the

observer.

46

According to the observer, there was no factor which was included in the

high category. Even there were seven factors such as; orientation, modeling,

application, questioning, assessment, classroom learning environment, and time

management that the teachers had quite enough done on those stages, but it still

needed much improvement. In addition, there was a factor which was categorized

as low, structuring. For further explanation of describing the practice of effective

teaching strategies in English classroom, it would be explained by the observer.

The data of three groups: teachers, students, and observer showed that

application and time management were two factors which were highest among of

all factors in each group. These findings indicated that those factors were often

practiced by teachers in the classroom. It could be concluded that all participants

argued that the teachers have done well those two factors.

There was similarity from all participants related to the practice of

structuring. Structuring was regarded as the lowest score by the three groups.

Even with different score, it was categorized fair in the practice of structuring. It

is argued by most teachers that they seldom practiced structuring in the process of

teaching and learning.

There was also similarity from all groups related to the practice of

modeling. Based on the table 4.2, even the scores were different; the scores were

categorized as fair. Based on the statement, it could be said that the teachers have

been on average score related to this stage.

There was also similarity from all groups related to the practice of teacher

role in making classroom a learning environment. Based on the table 4.2, even the

scores were different; the scores were in the second top score among other factors.

Based on the statement, it could be said that the teachers have also created

classroom learning environment.

Furthermore, there was a compelling difference from the three groups

related to orientation stage. The teacher scored highest on this stage, it was

categorized as good. It means that based on the teachers, they have often done this

stage. While there was positive result from the teacher‟s score, there was opposite

47

result from the observer and the students related to this strategy. The observer‟s

score was 2.7 meanwhile the students score 3.2 which was categorized as fair.

The second difference was in the stage of questioning. Even the scores

were different, both the teachers and the observer had strong difference related to

this strategy. The teacher‟s scored 3.7 related to questioning stage, it was

categorized as good. The teachers assumed that they did this strategy frequently.

In contrast, the score from the observer related to this strategy was 3, it was

categorized as fair. It was argued that the importance of giving question in the last

session was important to check whether the students understand the material not.

Finally, on the stage of assessment, the teacher scored 3.3, it was

categorized as fair. It was supported not only by the students‟ questionnaires but

also the observation instrument; the scores were 2.9 and 2.8 which were

categorized as fair also. It means that based on the teacher, the students, and also

the observer, the teachers have done this stage in the process of teaching and

learning. In addition, based on the observer which was supported by the interview

of teachers and students, many teachers seldom gave homework for students, most

of them have the target to finish the activity in each meeting. They sometimes

gave homework when the material given was quite difficult.

D. The Factors of Teaching Quality in Detail

In general, the factors would be described orderly by the writer. The

content was about definition of each factor, the teachers‟ weaknesses, and the

teachers‟ strength.

1. Orientation

Based on table 4.2, it could be seen that teacher scored highest on

orientation stage. Nevertheless, the observer scored the teachers on this

stage lower than other factors. It is supported by the students‟

questionnaires that the scores from both of two groups were categorized as

average. Supporting this statement, the researcher found some weaknesses

because the teachers did not maximize the orientation stage which was

stated in the chapter II.

48

First, in the first phase of teaching-learning, the observer found some

teachers directly come to the subject at the day lesson without providing

the objective of learning on students. It means that in the real teaching

situation, the teachers rarely provided the objective of lesson or the reason

why a particular activity took place. Based on the interview, it happened

because they thought that the students would realize the objective of

learning through the activities and the tasks that the teachers gave. In line

with this, the teachers concluded that as long as the students got good

score, it could be said that the objective of the lesson had been reached. In

contrast, the observer determined that the orientation stage was needed to

recall the students with the previous material, calling students‟ long-term

memory, and making the students more interested in new material.

Second, in observation class, a few English teachers did not review

the previous material. Based on the interview with some teachers, they

said that the teachers sometimes did not review material in each meeting,

because they frequently reviewed all materials in the end of semester in

order to help students comprehending all of the materials to face the mid

test and the final test. In MTsN 3 for instance, the teachers made

evaluation book for students to review all material before facing

examination test. Based on the interview with some students, they agreed

that the teachers sometimes review the material in each meeting. Whereas

the students revealed that reviewing the material in each meeting was

important activity to provide student‟s long-term memory. Based on the

explanation in the chapter II related to advantages of orientation,

reviewing could also be used to check students‟ understanding related to

the previous material.

Instead of some improvement on this stage, there were some

activities found by the observer at orientation stage that the observer found

it interesting. The observer found only three out of twelve English teachers

explained the objective of material. In this case, explaining the important

of studying the lesson which understanding how to make something by

49

observing the food seller at canteen. This activity was useful for students

both to help them aware about the competence that they would do during

the day lesson and to make the classroom learning more meaningful to

students. Another interesting activity, other teacher could present the

objective of learning material at the day lesson by inviting the students to

think about the learning objective of material. The teacher asked students

why they needed to study about descriptive text. The teachers pointed out

one student to answer the teacher‟s question, knowing no response from

student, teacher moved to other students by rephrasing the question and

providing the clue until the teacher found the answer. Here, teacher used

information gathered to students whether the learning objective at the

previous lesson could be reached or not by checking the students‟

understanding in answering the teacher‟s question. Meanwhile, other

teacher gave question to students when the first time the teacher wanted to

introduce the topic. The teachers attempted to engage students into the

material by giving easy example that related to the daily lives. The teacher

was giving brainstorming on what students know about “congratulating”,

when, or where to say “congratulate” to other people. Here, teacher

brought the context of students‟ daily lives; the teacher gave example

when students were in birthday party of a friend, what expression they

would say to their friend. Then the teacher asked for students to give

another event when they wanted to say congratulation. In this case, the

process of asking and giving question appeared on this stage, and there

was a good interaction between teacher and students. The teacher also

explained why the students needed to learn about “congratulation”.

Furthermore, other teacher built the students‟ motivation on learning by

advising students that they needed to study more in order to get the better

score in other exam. Then, teacher reviewed about the previous lesson by

giving greeting to all students after that the teacher asked students one by

one to make students more confident to use English as students‟ response

to teacher‟s question.

50

2. Structuring

Based on the data from the teachers and the students about

structuring, the categorization was average. In fact, based on the observer

in the real teaching situation, most of the teachers rarely practiced the

structuring stage. Therefore, the researcher stated that the teachers were

not good in practicing this strategy. It was also shown by the score 1.9, the

categorization was low. There were some reasons supporting this

statement.

The first reason was that even the teachers started the lesson by

brainstorming new topic, but they seldom began the lesson with overviews

of learning objectives. It is supported by observation class. After opening

the lesson, teachers directly moved to modeling stage. However, many

teachers always helped students to understand the activity series in the

process of teaching and learning. Moreover, the teachers should make sure

the students‟ readiness to start the lesson. Based on the interview of

teachers, some teachers realized that structuring stage was important for

students but most of teachers skipped this activity, because the time

allotment was only enough for teaching material and practicing time. It

was supported by the observation class, the observer concluded that this

activity was not easy for teacher. The teachers focused on finishing the

material than making the students comprehend the material. The observer

considered that the structuring stage was needed for the teaching process

because through this stage, the students could follow the teaching and

learning process easily. This stage could also avoid students‟ ambiguity to

the objective of the lesson and strengthen students‟ memory. Unlike the

teachers, the students stated that they needed to know the objectives of

material to understand the material and to make the students clear about

what was expected of lesson from the activities.

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Furthermore, many teachers did not make an outline covering and

signaling transition between lesson parts. In observation class, the teachers

directly stepped into the material. In line with this, based on the interview

with some teachers, they assumed that without structuring each part of

lesson, the students would comprehend it by themselves. Based on the

interview with some students, the teachers seldom gave the outline of

lesson part. Whereas through explaining an outline and transition signal,

the students would easily follow the classroom activities. For this reasons,

related to the chapter II, outlining the lesson parts would be useful to gain

mastery of the content. This activity could ensure the students to

remember better what they have learnt and to help them understand easily

the content as an integrated whole, with recognition of the relationships

between the parts.

The last reason was that only a few English teachers concluded the

lesson that this part was neglected by the teachers. Based on the interview

with some students, they said that they were still doing the learning tasks

while the time was running out. Therefore, there was no time for receiving

the conclusion. In line with the advantages of structuring, the students said

that a conclusion would provide them to make the concept clearly, because

each student might have different perception during the lesson. The

students also said that the students would be more active if the teachers

asked them to give conclusion in the last session.

Related to this stage, the observer still found two out of twelve

English teachers practice structuring activity. The activity was presenting

the structure of the lesson, such as: mention the topic at the day lesson, and

then presenting what activity series during the lesson orally. The teacher

said that in that meeting, the students would be grouped to interview the

food seller. The first, the teacher would explain about the topic, then

making group, doing observation, and discussing. The teacher also

explained about the important of learning material to students. Meanwhile

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the other teacher explained the series of activities by writing them on

power point. The teacher wrote the topic about congratulating, then

showing the example of congratulating in the dialogue, listening section

about congratulating, and the last was exercising time.

3. Modeling

Modeling is the skill of learning which modeled by the teacher,

because the most crucial people in the process of teaching and learning is a

teacher him/ herself. The goal of modeling stage is to engage students in

developing or presenting the strategies. In this stage, teacher could ask his/

her students if they knew the strategies or the way to find the component

of procedural text for instance. Modeling is also the use of strategies to

solve the problem. It is expected that effective teachers help their students

to engage in demonstrating the strategies.

The observer revealed that the teachers were average in practicing

this strategy. The observer scored 2.7, it was categorized as fair. The score

was supported by both teacher and student which were also in fair

category.

There were some activities found by the observer related to this

stage. Teacher practiced modeling stage by writing down on the white

board about the idea. First, the teacher asked students of what components

in procedural text, then writing on white board about the idea that students

elaborated (goal, material/ ingredients, and step). Next, teacher made clear

the explanation about this material. This could be useful for promoting

self-regulated learning. The teacher also asked students to use this strategy

to solve the problem when they found other kinds of procedure text in

outside of the class. Another activity was when teacher taught reading

class, the teacher could perfectly invite students to explain the strategies of

finding the kinds of question on reading skills when they had to answer the

questions on test. The teacher asked to elaborate the questions by asking

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and clarifying to students and wrote them on white board. The teacher also

taught full in English. Based on the observation, almost students got the

point of teacher‟s explanation. It could be seen on the students‟ exercises

when they were in the class that almost students could answer the question

correctly. The other way to present modeling was pointing from one

student to another student to read the conversation. Here, the teacher could

remember well about the students‟ names and also pay attention to their

pronunciation, if they were wrong to pronounce, the teacher would correct

their pronunciation by giving modeling and asking to repeat it. The kinds

of conversation related to the students‟ daily lives. Another interesting

modeling was creating good interaction between teacher and students that

the teacher asked question to students then students were asked to give

respond one by one. After teacher gave modeling about how to pronounce,

how to give question and what kinds of respond if somebody asked about

their condition, the teacher presented question and the students were asked

to give positive respond based on the teacher‟s strategies.

