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
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.
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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.
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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
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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
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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
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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
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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
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List of Figures
Figures 3.1: The Convergent Parallel Mixed Methods .................................. 30 Figures 3.2: Percentage of Students’ Gender ................................................. 36
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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
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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.
1
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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. 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
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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-pendidikanindonesia-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.
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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.
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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.
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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.
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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 18
Stronge, op. cit., p. 100. Donald R. Cruickshank, et al., The Act of Teaching, (McGraw-Hill: New York, 2006), p.
322. 19
Creemers & Kyriakides, op. cit., p. 156.
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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.
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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. Ibid., p.103. 23 Ibid., p.129. 22
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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 25
Ibid., p. 104. 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. Shellard, op. cit., p.5. 28 Chad Giacomozzi, Questioning Techniques, (New York: United States Military Academy, West Point, NY, 2007), p. 1. 29 Ibid. 27
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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 31
Creemers & Kyriakides, op. cit., p. 107. Ibid., p. 35.
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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. Joseph Ciaccio, Totally Positive Teaching, (Alexandria, USA: Association for Supervision and Curriculum Development, 2004), p. 69. 33
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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 35
Creemers and Kyriakides., loc. cit. Ibid., pp.116-117
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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
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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.
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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:
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Table 2.1 Effective Teacher Characteristics and their concrete activities FACTOR ORIENTATION
ACTIVITIES 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.
MODELING
Give conclusion in the last session.
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,
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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
1. Provide opportunity to learn and also time on task.
LEARNING
2. Ask for students to give question when they do not
ENVIRONMENT
understand the material. 3. Create good interaction both on teacher to students and student to other students. 4. Teacher‟s ability to establish rules,
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5. Maintain the students in order to create a learning environment. TIME
1.
Maximize students‟ learning time during the lesson.
MANAGEMENT
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.
C. The Advantages of Effective Teaching in the TeachingLearning 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 37
Ibid., p. 104. Shellard, op. cit., p 7.
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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 39
Creemers and Kyriakides, op. cit., p. 82. Research Digest, op. cit., p. 3.
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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. Creemers & Kyriakides, op. cit., pp.110 – 112. 42 Ciaccio, op. cit., p. 69. 43 Creemers & Kyriakides. loc. cit. 41
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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. 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. 45
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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. Hay McBer, Research into Teacher Effectiveness: A Model of Teacher Effectiveness, Research Report No. 216, 2000, pp. 1 - 69. 48
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can affect on students‟ progress; teaching skills and professional characteristicskills 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.
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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.
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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.
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Quantitative Data Collection and Analysis (QUAN)
Qualitative Data Collection and Analysis (QUAL)
Compare or relate
Interpretation
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
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.
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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.
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Table 3.1 The Factors and Item Examples of the Observation Instrument Factors Orientation Structuring Modeling
Application Questioning
Assessment
CLE Time Management Teaching quality
Example Items Teacher explains to the students about the important or the aim of learning material. Teacher presents the structure of lesson that will be taught during studying. 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. Teacher monitors, corrects the students‟ task and provides relevant feedback to students. Teacher tries to rephrase the question into easier words when students do not answer the teacher‟s question. Teacher gives the question to test whether students understand the material given by teacher or not. Teacher provides opportunity to learn and also time on task. Teacher can maximize students‟ learning time during the lesson. All items in the Factors
Number of Item 5 8 5
6 9
9
6 3 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.
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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
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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 Orientation Structuring Modeling
Application Questioning
Assessment CLE Time Management Teaching quality
Example Items I can understand the important of learning material given by teacher. Teacher presents the structure of lesson that will be taught during studying. Teacher presents the strategies of learning material that will be taught, and then students are offered to use the strategies to solve the problem. Teacher monitors the students‟ tasks and provides relevant feedback to students. Teacher tries to rephrase the question into easier words when students do not answer the teacher‟s question. Teacher gives the question to test whether students understand the material or not. I can learn from activity given by the teacher. Teacher can teach effectively based on teaching time. All items in the factors
Number of Item 5 8 4
6 9
9 6 3 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:
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Percentage of Students' Gender Boy
37% 63%
Girl
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.
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Table 3.3 The Factors and Item Examples of the Teachers’ Questionnaires Factors
Example Items
Orientation Structuring Modeling
Application Questioning
Assessment CLE Time Management Teaching quality
I explain to the students about the aim of learning material. I present the structure of lesson that will be taught during teaching and learning. I actively invite students to present the strategies or tips of learning material that will be taught during teaching and learning. I monitor the students‟ tasks and provide relevant feedback to students. I help my students to correct the mistake to find the correct answer when they are wrong to answer my questions. I give the question to test whether students understand the material or not. I provide opportunity to learn and also time on task. I can maximize learning time of students during the lesson. All items in the factors
Number of Item 5 8 5
6 9
9 6 3 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
12
100
Total
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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.
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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.
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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.
