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