Based on the observation, many teachers practiced modeling by

asking students or minimally engage students to present the strategies of

learning. It is supported by interview of teachers that to make students

more creative, the teacher needed to invite them to present the strategies

by themselves. Meanwhile, even some teachers considered that students

needed to get strategies from teacher then they were asked to use the

strategies to solve the problem.

There were some improvement addressed to teachers related this

stage. The teachers rarely practiced many strategies to be applied by the

students in the class adressed to different kinds of students. The teachers

assumed that the students could comprehend the tasks when there was no

question from the students. Moreover, the students were considered to be

an autonomous learner in solving problem. Supporting the teacher

statement, the students agreed that the teachers did not practice many

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strategies to them. The teachers sometimes asked them to analyze the tasks

by themselves after giving a few examples of the tasks. Second, the

teachers sometimes invited the students to explain how they solved the

problem. Providing opportunities for students to be involved in the

classroom activities was important aspect to do. In line with this, the

students said that the teachers should be curious about how the students

solve the learning problems because it was possible if there were some

students finish the task by cheating only. Related to the explanation in the

chapter II, using different strategies addressed to different kinds of

students was an evaluation of teachers. Moreover, the curiousity of

teachers in solving the students‟ problem would be an evaluation of

teachers whether the students got the point of the teachers‟ explanation or

not.

4. Application

Application refers to teacher‟s behavior give immediate exercise/

task for students to apply the strategies or learning presented in modeling

stage. This strategy also focused on the application task that students are

expected to perform. The application task also refers to some parts of the

lesson, to the whole lesson, or even to a series of lessons.

Concerning this stage, the teachers revealed that they were good in

practicing this strategy; the score was 3.9 and categorized as good.

Meanwhile the students and the observer scored fair related to this strategy

with the score 3.3. There were some reasons supporting the students and

the observer.

First, the teachers provided the application opportunities to students.

The teachers revealed that they maintained the tasks after finishing one

topic. There were two kinds of activity, individual task and group task. If

the task did not need much time and was considered easier, the teachers

preferred to use individual task. The task would provide students finding

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their own answer and trained them to be an autonomous learner.

Meanwhile the group task was also used by the teachers if the tasks were

difficult. The tasks were well organized by the teachers from the simple to

more complex one. On the other hand, not all teachers adjusted the tasks

considered to the students‟ ability. They gave the same task for all students

without developing different topics for different groups of students.

Second, even some teachers were good in practicing this application

stage, some of them did not provide encouragement for the students‟ effort

more frequently to low-achieving students. The teachers seemed to be

focus on finishing the learning materials at one day without paying more

attention to the students by observing the causes what made students

getting low score. However, based on the interview with some students,

they said that the teachers sometimes focused on the result without solving

the learning problems at the real teaching situations. The teachers rarely

asked the students how they finished the tasks, whereas it became an

important idea in the practice of application tasks than covering all

materials.

There were some interesting activities that the teachers did on this

stage. The first, teacher moved to application by grouping students to work

in group and preparing the task to practice strategies presented during

modeling. In this case, students were doing observation to the food sellers

at canteen about how to make food or drink. Another activity on

application was that teacher asked students to practice interviewing other

friends about their names, address, class, age, hobby, and also dream. By

this activity, the students would practice to speak up with their peer. It was

very good to build student – student interaction. This kind of activity was

one of examples of how to make the application stage meaningful for

students because they could ask for the information directly to the sellers

and to their peer. The observer also found that almost teachers attempt to

engage students on task that they gave in the class. They helped students to

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understand either on material or on task. For instance, after students

finished doing interview, teacher facilitated discussing the project together

with students. Teacher also provided time on presenting the project in

front of class in the following meeting. The second, the teachers used

individual task to practice application stage. The task would provide

students to find their own answer and train them to be an autonomous

learner. For instance, teacher gave the different task addressed to different

kinds of students to test about descriptive text. The teacher attempted to

check the students‟ knowledge through giving different questions related

to the descriptive text. This activity was useful for teacher to evaluate the

teachers‟ teaching practice. The next activity, the teacher conducted the

tasks based on the students‟ ability. The teacher gave the different task for

all students in group, and then students were asked for developing the idea

on their own group to create the conversation combined with drawing

comic. Based on the interview with some students, they said that when the

teachers gave different themes in one activity, it could make the students

understand many aspects in one meeting and also the students could

develop their own idea to improve their own mind. The last, in MTsN 32,

the teachers had the program “English Clinic” class that this program was

adressed to the low achieving students especially for English subject. This

program aimed at solving the students‟ problem when they found

difficulty on learning the material in the classroom activity.

5. Questioning

Questioning is an important part of the teaching-learning process

because it enables students to recall the students‟ knowledge, develop the

students‟ idea, and make sure if the students understand the material. The

effective teacher will ask clear question to improve students‟ higher

thinking order; if the students find difficulty to answer the question,

teacher will give the clue or revise the question in more understanding

question.

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As the data from observer, students, and teacher, in the classroom

atmosphere, the teachers provided both product and process questions to

students. Based on table 4.2, it could be seen that the teacher scored on

this stage by 3.7, it was categorized as high. Meanwhile, the students and

the observer scored average. It means that questioning stage was easy

activity to practice at class, the teachers could provide good interaction

related to create the questions to students.

There were two kinds of questions which could be practiced by

teacher in the process of teaching and learning. Process question was to

attempt students how they found their answer. For instance, when a

teacher taught reading, teacher asked to analyze the kinds of descriptive

text. The example of process question in teaching reading was “How to

differentiate between identification and description?”. Meanwhile product

question was to ask for students to find their answer in the printed text.

The example were: “Which one is identification and descriptive?”, “How

old is the puppy?”. The teachers always gave simple questions during the

lesson. Based on the interview with some teachers, they gave both types of

questions given during the lesson. Based on the observation, the types of

questions given by the teachers were both product/narrow questions and

process/broad questions. In line with this, based on the interview with

some students, they said that the teachers should give both product and

process questions. It could provide the teaching and learning process more

interesting and challenging.

Questioning could be taken in each part of lesson; in the first

material, along the study, in the last session. In the beginning of lesson,

teachers gave question not only to review the previous lesson, or to

brainstorm students but also to get in students into the material and to get

students‟ attention. It could also help students to be easier receiving the

material. The examples were: “Have you ever say congratulating to your

friends?”,“Have you ever heard conservation?”. Meanwhile, along the

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process of teaching and learning, question could be given to students both

product and process questions. In this part, after teacher gave modeling

about “days, months, and years”, the teacher asked the students one by one

about how the condition of students, how old they were, when they were

born, where their addresses were, etc. Other teachers asked to analyze the

sentence whether the sentences correct or incorrect. In this case, teacher

provided the sentence, and then the students should think why the sentence

was incorrect. This was a kind of question to build critical thinking of

students. Then teacher discussed with students to solve the problem

together, teacher also provided positive comment to students‟ answers. In

addition, questioning was related to assessment of students, when teacher

wanted to take the score of students‟ performance, the teacher could use

both product and process question. Nevertheless, only a few teachers

provided students the question in the last session which was to check

whether students understand the material or not, teacher asked to give

comment or questions related to the material being presented in modeling

stage. Even, there were only two teachers out of twelve asked to conclude

the material. For instance, asking “What is your conclusion about Simple

Past?”, “Is there any question?” etc. This activity was important because

effective teacher should clarify to students if they had any questions

regarding the day lesson.

The last, at the real situations, a few teachers gave response like short

statement to the student answers. In line with this, based on the

observation with some teachers, they frequently gave some short

statements such as “Okay, you are right” if there were some students who

could answer correctly. However, based on the interview with some

students, applause and praise were also needed by the students in order to

support them participated actively in the classroom. At the real situation, if

the students made an incorrect answer, the teacher usually pointed some

students and asked them to give the correct one. Even they used an

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analogy to make the students easier understanding the feedback. If there

was no student who could answer correctly, the teachers themselves

explained the answer. In conclusion, the teachers should be creative when

they do not find comment from students. Knowing that students seemed to

answer without raising their hands, the teacher tried to point out one

student to another student to answer the teacher‟s question. In this case,

almost teachers tried to correct students‟ answer when they were wrong to

answer and seemed to remember the students‟ names well; even some

teachers could not mention their names one by one. This activity seemed

on almost teachers on those three schools. Concerning about students‟

silence when teacher gave question, many teachers on the three schools

tried to rephrase the question into easier words or provided easier clue to

make the question easy to understand.

6. Assessment

Assessment is an integral part of the process of teaching and learning

process. To know whether students master the competence and measure

the effectiveness of the teachers‟ methods are the aim of this stage. The

forms of assessments are pretest and posttest, formative test, and

summative test. The teacher could see the result of formative test, if the

teacher got the score of students in formative test under the minimum

score, the teacher should do remedial teaching by learning the topic that

the students could not master well yet.

The focus of this stage is measured by looking at the ability of

teacher to use different ways of measuring student skills. Those are that

teachers collects some information about how to identify the needs of

students, how to conduct self-evaluation, how to adopt students‟ long-term

planning, how to use evaluation tasks as a starting point for teaching. The

stage is measured in terms of the period at which the evaluation tasks take

place (e.g., at the beginning, during, and at the end of unit of lessons).

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Teacher also did assessment activity in this stage by assessing

students through different questions. In this case, students were asked to

mention what kind of question that would be appeared in the text both in

reading and writing skills. If students found difficulty to answer the

question, teacher could rephrase the question or give clue to make students

understand.

Some teachers practiced the assessment by authentic assessment:

through interviewing their friends about personal information to practice

speaking then they were asked to make their own identity cards, and

through interviewing authentic people (in this case the food sellers at

canteen) to ask for information about how the sellers make food and

beverage before making the project related to procedure text.

The observer stated that the teachers were average in practicing this

strategy. It could be shown by the score 2.8 which was categorized as fair.

All participants had different perceptions related to this strategy. Based on

the interview on some teachers, the teachers at those three schools hold the

evaluation regularly. There were two kinds of assessments that the teacher

hold to assess the students. The first, summative assessment summarized

what students have learnt at the conclusion of an instructional segment.

These assessments tend to be evaluative, and teachers typically reported

assessment results as a score. The examples of summative assessments

include tests, performance tasks, final exams, and making projects. The

last was formative assessments occured concurrently with instruction.

These ongoing assessments provide specific feedback to teachers and

students for the purpose of guiding teaching to improve learning.

Formative assessments included both formal and informal methods, such

as quizzes, oral questioning, and teacher observations. Those kinds of

assessment were the teachers‟ effort to get the feedback from students. The

more positive feedback the teacher would give, the more it would

influence on students‟ achievement. Furthermore, if the score of students

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on those assessments was good, it was assumed that their method of

teaching related to the kind of subject was success. In line with this, based

on the interview with some teachers, they did the assessments after

finishing one topic. They did formative examination three times in one

semester and one summative examination to analyze the student

improvement. However, based on the observation, the teachers did not use

a range of different ways of measuring student skills. Even, the teachers

rarely practiced the assessment to identify needs of students, to conduct

self-evaluation, or to use evaluation tasks as a starting point for teaching.

As an example, based on the interview with some students, after assessing,

the teachers returned the student answer and then continued to the next

session. Based on the interview of students, the teachers preferred to use

the session for watching a movie with their students rather than discussing

the answer. Unlike the students, the teachers considered that they did not

have much time to discuss the answers one by one. Therefore, they

preferred to choose watching movie in order to refresh the students‟ mind.

7. Classroom Learning Environment : CLE

The teachers scored 3.9 related to this stage. It was categorized that

they were high in practicing this strategy. Meanwhile, the students and the

observed revealed that the teachers were average to practice this strategy;

it could be shown by the scores 3.2 and 3.1.

There were some reasons supported the argument. First, teachers

could provide students the time both on explanation and on task. Teacher

provided relevant feedback and gave positive reaction to students.

Moreover, teachers divided the result of exam back to students after

finishing checking the answer. In addition, the responsibility of teachers

could be proved not only in the process of teaching in the class but also

outside of the class. The teachers tried to establish, persuade and respect

the schools‟ rules. The teachers warned the students when the students did

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not wear the appropriate uniform, gave a good model for students not to

throw the rubbish anywhere, asked students to keep the environment clean,

and also gave punishment when students disobeyed the rules. At the real

teaching situation, the teachers had asked their students to keep the

environment clean by picking the garbage to the trash can before the class

started. In the classroom observation, the observer also found in some

classes that the teacher could build the class to compete each other when

they were asked to work in group. It created the good interaction both on

teacher to students and student to other students.

However, there were some aspects which were addressed by teachers

related to this stage. After doing interview with some students, some

teachers could not fulfill the time allotment to teach in the class because

there were some teachers busy with the other duty outside of the class or

other reasons; they just gave the extra exercise to make the students busy.

In addition, some activities created by teacher could not make students

compete one another to get the score. The students seemed to just fulfill

the requirement from teacher without understanding the learning objective.

To avoid this problem, the teachers should make clear the explanation

when they present modeling activity before coming to the application

stage. Furthermore, the teachers should make sure that the students

understood the learning objective of the material to make students realize

the meaningful of learning material. The last, the observer found some

teachers already used teaching media such as LCD, movie and other media

to support the teaching and learning process. Nevertheless, other teachers

could not maximally use the media provided the school. This condition

should be increased more by teachers to provide more relevant approach

addressed to different students in different class.

Based on the explanations, keeping students on task was crucial

because they could fulfill the time by the useful activities. Furthermore, to

avoid classroom disorder, teachers could create good preparations. In

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addition, the process of teaching and learning started from planning,

actuating, assessing, and revising the teachers‟ strategies were the complex

activities that the teachers should do. Those all activities were the

seriousness of teachers in responsible for their job as an educator. Based

on the observer, the success of the schools could be seen that since 2012 –

2014, those three schools were the five highest mean score of national

examination among other State Islamic Junior High Schools in DKI

Jakarta and the schools were categorized as favorite schools. What the

teachers did was the effort of teachers to defend the schools quality by

looking at the students‟ quality and their alumni in order to make the

public keep trust on those schools. The hard-working of teacher could be

appeared in the process of teaching and learning, either inside or outside of

the class. The teachers motivated and cared of students to study. Include

the process of evaluation is to know how far the success of students master

the competence and measure the success of teachers‟ methods.

8. Management of Time

Management of time is one of the most important challenging of

teacher in trying to achieve the goals. In this study, management of time is

considered as one of the most important indicators of teacher ability to

manage classroom in an effective way.

The teachers were high in managing time according to teachers‟

questionnaires, it is showed by the score 4. Meanwhile, students and

observer scored average related to this stage which was 3.3. All

participants had different perceptions related to this strategy. There were

some reasons supporting the observer and the students. At the real

teaching situation, the discipline of time could be seen based on the

observer‟s observation, when the bell was ringing the teachers came to the

class soon and got out from the class as well as the time on teaching.

Based on the interview of teachers, they also gave reward and punishment

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to students when they either obeyed or disobeyed the teachers‟ rules. The

reward would be given for instance the students could finish the project on

time, or the students could definitely answer the teachers‟ questions.

Meanwhile, the punishment would be given when the students could not

finish the homework on time or when the students disobeyed the rules at

the schools. In addition, when some teachers could not attend the class,

they always confirmed to the other teachers to change the position or at

least they came to visit the class for a while to give the task for students to

be collected then. Those activities based on the observation when the

observer did the class observation for a few days.

Nevertheless, there was suggestion for the teachers related to this

stage. Some teachers did not mention the time allotment to students when

they stepped to each activity in the process of teaching and learning. They

sometimes spent much more time for an activity while the other activity

was not covered in one meeting. In this case, although the students were

organized in group discussion, the students ran out of time and did not

finish the activities. Similarly, based on the interview with some teachers,

they said that explaining the time in each activity was not important

because the teachers should remember the time allotment by themselves.

Moreover, they said that each class had different characteristic addressed

to different kinds of learners. For example, when the teachers arranged

time allotment for the first class, the time could not be matched to be

applied in another class because each class had different level to

comprehend the material. Consequently, the class activity could not be

effective because the teacher did not cover all the materials to be presented

that learning objective of the lesson could not be understood by the

students. Related to this situation, the management time was appropriate to

help the teachers maximizing the teaching and learning process.

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CHAPTER V

CONCLUSION AND SUGGESTION

In this chapter the writer presents the result of the study based on the

research which was conducted at three favorite State Islamic Junior High Schools

in DKI Jakarta. This chapter will describe the conclusion and suggestion.

A. Conclusion

Based on the research conducted by the writer, she concludes some points

of the research result as follows:

1. The Teaching Quality

Based on the data in chapter IV, the mean score of teaching quality was

rated in different score form all groups. In this case, the teachers were rated

much higher by teachers‟ questionnaires than by students‟ questionnaires and

the observer. Furthermore, the practice of effective teaching strategies based on

the dynamic model in those three schools would be concluded as bellow:

1. Orientation

In the real teaching situation, the teachers rarely provided the

objective of learning material. In this stage, they presented orientation by

reviewing and brainstorming students with the previous and the following

lesson, asking and discussing homework, giving the questions to relate the

material, building student‟s motivation, and relating the material with daily

lives.

2. Structuring

In the real teaching situation, most of the teachers rarely did the

structuring stage. Most teachers started the lesson by giving structuring not

to mention the series of activity that they were going to do at the day

lesson; they just mentioned the topic of material. However, many teachers

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often helped students to understand the activity series in the process of

teaching and learning. There were only some teachers conclude the

material in the last session.

3. Modeling

In the classroom observation, many teachers practiced modeling by

asking students or minimally engage students to present the strategies of

learning. Meanwhile, a few teachers considered that students needed to get

strategies from teacher then they were asked to use the strategies to solve

the problem. The teacher asked to elaborate the questions by asking and

clarifying to students. In this part also, the teacher could remember well

about the students‟ names and also paid attention to their pronunciation.

The teachers could also create good interaction between teacher and

students that the teacher asked question to students then students were

asked to give respond one by one.

4. Application

In the classroom observation, the teachers did application stage by

grouping students to work in group and preparing the task to practice

strategies presented during modeling. Almost teachers attempted to engage

students on task that they gave in the class. They helped students to

understand either on material or on task. The teachers used individual task

and group work to practice application stage.

5. Questioning

The effective teacher will ask clear question to improve students‟

higher thinking order. In the real teaching and learning process, when the

students found difficulty to answer the question, teacher would give the

clue or revise the question in more understanding question. The teachers

could provide good interaction related to create the questions to students.

Teacher could link the previous material with new material, and raise the

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end of the lesson as part of assessment of students. Meanwhile,

questioning was done by teacher in each phase of lesson; in the first

material, along the study, and in the last session. In addition, questioning

was related to assessment of students, when teacher took the score of

students‟ performance, the teacher could use both product and process

question.

6. Assessment

Assessment is to know the success of students in mastering the

competence and to measure the effectiveness of the teachers‟ methods; it is

the aim of this stage. The forms of assessments used by teachers are pretest

and posttest, evaluative test, formative test, and summative test. The

teachers collected some information about how to identify the needs of

students, how to conduct self-evaluation, how to adopt students‟ long-term

planning. The stage used by teacher was measured in terms of the period at

which the evaluation tasks take place (e.g., at the beginning, during, and at

the end of a unit of lessons).

7. Classroom Learning Environment : CLE

In the process of teaching and learning, teachers could provide

students the time both on explanation and on task. Teacher provided

relevant feedback and gives positive reaction to students. Moreover,

teachers divided the result of exam back to students after finishing

checking the answer. In addition, the responsibility of teachers could be

proved not only in the process of teaching in the class but also outside of

the class. The teachers also tried to establish, persuade and respect the

schools‟ rules.

8. Management of Time

Management of time is considered as one of the most important

indicators of teacher ability to manage classroom in an effective way. In

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the real teaching situation, the teacher comes and finishes learning on time.

Some of them also gave reward and punishment to students when they

either obeyed or disobeyed the teachers‟ rules related to the task that the

teachers provided. In addition, related to teachers‟ absence in teaching,

they have already obeyed the rule of the school.

B. Suggestion

Dealing with the conclusion of the research related to the practice of

effective teaching strategies at the three favorite States Islamic Junior High

Schools, the resercher would like to give suggestion as follows.

a. For the teachers and some schools principals:

1. Orientation

There was some advice that would be given by the observer related

to orientation stage. First, the teachers should review the previous material

and connect to the following material in order to test the students‟

understanding and brainstorm the students to have awareness of material.

Second, the teaching process would be effective if the teachers explained

the objective of learning material. It could build the students about the

reason why they needed to study the material. Third, giving the process

question to students in the first time of class activity is important to get

students‟ attention, for instance; linking the actions with students‟ daily

lives and inviting them to think critically by using process questions.

2. Structuring

There was some advice addressed to teacher related to this stage.

The first aspect related to the importance of outlining the content. It would

emphasize on students‟ intrinsic value in order to make students involve

and experience if the type of flow was described for the first time. Another

point is that explaining the goal of each activity in the classroom is needed

to improve students‟ mind by guessing the goal of each part. Finally, the

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teacher should review the goal at the end of activity and also conclude the

material. This stage was a crucial part neglected by the teachers. Through

reviewing the goal and concluding the material, it can build the students‟

long-term memory of the material presented by teachers.

3. Modeling

There was some advice for teachers regarding to this stage. First, the

teachers need to use multiple strategies addressed to different kind of

students to solve the problem. Moreover, the teachers should provide

opportunities for students to use or develop more than one strategy to solve

specific problems. They should emphasize on using multiple strategies for

a group of students. Another point is that the teachers need to use English

and or bilingual language especially for bilingual class. It would train the

students to listen English language when the teachers pronounce the word

and explain the material.

4. Application

The teachers also need to pay attention more to practice application

stage. First, the teachers need to arrange the task with the students‟ ability

to test different kind of students. Some teachers gave the same task for all

students without developing different strategies for different groups of

students. Second, the teachers need to discuss the previous task or

homework in the class. Some of the teachers did not pay much attention to

the homework, because they thought that the students could finish it well.

5. Questioning

The teachers should be creative when they create the questions

addressed to different kind of students. The teachers should try to correct

students‟ answer when they are wrong to answer. Concerning about

students‟ silence when teachers give question, the teachers should try to

rephrase the question into easier words or provide easier clue to make the

70

question easy to understand. Another point, checking the students‟

understanding in the last activity by necessary question is also important to

test the students.

6. Assessment

The more positive feedback the teacher will give, the more it will

influence on students‟ achievement. It is also necessary for teacher to give

the homework to students in order to make students‟ long term-memory.

7. Classroom Learning Environment

The teachers should pay attention to the time allotment to teach in

the class because there were some teachers busy with the other duty

outside of the class or other reasons. In addition, the task given by the

teachers should make students compete one another to get the score. Then,

teachers should make clear the explanation when they present modeling

activity before coming to the application stage. Furthermore, the teachers

should make sure that the students understand the learning objective of the

material to make students realize to the meaningful of learning the

material. The teachers should also use the media provided by the school as

good as possible. This condition should be increased more by teachers to

provide more relevant approach addressed to different students in different

class.

8. Management of Time

It is important to mention the time allotment to students when they

step to each activity in the process of teaching and learning to avoid

running out of time in one activity. The management time is appropriate to

help the teachers maximizing the teaching and learning process.

71

b. For further researcher:

In this research, the writer only focused on the teacher level. The further

research perhaps could develop the research of effective teaching based on

the dynamic model, because the dynamic model which is underlines four

levels; context/national policy, school, teacher/ classroom, and student,

intends to improve teaching and the school learning environment.

72

REFERENCE

Azkiyah, Siti Nurul. The Effects of Two Interventions on Teaching Quality and

Student Outcome. Holland: Groningen Institute for Educational Research,

University of Groningen, 2013.

Berita Satu. Mutu Pendidikan Indonesia Selalu di Peringkat Rendah Dunia.

(2013, December 6). Retrieved online from

http://www.beritasatu.com/kesra/154181-mutu-pendidikan-indonesia-selalu-

di-peringkat-rendah-dunia.html. on Sunday, 26th of January 2014.

Ciaccio, Joseph. Totally Positive Teaching. Alexandria, USA: Association for

Supervision and Curriculum Development, 2004.

Cohen, Louis., et al., Research Methods in Education fifth Edition. London and

New York: Routledge Falmer, 2000.

Creemers, Bert P. M. and Leonidas Kyriakides. The Dynamics of Educational

Effectiveness. London and New York: Routledge, 2008.

Creswell, John W. Research Design. Thousand Oaks, California: SAGE

Publication, 2014.

Cruickshank, Donald R. et al. The Act of Teaching. McGraw-Hill: New York,

2006.

Departemen Pendidikan dan Kebudayaan. Rencana. Strategis Kementrian dan

Kebudayaan 2010-2014. Jakarta: 2013.

De Ree, Joppe., et al., Teacher Certification in Indonesia: a Doubling of Pay, or a

Way to Improve Learning?. Jakarta: Human Development Sector, World

Bank, 2012.

Elmore, Richard. Teaching Effectiveness and Why it Matters. Marylhurst

University: 2010.

Giacomozzi, Chad. Questioning Techniques. New York: United States Military

Academy, West Point, 2007.

Houser, Rick. Counseling and Educational Research, 2nd Edition, Michigan:

SAGE Publications, Inc., 2009.

Johnson, Andrew P. A Short Guide to Action Research. Boston: Pearson

Education, Inc, 2008.

Johnson, R. Burke and Anthony J. Onwuegbuzie. Mixed Methods Research: A

Research Paradigm Whose Time Has Come. American Educational

Research Association. 33, 2004.

Kementerian Pendidikan dan Kebudayaan. Konferensi Pers Hasil UN SMP-

Sederajat Tahun Ajaran 2012/ 2013. Jakarta: 2013. from

http://kemdiknas.go.id on 3rd November 2014.

73

Ko, James, Pamela Sammons, and Linda Bakkum. Effective Teaching: a Review

of Research and Evidence. Hongkong: The Hong Kong Institute of

Education.

Leedy and Jeanne Ellis Ormrod. Practical Research: Planning and Design.

U.S.A: Pearson Education Limited, 2014.

Martin, Michael O., et al. TIMSS 2011 International Results in Science. Chestnut

Hill & Amsterdam: TIMMS and PIRLS International Study center, 2012.

Money, S. M. What is teaching effectiveness? A survey of Student and Teachers

Perceptions of Teacher Effectivenes. Ontario: Humber College of Applied

Arts and Technology, 1992.

McBer, Hay. Research into Teacher Effectiveness: A Model of Teacher

Effectiveness, Research Report. No. 216, 2000.

Opdenakker, Marie-Christine, et al. Teacher-Student Interpersonal Relationships

and Academic Motivation within One School Year: Developmental Changes

and Linkage, School Effectiveness and School Improvement. 1, 2011.

Research Digest: Effective Instructional Strategies. Charleston: Edvantia, Inc,

2005.

Ritchie, Jane and Jane Lewis. Qualitative Research Practice. Los Angeles: SAGE

Publication, 2003.

Shellard, Elizabeth. Effective Teaching : How Do We Know It When We See It, the

Educational Research Service.

Stronge, James H. Qualities of Effective Teachers. Virginia: Association for

Supervision and Curriculum, 2007.

Tashakkori, A. and C. Teddlie. Handbook on Mix Method Research in the

Behavioral and Social Sciences. Thousand Oaks, CA: Sage Publications,

2003.

UIN Syarif Hidayatullah Jakarta, Pedoman Penulisan Skripsi, Jakarta: Fakultas

Ilmu Tarbiyah dan Keguruan, 2011.

Wahyuni, Yova Tri. “The Implementation of English Teaching at Odd Semester

of Some Private Junior High School in Ciputat Subdistrict Based on 2006

School Level Syllabus”. Skripsi at UIN Syarif Hidayatullah Jakarta: 2009.

Unpublished skripsi.

74

APPENDICES

APPENDIX 1 OBSERVATION INSTRUMENT

Indicator

ALTERNATIVE ANSWER

1

(Very

Poor)

2

(Poor)

3

(Fair)

4

(Good)

5

(Excellent)

Orientation

1. Teacher reminds students about the previous lesson

2. Teacher encourages students to guess the aim or social function of the

topic.

3. Teacher connects the subject with students’daily lives or students’

own experience.

4. Teacher explains to the students about the important or the aim of

learning material.

5. Teacher explains the material by easy English languange.

75

Structuring

6. Teacher presents the structure of lesson that will be taught during

studying.

7. Teacher explains the concept of learning in the first time of teaching

learning.

8. Teacher explains the concept of learning in the middle of teaching

learning.

9. Teacher explains the concept of learning in the last of teaching

learning.

10. Teacher explains the aims of certain activities that will be taught in

the class.

11. Teacher explains the series of activity with its duration.

12. Teacher helps students in understanding the activity series during the

process of teaching - learning.

13. Teacher gives conclusion in the last session.

Teaching – Modeling

14. Teacher presents the strategies or tips of learning material that will

76

be taught, then students are offered to use the strategies to solve the

problem.

15. When possible, teacher invites students to present the strategies that

can be used in solving their problem.

16. When it is not possible to present the strategies, teacher can engage

students in developing or demonstrating the strategies.

17. Teacher gives the questions to make students think creatively about

the problem solving.

18. Teacher gives different task to students based on students’ ability or

students’ learning needs.

Application

19. Teacher explains the material clearly so that students understand the

material.

20. Teacher provides exercise for students to practice strategies they

learn.

21. Teacher gives the task back to students and discusses again in the

class.

77

22. Teacher gives the task from easy one to more complex.

23. Teacher monitors, corrects the students’ task and provides relevant

feedback to students.

24. Teacher offers the students the opportunity to use the concept, skills,

or strategies that they acquires throughout the lessons.

Questioning Technique

25. Teacher tries to rephrase the question into easier words when

students do not answer the teacher’s question.

26. Teacher tries to correct students’ answer when they are wrong to

answer the question.

27. Teacher provides easier clue to enable students to answer the

teacher’s question.

28. Teacher points out to one of student when other students do not

respond to the question of teacher.

29. Teacher points to other students when another student is not able to

answer the question from teacher.

78

30. Teacher gives product question to ask students to get the answer

from the text they read.

31. Teacher gives process questions to attempt students to explain how

they find their answer.

32. Teacher gives question from easy one to more complex one, or vise

versa.

33. Teacher gives question in the last session to check whether the

students understand the material taught in the class or not.

Assessment

34. Teacher repeats to explain more when some students do not

understand the material.

35. Teacher gives homework when the material given by teacher is

difficult.

36. Teacher gives homework when the material given by teacher is easy

to understand.

37. Teacher gives additional homework for good students.

38. Teacher divides some exercises again to students which she/ he ever

gave before.

79

39. Teacher gives the question to test whether students understand the

material given by teacher or not.

40. Teacher gives the evaluation of teaching learning to student.

41. Teacher gives different task based on the student’s knowledge

42. Teacher assesses students from cognitive aspect, affective aspect,

and psychomotor aspect.

Classroom Learning Environment : Teacher’s contribution

43. Teacher provides opportunity to learn and also time on task.

44. Teacher asks for students to ask question when they do not

understand the material.

45. Teacher creates the classroom learning compete each other in taking

the score.

46. Teacher can use the time as good as possible, so that the process of

teaching - learning is effective.

47. Teacher creates good interaction both on teacher to students and

student to other students.

48. Teacher makes the students compete one another when they are

80

working in a group.

Management of Time

49. Teacher can maximize students’ learning time during the lesson.

50. Teacher asks for students to finish the duty on time.

51. Teacher can teach effectively based on the time of teaching.

81

APPENDIX 2 STUDENTS’ QUESTIONNAIRES

Kuesioner untuk siswa

Petunjuk Pengisian Kuesioner

Jawaban dan partisipasi anda merupakan apresiasi bagi kami, maka jawablah seluruh pertanyaan dengan lengkap, jujur dan terbuka.

Berilah tanda ( √ ) terhadap jawaban yang benar menurut anda.

Identitas Responden

Nama : ……………………...............................………

Jenis kelamin : …………………….............................………..

Kelas : ……………………………...............................

Sekolah : .......................................................................

Indikator

ALTERNATIF JAWABAN

1

(Tidak

pernah)

2

(Jarang)

3

(Cukup

sering)

4

(Sering)

5

(Sangat

sering)

Orientation

1. Guru menjelaskan kepada siswa tentang pentingnya mempelajari

materi yang disampaikan.

83

2. Saya mampu memahami alasan pentingnya mempelajari materi yang

disampaikan oleh guru.

3. Guru menghubungkan materi pelajaran sebelumnya dengan materi

yang akan diajarkan.

4. Guru menghubungkan pelajaran yang diajarkan dengan kehidupan

sehari – hari.

5. Guru menjelaskan materi dengan bahasa Inggris yang mudah

dimengerti.

Structuring

6. Guru menyampaikan kegiatan apa saja yang akan dilakukan selama

proses pembelajaran berlangsung.

7. Guru menjelaskan konsep pembelajaran di awal proses kegiatan

pembelajaran.

8. Guru menjelaskan konsep pembelajaran di tengah proses kegiatan

pembelajaran.

9. Guru menjelaskan konsep pembelajaran di akhir proses kegiatan

pembelajaran.

10. Guru menjelaskan tujuan dari setiap jenis kegiatan yang disampaikan

84

di kelas.

11. Guru menyertakan durasi waktu ketika menjelaskan jenis kegiatan

apa saja yang akan dilakukan selama proses pembelajaran

berlangsung.

12. Guru membantu siswa dalam memahami runtutan kegiatan

pembelajaran selama proses belajar mengajar berlangsung.

13. Guru memberikan kesimpulan di akhir proses pembelajaran.

Teaching – Modeling

14. Guru menyampaikan bagaimana cara mempelajari materi yang

disampaikan pada hari itu kemudian siswa diminta untuk

menggunakan strategi tersebut untuk memecahkan persoalan.

15. Guru mengajak siswa untuk secara aktif menyampaikan strategi apa

yang bisa digunakan dalam memecahkan persoalan ketika proses

pembelajaran berlangsung.

16. Guru memberikan permasalahan atau soal-soal yang membuat siswa

mampu berpikir secara mendalam untuk memecahkan persoalan

yang siswa hadapi dalam pembelajaran di kelas.

85

17. Guru memberikan tugas yang berbeda dengan menyesuaikan

kemampuan dari siswa.

Application

18. Guru menjelaskan materi dengan jelas sehingga saya mengerti

pelajaran yang disampaikan.

19. Guru memberikan tugas yang membuat saya lebih memahami materi

yang telah disampaikan.

20. Guru mampu mengembalikan tugas – tugas yang telah diberikan dan

membahasnya kembali di dalam kelas.

21. Guru memberikan tugas secara bertingkat, dimulai dari tugas yang

mudah baru kemudian tugas yang lebih rumit.

22. Guru memantau, mengoreksi dan mengembalikan tugas yang telah

diberikan.

23. Guru memberikan kesempatan kepada siswa untuk mengeluarkan

konsep pemahaman mereka tentang apa yang siswa pahami dari

materi yang disampaikan.

Questioning Technique

86

24. Ketika guru memberikan pertanyaan kepada siswa, dan siswa tidak

mengerti maksud pertanyaan tersebut, guru memberikan pengarahan

lebih jelas lagi tentang apa yang ditanyakan oleh guru.

25. Ketika ada siswa yang salah menjawab pertanyaan dari guru, guru

berusaha membantunya untuk membenarkan jawaban yang salah.

26. Guru memberikan kata kunci atau perumpamaan yang lebih mudah

kepada siswa ketika mereka tidak mampu menjawab pertanyaan

guru.

27. Guru menunjuk kepada salah satu siswa ketika siswa tidak mau

menjawab pertanyaan yang guru berikan.

28. Guru menunjuk siswa yang lain ketika salah satu dari siswa tidak

mampu menjawab pertanyaan dari guru.

29. Guru memberikan product questions (pertanyaan-pertanyaan yang

jawabannya tersedia di dalam teks).

30. Guru memberikan process questions (pertanyaan- pertanyaan yang

membutuhkan penjelasan jawaban) kepada siswa.

31. Guru memberikan pertanyaan mulai dari pertanyaan yang mudah

baru kemudian pertanyaan yang sulit, atau sebaliknya.

87

32. Guru memberikan pertanyaan di akhir proses pembelajaran untuk

mengecek pemahaman siswa terhadap materi yang telah diajarkan.

Assessment

33. Guru berusaha untuk menjelaskan kembali kepada siswa yang belum

memahami materi yang disampaikan.

34. Guru memberikan PR ketika materi yang disampaikan adalah materi

yang susah.

35. Guru memberikan PR ketika materi yang disampaikan pada saat itu

mudah untuk dipahami siswa.

36. Guru memberikan PR tambahan kepada siswa yang menonjol di

kelas.

37. Guru membagikan kembali tugas – tugas yang telah diberikan

kepada siswa.

38. Guru mengajukan pertanyaan untuk menguji apakah siswa mampu

memahami materi yang disampaikan.

39. Guru memberikan evaluasi pembelajaran.

40. Guru memberikan tugas yang berbeda-beda sesuai dengan

kemampuan siswa.

88

41. Guru menilai siswa dari aspek kognitif (pengetahuan siswa), afektif

(sikap siswa), dan psikomotor (praktek siswa di kelas)

Classroom Learning Environment : Teacher’s contribution

42. Guru meminta siswa untuk bertanya ketika mereka belum

memahami materi yang disampaikan.

43. Guru selalu membuat suasana kelas berkompetisi dalam hal

pengambilan nilai.

44. Saya bisa belajar dari aktivitas yang guru ajarkan di dalam kelas.

45. Guru menggunakan waktu pembelajaran di kelas dengan sebaik-

baiknya, sehingga kegiatan pembelajaran bisa berlangsung secara

efektif.

46. Ketika proses pembelajaran berlangsung, guru selalu membuat

adanya interaksi antara guru dengan murid atau antara murid satu

dengan murid lainnya.

47. Guru membuat siswa berkompetisi ketika belajar di dalam

kelompok.

Management of Time

89

48. Guru mampu memaksimalkan waktu belajar dengan baik, dan tidak

banyak jam pelajaran yang kosong.

49. Guru membiasakan siswa untuk mengerjakan dan menyelesaikan

tugas tepat waktu.

50. Guru mampu mengajar secara efektif sesuai waktu yang ditentukan.

89

APPENDIX 3 THE RELIABILITY ANALYSIS OF STUDENTS’

QUESTIONNAIRES FOR THE PILOT STUDY

Case Processing Summary

N %

Cases

Valid 19 100,0

Excludeda 0 ,0

Total 19 100,0

a. Listwise deletion based on all variables in the

procedure.

Reliability Statistics

Cronbach's

Alpha

N of Items

,831 50

90

APPENDIX 4 THE RELIABILITY ANALYSIS OF STUDENTS’

QUESTIONNAIRES FOR THE ACTUAL STUDY

Case Processing Summary

N %

Cases

Valid 313 100,0

Excludeda 0 ,0

Total 313 100,0

a. Listwise deletion based on all variables in the

procedure.

Reliability Statistics

Cronbach's

Alpha

N of Items

,930 50

91

APPENDIX 5 TEACHERS’ QUESTIONNAIRES

Kuesioner untuk Guru

Petunjuk Pengisian Kuesioner

Jawaban dan partisipasi anda merupakan apresiasi bagi kami, maka jawablah seluruh pertanyaan dengan lengkap, jujur dan terbuka. Berilah

tanda ( √ ) terhadap jawaban yang benar menurut anda.

Identitas Responden

1. Nama Sekolah : .....................................................................................

2. Jenis Kelamin : Pria / Wanita *) Usia : ........................... tahun

3. Bidang Studi : .....................................................................................

4. Lama Masa Kerja : .....................................................................................

5. Pendidikan Terakhir : ...................................................................................

Indikator

ALTERNATIF JAWABAN

1

(Tidak

pernah)

2

(Jarang)

3

(Cukup

sering)

4

(Sering)

5

(Sangat

sering)

Orientation

1. Saya menjelaskan kepada siswa tentang pentingnya mempelajari

materi yang disampaikan.

2. Saya menghubungkan materi pelajaran sebelumnya dengan materi

92

yang akan diajarkan.

3. Saya menghubungkan pelajaran yang diajarkan dengan kehidupan

sehari – hari.

4. Saya menjelaskan materi dengan bahasa Inggris yang mudah

dimengerti.

Structuring

5. Saya menyampaikan kegiatan apa saja yang akan dilakukan selama

proses pembelajaran berlangsung.

6. Saya menjelaskan konsep pembelajaran di awal proses kegiatan

pembelajaran

7. Saya menjelaskan konsep pembelajaran di tengah proses kegiatan

pembelajaran

8. Saya menjelaskan konsep pembelajaran di akhir proses kegiatan

pembelajaran

9. Saya menjelaskan tujuan dari setiap jenis kegiatan yang

disampaikan di kelas.

10. Saya menyertakan durasi waktu ketika menjelaskan jenis kegiatan

apa saja yang akan dilakukan selama proses pembelajaran

93

berlangsung.

11. Saya membantu siswa dalam memahami runtutan kegiatan

pembelajaran selama proses belajar mengajar berlangsung.

12. Saya memberikan kesimpulan di akhir proses pembelajaran.

Teaching – Modeling

13. Saya menyampaikan bagaimana cara mempelajari materi yang

disampaikan pada hari itu kemudian siswa diminta untuk

menggunakan strategi tersebut untuk memecahkan persoalan.

14. Saya mengajak siswa untuk secara aktif menyampaikan strategi apa

yang bisa digunakan dalam memecahkan persoalan ketika proses

pembelajaran berlangsung.

15. Saya memberikan permasalahan atau soal-soal yang membuat

siswa mampu berpikir secara mendalam untuk memecahkan

persoalan yang siswa hadapi dalam pembelajaran di kelas.

16. Saya memberikan tugas yang berbeda dengan menyesuaikan

kemampuan dari siswa

Application

94

17. Saya menjelaskan materi dengan jelas sehingga murid mengerti

pelajaran yang disampaikan.

18. Saya memberikan tugas yang membuat murid lebih memahami

materi yang telah disampaikan.

19. Saya membahas kembali tugas – tugas di dalam kelas.

20. Saya memberikan tugas secara bertingkat, dimulai dari tugas yang

mudah baru kemudian tugas yang lebih rumit.

21. Saya memantau, mengoreksi dan mengembalikan tugas yang telah

diberikan.

22. Saya memberikan kesempatan kepada siswa untuk mengeluarkan

konsep pemahaman mereka tentang apa yang siswa pahami dari

materi yang disampaikan.

Questioning Technique

23. Ketika saya memberikan pertanyaan kepada siswa, dan siswa tidak

mengerti maksud pertanyaan tersebut, saya memberikan

pengarahan kembali.

24. Ketika ada siswa yang salah menjawab pertanyaan, saya berusaha

membantunya untusk membenarkan jawaban yang salah.

95

25. Saya memberikan kata kunci atau perumpamaan yang lebih mudah

kepada siswa ketika mereka tidak mampu menjawab pertanyaan

yang saya ajukan.

26. Saya menunjuk kepada salah satu siswa ketika mereka tidak

merespon pertanyaan dari saya.

27. Saya menunjuk siswa yang lain ketika salah satu dari siswa tidak

mampu menjawab pertanyaan saya.

28. Saya memberikan product questions (pertanyaan-pertanyaan yang

membutuhkan jawaban singkat) kepada siswa.

29. Saya memberikan process questions (pertanyaan- pertanyaan yang

membutuhkan penjelasan jawaban) kepada siswa.

30. Saya memberikan pertanyaan mulai dari pertanyaan yang mudah

baru kemudian pertanyaan yang sulit.

31. Saya memberikan pertanyaan diakhir proses pembelajaran untuk

mengecek pemahaman siswa terhadap materi yang telah diajarkan.

Assessment

32. Saya berusaha menjelaskan kembali kepada siswa yang belum

memahami materi yang disampaikan.

96

33. Saya memberikan PR ketika materi yang disampaikan adalah

materi yang susah.

34. Saya memberikan PR ketika materi yang disampaikan pada saat itu

mudah untuk dipahami siswa.

35. Saya memberikan PR tambahan kepada siswa yang menonjol di

kelas.

36. Saya membagikan kembali tugas – tugas yang telah diberikan

kepada siswa.

37. Saya mengajukan pertanyaan untuk menguji apakah siswa mampu

memahami materi yang disampaikan.

38. Saya memberikan evaluasi pembelajaran kepada siswa.

39. Saya memberikan tugas yang berbeda-beda sesuai dengan

kemampuan siswa.

40. Guru menilai siswa dari aspek kognitif (pengetahuan siswa), afektif

(sikap siswa), dan psikomotor (praktek siswa di kelas)

Classroom Learning Environment : Teacher’s contribution

41. Saya meminta siswa untuk bertanya ketika mereka belum

memahami materi yangdisampaikan.

97

42. Saya membuat suasana kelas berkompetisi dalam hal pengambilan

nilai.

43. Saya menggunakan waktu pembelajaran di kelas dengan sebaik-

baiknya, sehingga kegiatan pembelajaran bisa berlangsung secara

efektif.

44. Ketika proses pembelajaran berlangsung, saya membuat adanya

interaksi antara guru dengan murid atau antara murid satu dengan

murid lainnya.

45. Saya membuat siswa berkompetisi ketika belajar di dalam

kelompok.

Management of Time

46. Saya mampu memaksimalkan waktu belajar dengan baik, dan tidak

banyak jam pelajaran yang kosong.

47. Saya membiasakan siswa untuk mengerjakan dan menyelesaikan

tugas tepat waktu.

48. Saya mengajar secara efektif sesuai waktu yang ditentukan.

98

APPENDIX 6 THE FORM OF INTERVIEW

1. Apakah Bapak/ Ibu selalu menyampaikan tujuan pembelajaran kepada siswa

setiap mengajar di kelas? Apakah penting tujuan pembelajaran itu

disampaikan? Mengapa tidak banyak guru yang menyampaikan tujuan

pembelajaran kepada siswa setiap mengajar?

2. Apakah penting bagi Bapak/ Ibu untuk menyampaikan kegiatan apa saja yang

akan dilakukan kepada siswa? Mengapa tidak banyak guru yang

menyampaikan kegiatan apa saja yang akan dilakukan kepada siswa selama

mengajar?

3. Seberapa penting untuk memberikan kesimpulan di akhir pembelajaran?

4. Ketika menyampaikan materi, Bapak/ Ibu lebih sering memberikan

kesempatan kepada siswa untuk menyampaikan strategi dalam belajar, atau

Bapak/ Ibu sendiri yang lebih aktif menyampaikan strategi pembelajaran?

5. Bagaimana bentuk penilaian terhadap siswa? Bagaimana cara menilai siswa?

6. Kapan Bapak/ Ibu memberikan PR kepada siswa, ketika materi yang

disampaikan susah atau mudah?

7. Apakah Bapak/ Ibu membahas kembali PR yang sudah diberikan di dalam

kelas?

8. Bagaimana cara menghadapi jenis siswa yang kurang aktif ketika di kelas?

9. Apakah Bapak/ Ibu sering mengetes siswa di akhir pembelajaran untuk

mengetahui apakah mereka mengerti materi yang disampaikan? Seberapa

penting hal ittu dilakukan?

10. Apakah Bapak/ Ibu membagikan kembali tugas – tugas yang sudah Bapak/

Ibu berikan? Seberapa penting hal ini untuk dilakukan?

11. Bagaimana cara mengetahui siswa/ i kalau pembelajaran di kelas itu sudah

tercapai tujuan pembelajarannya? Apa indikatornya ?

12. Bagaimana cara mengadakan evaluasi pembelajaran?

13. Menurut anda apakah definisi dari suatu pembelajaran yang efektif ?

99

APPENDIX 7 THE RESULT OF INTERVIEW FROM TEACHER

No. Pertanyaan Jawaban Responden

1. Apakah Bapak/ Ibu selalu

menyampaikan tujuan pembelajaran

kepada siswa setiap mengajar di

kelas? Apakah penting tujuan

pembelajaran itu disampaikan?

Mengapa tidak banyak guru yang

menyampaikan tujuan pembelajaran

kepada siswa setiap mengajar?

Ketiga guru membenarkan bahwa hal ini penting untuk disampaikan, tetapi para

guru mengakui bahwa mereka terkadang lupa untuk menyampaikan tujuan

pembelajaran ketika di kelas. Karena melihat kesiapan siswa dalam memulai

pelajaran, terkadang pelajaran berlalu begitu saja sehingga para guru dikejar waktu

yang sedikit untuk mencapai banyaknya materi yang harus disampaikan. Ada guru

yang menyatakan bahwa tidak perlu menyampaikan tujuan pembelajaran kepada

siswa. Mereka menganggap bahwa siswa secara tidak langsung telah mampu

memahami tujuan dan pentingnya pembelajaran selama proses pembelajaran.

2. Apakah penting bagi Bapak/ Ibu

untuk menyampaikan kegiatan apa

saja yang akan dilakukan kepada

siswa? Mengapa tidak banyak guru

yang menyampaikan kegiatan apa saja

yang akan dilakukan kepada siswa

selama mengajar?

Sebenarnya hal ini penting untuk disampaikan, terutama ketika para siswa sedang

melakukan kerja kelompok, jadi para guru harus menjelaskan dulu perihal materi

yang disampaikan untuk selanjutnya para siswa diajak untuk mengerjakan tugas

secara berkelompok kemudian mempertanggungjawabkan hasil kerja kelompok

mereka. Ada guru yang menyatakan bahwa sebelum mengajar guru sudah membuat

kerangka kegiatan pembelajaran yang disebut sebagai lesson plan. Namun saat

proses pembelajaran, guru tidak menyampaikanya kepada siswa, bahkan langsung

masuk kepada kegiatan pembelajaran. Hal ini dikarenakan guru menganggap bahwa

100

siswa secara tidak langsung akan memahami rangkaian kegiatan dikelas dengan

sendirinya walaupun tanpa dijelaskan terlebih dahulu. Terlebih, kegiatan ini akan

cukup menguras waktu, sedangkan guru harus memaksimalkan waktu yang ada

untuk menyampaikan berbagai macam materi. Menurut pendapat lain, kerangka

pembelajaran itu penting untuk dasar sebagai dasar bagi siswa akan apa saja yang

akan mereka lakukan selama proses pembelajaran, tetapi kegiatan ini harus

dikondisikan dengan kondisi kelas. Seperti contoh, penjelasan estimasi waktu yang

dipakai dikelas A pasti akan berbeda jika diaplikasikan dikelas B. Hal ini

dikarenakan setiap kelas memiliki tingkat kesulitan dan kemudahan yang berbeda-

beda.

3. Seberapa penting untuk memberikan

kesimpulan di akhir pembelajaran?

Ketiga guru menyatakan bahwa menyimpulkan pembelajaran di akhir pembelajaran

sangat penting untuk dilakukan, tetapi melihat waktu yang ada, apakah waktu yang

tersedia masih bisa digunakan untuk menyimpulkan pembelajaran atau tidak. Jika

waktu sudah habis, maka guru bisa mengulang materi yang sudah diajarkan

sebelumnya di pertemuan yang akan datang, atau bisa dilakukan dengan

memberikan beberapa soal terkait dengan materi yang sudah diajarkan. Kegiatan

menyimpulakan berfungsi untuk mengklarifikasi siswa terhadap penafsiran yang

berbeda-beda terkait dengan materi yang dipelajari, oleh karena itu sebuah

kesimpulan sangat membantu dalam hal ini.

101

4. Ketika menyampaikan materi, Bapak/

Ibu lebih sering memberikan

kesempatan kepada siswa untuk

menyampaikan strategi dalam belajar,

atau Bapak/ Ibu sendiri yang lebih

aktif menyampaikan strategi

pembelajaran?

Melihat dari tingkat kesulitan materi, jika materi yang disampaikan itu mudah, maka

guru akan memberikan kesempatan kepada siswa untuk menyampaikan strategi

dalam belajar, jika siswa telah memahami materi yang disampaikan guru tanpa

penjelasan yang lebih dalam, maka siswa pun dituntut harus mampu mengerjakan

tugas dengan kemampuannya sendiri. Tetapi jika materi yang disampaikan itu

tingkat kesulitannya tinggi, maka guru akan cenderung mendominasi untuk

menyampaikan strategi dalam belajar. Menurut pendapat guru lain, strategi

pembelajaran disampaikan oleh guru dengan cara memberikan penekanan terhadap

materi tertentu yang tingkat kesulitannya tinggi. Ada guru yang menyampaikan

strategi belajar setelah mereka melakukan sebuah percobaan / kegiatan tertentu

(seperti observasi, dan membuat proyek tertentu) yang menuntut kreatifitas siswa,

sehingga siswa akan belajar dari apa yang sudah mereka lakukan.

5. Bagaimana bentuk penilaian terhadap

siswa?

Ketiga guru menjawab bahwa dalam penilaian, guru menilai dengan menggunakan

summatif (seperti UTS, UAS, membuat proyek) dan formatif tes (seperti kuis,

menjawab soal secara lisan, dan observasi guru). Cara mengoreksi tes, apabila guru

mempunyai cukup waktu, guru menilai hasil siswa dengan mengkoreksinya bersama

siswa di kelas. Namun jika tidak, guru mengkoreksinya sendiri tanpa bantuan dari

siswa. Belajar Bahasa Inggris itu bagaimana guru mampu menanamkan rasa suka

terhadap bahasa yang dipelajari, sehingga guru harus bervariasi dalam

102

mengajarkannya. Jika ada waktu tersisa setelah semua materi tersampaikan, maka

guru lebih memilih menggunakan waktu setelah ulangan untuk menonton film atau

dengan mendengarkan musik bersama di kelas/ di laboratorium, hal ini dilakukan

untuk memberikan penyegaran terhadap siswa.

6. Bagaimana cara menilai siswa? Para guru menyatakan bahwa di setiap Kegiatan Belajar Mengajar (KBM) guru

memberikan tugas kepada siswa baik individu, berpasangan, maupun secara

kelompok. Penilaian terhadap siswa bisa dilihat dari aspek afektif (sikap), cognitif

(tugas) dan psikomotor (keaktifan).

7. Kapan Bapak/ Ibu memberikan PR

kepada siswa, ketika materi yang

disampaikan susah atau mudah?

Apakah Bapak/ Ibu membahas

kembali PR yang sudah diberikan di

dalam kelas?

Ketiga guru yang diwawancarai oleh peneliti menyatakan bahwa mereka tidak selalu

memberikan PR terhadap siswa, melihat tingkat kesulitan materi yang disampaikan,

jika materi tersebut susah, maka siswa diberikan beberapa PR untuk melatih

kemampuan mereka dalam memahami materi tersebut. Begitu juga sebaliknya, jika

materi tersebut mudah, maka guru tidak perlu memberikan PR terhadap siswa.

8. Bagaimana cara menghadapi jenis

siswa yang kurang aktif ketika di

kelas?

Guru mengetahui jenis siswa yang kurang aktif dengan melihat peta siswa, kelas

mana yang aktif dan mana yang pasif, bagaimana cara guru mencampurkan

kekurangan dan kelebihan mereka. Jika ada anak yg kurang aktif, caranya dengan

diberikan motivasi dengan memberikan nilai yang bagus jika ia mampu menjawab

soal dari guru. Menurut pendapat lain, dengan cara membentuk kelompok belajar di

103

dalam dan atau di luar jam belajar. Jika guru memberikan tugas kelompok di dalam

kelas, maka guru membentuk kelompok dengan menggabungkan siswa yang

mempunyai kemampuan rendah dengan siswa yang kemampuannya bagus. Pendapat

lain, dengan cara membentuk kelas tambahan yang disebut dengan “English Clinic”,

aktifitas ini dilakukan di luar jam pelajaran yang dikhususkan bagi siswa /i yang

kemampuannya masih kurang dengan cara mendapat bimbingan secara intensif dari

guru yang bersangkutan.

9. Apakah Bapak/ Ibu sering mengetes

siswa di akhir pembelajaran untuk

mengetahui apakah mereka mengerti

materi yang disampaikan? Seberapa

penting hal itu dilakukan?

Dari wawancara yang dilakukan terhadap tiga guru, peneliti menyimpulkan bahwa

kegiatan ini penting untuk dilakukan, karena terkadang siswa akan mempersepsikan

hal yang berbeda terhadap penjelasan guru, karena kemampuan daya tangkap siswa

tidaklah sama. Jika guru mengetes siswa di akhir pembelajaran, maka guru akan

mengetahui sejauh mana pemahaman mereka. Tetapi dilihat dari waktu yang ada,

jika waktunya masih mecukupi maka hal ini sangat penting untuk dilakukan.

10. Apakah Bapak/ Ibu membagikan

kembali tugas – tugas yang sudah

Bapak/ Ibu berikan? Seberapa penting

hal ini untuk dilakukan?

Semua tugas yang telah guru berikan, akan dikembalikan kepada siswa, sehingga

mereka akan mendapatkan kembali feedback dari guru terkait dengan tugas – tugas

yang telah diberikan. Kecuali ada beberapa siswa yang tugasnya ditahan sementara

waktu oleh guru karena digunakan untuk menganalisa butir soal. Tetapi di akhir

semester,guru akan mengembalikan semua pekerjaan yang sudah dikumpulkan oleh

siswa.

104

11. Bagaimana cara mengetahui siswa/ i

kalau pembelajaran di kelas itu sudah

tercapai tujuan pembelajarannya? Apa

indikatornya ?

Cara melihat tujuan pembelajaran tercapai atau tidak, bisa dilihat dari prosesnya

bisa dengan menanyakan beberapa pertayaan terkait materi yang disampaikan, kalau

tidak ada yang bertanya maka guru akan memberikan pertanyaan atau memberikan

permasalahan yang membuat siswa untuk belajar bagaimana cara memecahkan

persoalan tersebut. Atau jika dalam tes, terdapat lebih dari setengah siswa yang

salah dalam menjawab soal, maka tujuan pembelajaran yang kita sampaikan itu

belum berhasil untuk dicapai oleh siswa. Sebaliknya jika lebih dari setengah jumlah

siswa yang dengan benar mampu menjawab pertanyaan dari guru dengan hasil yang

baik, maka tujuan pembelajaran tersebut berhasil dicapai siswa.

12. Bagaimana cara mengadakan evaluasi

pembelajaran?

Secara umum evaluasi pembelajaran dilakukan dengan cara guru membuat latihan

soal ulangan semester yang dibuat oleh guru MGMP di sekolah tersebut. Dari hasil

tersebut, akan terlihat seberapa jauh siswa mampu memahami materi yang

disampaikan. Jika masih ada beberapa materi yang tingkat kesulitannya tinggi, maka

guru bisa mengevaluasi dengan memberikan berbagai macam soal yang dibuat oleh

guru MGMP, dan siswa bisa mengulang kembali beberapa materi yang sudah

diajarkan sebelumnya dan mengaitkan dengan materi yang baru mereka pelajari.

13. Menurut anda apakah definisi dari

suatu pembelajaran yang efektif?

Pembelajaran yang efektif itu bagaimana guru bisa menciptakan suasana kelas yang

kondusif, guru mampu menguasai materi, dan menggunakan ekspresi yang tepat,

dan mengevaluasi seberapa jauh materi yg sudah guru ajarkan itu berhasil dipahami

105

siswa atau tidak. Pendapat lain efektif dalam belajar adalah bagaimana guru

mampu menciptakan suasana belajar yang menyenangkan, dan ketika siswa/ i

mampu memahami dengan baik apa yang guru ajarkan. Menurut pendapat lain,

efektif itu adalah ketika materi yang kita sampaikan itu mampu dipahami oleh

siswa, dan bagaimana guru mampu membuat bahasa Inggris itu mudah jika

dipelajari, sehingga guru harus bervariasi dalam menggunaka metode yang

disampaikan. Selanjutnya, metode yang digunakan itu nyata dan mampu melibatkan

siswa seperti observasi secara nyata dengan pembelajaran inquiry, kemudian siswa

disuruh untuk mempresentasikan proyek mereka di depan kelas, atau dengan sistem

belajar di laboratorium dengan menggabungkan audio-visual.

106

APPENDIX 8 THE RESULT OF INTERVIEW FROM STUDENTS

No. Pertanyaan Jawaban Responden

1. Apakah guru selalu menyampaikan

tujuan pembelajaran kepada siswa

setiap mengajar di kelas? Seberapa

penting tujuan pembelajaran itu

disampaikan?

Para siswa menyatakan bahwa guru jarang melakukan hal ini, guru langsung masuk kepada

materi tanpa menjelaskan tentang tujuan mempelajari materi pada hari itu. Padahal menurut

siswa hal itu penting untuk mempermudah siswa memahami materi yang akan dijelaskan.

Selain itu, disamping pengetahuan siswa bertambah, penyampaian tujuan serta pentingnya

pembelajaran akan membuat siswa lebih fokus dalam menerima materi yang disamoaikan oleh

guru.

2. Apakah guru menyampaikan

kegiatan apa saja yang akan

dilakukan kepada siswa? Seberapa

penting hal itu dilakukan?

Ketiga siswa yang diwawancarai oleh peneliti menyatakan bahwa guru sangat jarang

menjelaskan kerangka kegiatan pembelajaran di setiap awal pertemuan. Padahal siswa

berpendapat bahwa hal ini sangat berguna bagi siswa maupun guru untuk membuat proses

pembelajaran menjadi lebih terarah. Pada kenyataanya sering kali dipertemuan berikutnya

guru langsung masuk kepada materi baru tanpa membahas tugas yang belum sempat dibahas.

Tetapi jika kegiatan belajar dalam bentuk tugas kelompok, guru baru akan menjelaskan apa

saja yang akan mereka lakukan dalam kegiatan tersebut.

3. Apakah guru menyimpulkan

pembelajaran? Seberapa penting

untuk memberikan kesimpulan di

Menurut siswa A, guru jarang melakukan hal ini, padahal menyimpulkan pembelajaran di

akhir pembelajaran sangat penting untuk dilakukan. Sedangkan menurut siswa B, di jam

terakhir sebelum menutup kelas, terkadang para siswa masih belum selesai mengerjakan tugas

107

akhir pembelajaran? yang diberikan oleh guru sehingga guru jarang sekali memberikan kesimpulan karena tidak

ada waktu untuk menyimpulkan pembelajaran. Menurut siswa C, jika guru tidak

menyimpulkan pembelajaran terkadang di pertemuan selanjutnya guru akan mengulang

materi yang sudah diajarkan sebelumnya dan mengaitkan dengan materi yang akan dipelajari.

Kegiatan menyimpulkan sangat penting dilakukan untuk membangun konsep siswa terhadap

materi yang baru saja dipelajari, karena siswa mempunyai penafsiran yang berbeda-beda

terkait dengan materi yang dipelajari.

4. Ketika menyampaikan materi, mana

yang lebih sering guru memberikan

kesempatan kepada siswa untuk

menyampaikan strategi dalam

belajar, atau guru sendiri yang lebih

aktif menyampaikan strategi

pembelajaran?

Menurut ketiga siswa yang diwawancarai oleh peneliti, guru lebih sering menyampaikan

strategi pembelajaran kepada siswa, atau terkadang guru mengajak siswa untuk

menyampaikan strategi dalam memecahkan soal kepada siswa. Tetapi lebih sering bahwa

gurulah yang menyampaikan kemudian menyuruh siswa untuk menggunakan strategi tersebut

dalam memecahkan permasalahan. Sebelum menyampaikan strategi belajar, guru memberikan

beberapa pertanyaan selama kegiatan belajar mengajar, pemberian pertanyaan ini pun

ditujukan untuk mengembangkan pola pikir siswa.

5. Kapan guru memberikan PR kepada

siswa, ketika materi yang

disampaikan susah atau mudah?

Apakah guru membahas kembali PR

yang sudah diberikan di dalam kelas?

Menurut pendapat siswa A, guru sering memberikan PR jika materi yang disampaikan

mempunyai tingkat kesulitan yang tinggi, sehingga dengan adanya PR tersebut siswa akan

belajar memecahkan persoalan yang guru berikan. Sedangkan menurut siswa B, PR diberikan

ketika guru absen ketika mengajar, siswa diberikan beberapa tugas yang digunakan sebagai

tambahan tugas untuk dikerjakan di dalam kelas dan dilanjutkan dengan PR untuk dibahas di

108

pertemuan selanjutnya. Menurut siswa C, PR yang sudah guru berikan tetap dibahas di dalam

kelas, tetapi jika guru menganggap PR tersebut bisa dipecahkan sendiri oleh siswa, maka guru

lebih memilih untuk melanjutkan materi.

6. Bagaimana cara guru menghadapi

jenis siswa yang kurang aktif ketika

di kelas?

Guru akan mengajak siswa yang kurang aktif tersebut untuk terlibat ke dalam proses belajar,

dengan cara membentuk tugas kelompok atau membentuk kelompok belajar, dengan cara ini,

siswa yang kurang aktif akan bisa membaur dengan siswa lain yang lebih aktif di kelas.

Menurut siswa lain, guru di sekolahan tersebut memiliki sebuah program yaitu “English

Clinic” yang ditujukan untuk kelas pengayaan bagi siswa/ i yang masih merasa kesulitan

dalam mempelajari bahasa Inggris.

7. Apakah guru sering mengetes siswa

di akhir pembelajaran untuk

mengetahui apakah mereka mengerti

materi yang disampaikan? Seberapa

penting hal itu dilakukan?

Dari ketiga siswa yang diwawancarai oleh peneliti, mereka menjawab bahwa guru jarang

mengetes siswa di akhir pertemuan, mungkin karena waktu belajar sudah habis. Terkadang

jika waktunya masih memungkinkan, guru juga menanyakan kepada siswa untuk menjawab

beberapa soal sebelum menutup pembelajaran.

8. Apakah guru membagikan kembali

tugas – tugas yang sudah berikan?

Seberapa penting hal ini untuk

dilakukan?

Ketiga siswa menyatakan bahwa guru mengembalikan semua tugas yang telah diberikan. Hal

ini penting untuk dilakukan karena berarti guru tersebut bertanggung jawab terhadap tugas

yang diberikan, sehingga siswa akan mengetahui sampai dimana kemampuan mereka dalam

memecahkan permasalahan yang diberikan oleh guru.

109

APPENDIX 9 DOCUMENTATION

1. At MTsN 41 Al-Azhar Asy-Syarif Indonesia

110

2. At MTsN 32 Jakarta

111

3. At MTsN 3 Jakarta

KANTOK T,IIILAYAfIJL.DIPANJAITANNO.

KEMNNTNKIAN AGAMAPKOVIN$I DAEKAN KHUSU$ IBUKOTA JAKABTA10 TELEPON 8197479, 8198296, 8s12403, 8s63530 (HUNTtNG)

FAX. 851 2402 KODE POS 13340

ie., ;:.

Nomor : Kw.09.4l2tKP.01.l/ gfl3L t}0t4Sifat : PentingLamp. :-Perihal :Rekomendasi

Nama

NIMJurusan

Semestei..

Judul Skipsi

Tembusan Yth:L Kepala Kanwil Kernenterian Agama Provinsi DKI Jakartal2. Kajur Pendidikan Bahasa Inggris UIN FITK Jakarta;3. Ybs.

Kepada Yth :

MTs Al-Kahfi Jakarta;MTs Pembangunan UIN Jakarta;MTsN 32 Jakarta',

MTsN 3 Jakarta:MTsN Al-Azhar Asy-Syarif Jakarta.

Jakarta

Assalamu'alaikum Wr. Wb.

Sehubungan dengan surat dari Ka.iur Pendidikan Bahasa InggrisNomor : Un.01/F.l/KM.01 .312490, tanggal 26 Agustus 2014,Rekomendasi izin Penelitian. atas nama mahasiswa sebagai berikut :

Jakarta, z6 Agustus2}l4

UIN FITK Jakarta,hal Permohonan

Dahlia Puspita SariI I 10014000076

Pendidikan Bahasa Inggris

IX (Sembilan)

The Practie Of Effective Teaching Based On The Dynamic Models

Maka merekomendasikan mahasiswa tersebut untuk mengadakan penelitiandilingkungan Madrasah Tsanawiyah Jakarta tersebut guna mendapatkan data-data yangdiperlukan dalam rangka penyusunan skripsi dengan ketentuan :

1. Penelitian tersebut tidak mengganggu kegiatan belaiar mengajar;2. Memperhatikan segala peraturan dan tata tertib yang berlaku di Madrasah Tsanawiyah

Jakarta tersebut.

Demikian atas perhatian dan keriasama Saudara diucapkan terima kasih.

Wassqlam,

A.n.

KEMENTERIAN AGAMAUIN JAKARTAFITKJl. lr. H. Juada No 95 Ciputat 15412 lndonesia

FORM (FR)

No. Dokumen : FITK-FR-AKD-082

Tgl. Terbit : 1 Maret 2010

No. Revisi: : 01

1t1Hal

SURAT PERMOHONAN IZIN PENELITIAN

Nomor : Un.01/F. 1 /KM.O1 .St ?.199.t20t+Lamp. : Outline/ProposalHal : Permohonan lzin Penelitian

Nama

NIM

Jurusan

Semester

Tembusan:1. Dekan FITK2. Pembantu Dekan Bidang Akademik3. Mahasiswa yang bersangkutan

Jakarta, 26 Agustus 2014

Kepada Yth.

Kepala MTsN A-Azhar Asy-Syarif JakartadiTempat

Assalamu'alaikum wr.wb. '*

Dengan hormat kami sampaikan bahwa,

: Dahlia Puspita Sari

:1110014000076

: Pendidikan Bahasa lnggris

: lX (Sembilan)

Tahun Akadernik .201412015

Judul Skripsi : The Practice of Effective Teaching Based on the Dynamic

Models

adalah benar mahasiswa/i Fakultas llmu Tarbiyah dan Keguruan UIN Jakarta yangsedang menyusun skripsi, dan akan mengadakan penelitian (riset) diinstansi/sekolah/madrasah yang Saudara pimpin.

Untuk itu kami mohon Saudara dapat mengizinkan mahasiswa tersebutmelaksanakan penelitian dimaksud.

Atas perhatian dan kerja sama Saudara, kami ucapkan terima kasih.

Wassalam u' al aiku m wr.wb.

3..!'tr

hasa lnggrisI -i.-

199103 1 002

. -1 KEMENTERIAN AGAMA

ffi UIN JAKARTA

lW& j l,',!fr,,*, *, ss cipurat ls4l2 tndonesia

FORM (FR)

No. Dokumen : FITK-FR-/rKD-082

Tgl. Terbit : 1 Maret 2010

No. Revisi: : 01

Hal 1t1

SURAT PERMOHONAN IZIN P.ENELITIAN

Nomor : Un.01/F. 1/KM.01 3t ?A?9.12014Lamp. : Outline/ProposalHal : Permohonan lzin Penelitian

Nama

NIM

Jurusan

Semester

Tahun Akademik

Judul Skripsi

Jakarta, 26 Agustus 2014

Kepada Yth.

Kepala MTsN 32 JakartadiTempat

Assalamu'alaikum wr.wb. .n

Dengan hormat kami sampaikan bahwa,

Ir'

: Dahlia Puspita Sari

:1110014000076

: Pendidikan Bahasa lnggris

: lX (Sembilan)

:201412015

: The Practice of Effective Teaching Based on the Dynamic

Models

adalah benar mahasiswa/i Fakultas llmu Tarbiyah dan Keguruan UIN Jakarta yangsedang rlrenyusun skripsi, dan akan mengadakan penelitian (riset) diinstansi/sekolah/madrasah yang Saudara pimpin.

Untuk itu kami mohon Saudara dapat mengizinkan rnahasiswa tersebutmelaksanakan penelitian dimaksucj.

Atas perhatian dan kerja sama Sauciai'a, kami ucapkan terirna kasih.

Wassal am u' al aiktt m wr.wb.

Bahasa ln.r.lgris

99103 1 002Tembusan.

1. Dekan F|TK2. Pernbantu Dekan Bidang Akademik3 tMahasis,ira yahg bersangkutan

;iurrnli t.tilil ff IL,-,., .,)

KEMENTERIAN AGAMAUIN JAKARTAFITKJl. lr. H. Juanda No 95 Ciputat 15412 lndonesia

FORM (FR)

No. Dokumen : FITK-FR-AKD-082

Tgl. Terbit : 1 Maret 2010No. Revisi: : 01

Hal 111

SURAT PERMOHONAN IZIN PENELITIAN

Nomor : Un.01/F. 1 /KM.01 3t *1P.1ZO14Lamp. : Outline/ProposalHal : Permohonan lzin Penelitian

Kepada Yth.

Kepala MTsN 3 JakartadiTempat

Assal am u' al aiku m wr.wb.

Dengan hormat kami sampaikan bahwa,

Nama

NIM

Jurusan

Semester

Tahun Akademik

Judul Skripsi

: Dahlia Puspita Sari

:1110014000076

: Pendidikan Bahasa lnggris

: lX (Sembilan)

:201412015

: The Practice of Effective Teaching

Models

Jakarta, 26 Agustus 2014

Based on the Dynamic

adalah benar mahasiswaii Fakultas llmu Tarbiyah dan Keguruan UIN Jakarta yangsedang menyusun skripsi, dan akan mengadakan penelitian (riset) diinstansi/sekolah/madrasah yang Saudara pimpin.

Untuk itu kami mohon Saudara dapat mengizinkan mahasiswa tersebutmelaksanakan penelitian dimaksud.

Atas perhatian dan kerja sama saudara, kami ucapkan terima kasih.

Wassal am u' alaiku m wr.wb.

ttBahasa lnggris

103 1 002Tembusan:

1. Dekan FITK2. Pembantu Dekan Bidang Akademik3. Mahasiswa yang bersangkutan