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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 Data
Teaching Quality
Teachers‟ Questionairres
3.7
Students‟ Questionairres
3.1
Observation Instrument
2.8
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
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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
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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
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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:
Group Teacher Student Observer
Time Orien- Struc- Model- Appli- Ques- Assessmanatation turing ing cation tioning ment CLE gement 4 3,3 3,3 3,9 3,7 3,3 3,9 4 3,2 2,9 2,8 3,3 3,3 2,9 3,2 3,3 2,7 1,9 2,7 3,3 3 2,8 3,1 3,3 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
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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.
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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
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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.
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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
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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.
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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
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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.
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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.
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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-selaludi-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 SMPSederajat Tahun Ajaran 2012/ 2013. Jakarta: 2013. from http://kemdiknas.go.id on 3rd November 2014.
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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.
APPENDICES
APPENDIX 1 OBSERVATION INSTRUMENT
ALTERNATIVE ANSWER Indicator
1 (Very Poor)
2
3
4
5
(Poor)
(Fair)
(Good)
(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.
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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
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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.
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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.
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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.
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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
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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.
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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
: .......................................................................
ALTERNATIF JAWABAN Indikator
1 (Tidak pernah)
2 (Jarang)
3 (Cukup sering)
5
4
(Sangat
(Sering)
sering)
Orientation 1.
Guru menjelaskan kepada siswa tentang pentingnya mempelajari materi yang disampaikan.
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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
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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.
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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
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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.
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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.
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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 sebaikbaiknya, 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
88
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
89
APPENDIX 3 THE RELIABILITY ANALYSIS OF STUDENTS’ QUESTIONNAIRES FOR THE PILOT STUDY
Case Processing Summary N Valid Cases
a
Excluded Total
% 19
100,0
0
,0
19
100,0
a. Listwise deletion based on all variables in the procedure. Reliability Statistics Cronbach's
N of Items
Alpha ,831
50
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APPENDIX 4 THE RELIABILITY ANALYSIS OF STUDENTS’ QUESTIONNAIRES FOR THE ACTUAL STUDY
Case Processing Summary N Valid Cases
a
Excluded Total
% 313
100,0
0
,0
313
100,0
a. Listwise deletion based on all variables in the procedure.
Reliability Statistics Cronbach's
N of Items
Alpha ,930
50
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 : ................................................................................... ALTERNATIF JAWABAN Indikator
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
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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
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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
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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.
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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.
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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.
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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.
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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 ?
APPENDIX 7 THE RESULT OF INTERVIEW FROM TEACHER No. 1.
Pertanyaan Apakah
Bapak/
Ibu
Jawaban Responden selalu Ketiga guru membenarkan bahwa hal ini penting untuk disampaikan, tetapi para
menyampaikan tujuan pembelajaran guru mengakui bahwa mereka terkadang lupa untuk menyampaikan tujuan kepada siswa setiap mengajar di pembelajaran ketika di kelas. Karena melihat kesiapan siswa dalam memulai kelas?
Apakah
pembelajaran
penting itu
tujuan pelajaran, terkadang pelajaran berlalu begitu saja sehingga para guru dikejar waktu
disampaikan? yang sedikit untuk mencapai banyaknya materi yang harus disampaikan. Ada guru
Mengapa tidak banyak guru yang yang menyatakan bahwa tidak perlu menyampaikan tujuan pembelajaran kepada menyampaikan tujuan pembelajaran siswa. Mereka menganggap bahwa siswa secara tidak langsung telah mampu kepada siswa setiap mengajar? 2.
memahami tujuan dan pentingnya pembelajaran selama proses pembelajaran.
Apakah penting bagi Bapak/ Ibu Sebenarnya hal ini penting untuk disampaikan, terutama ketika para siswa sedang untuk menyampaikan kegiatan apa melakukan kerja kelompok, jadi para guru harus menjelaskan dulu perihal materi saja yang akan dilakukan kepada yang disampaikan untuk selanjutnya para siswa diajak untuk mengerjakan tugas siswa? Mengapa tidak banyak guru secara berkelompok kemudian mempertanggungjawabkan hasil kerja kelompok yang menyampaikan kegiatan apa saja mereka. Ada guru yang menyatakan bahwa sebelum mengajar guru sudah membuat yang akan dilakukan kepada siswa kerangka kegiatan pembelajaran yang disebut sebagai lesson plan. Namun saat selama mengajar?
proses pembelajaran, guru tidak menyampaikanya kepada siswa, bahkan langsung masuk kepada kegiatan pembelajaran. Hal ini dikarenakan guru menganggap bahwa
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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 berbedabeda. 3.
Seberapa penting untuk memberikan Ketiga guru menyatakan bahwa menyimpulkan pembelajaran di akhir pembelajaran kesimpulan 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.
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4.
Ketika menyampaikan materi, Bapak/ Melihat dari tingkat kesulitan materi, jika materi yang disampaikan itu mudah, maka Ibu
lebih
sering
kesempatan
kepada
memberikan guru akan memberikan kesempatan kepada siswa untuk menyampaikan strategi siswa
untuk dalam belajar, jika siswa telah memahami materi yang disampaikan guru tanpa
menyampaikan strategi dalam belajar, penjelasan yang lebih dalam, maka siswa pun dituntut harus mampu mengerjakan atau Bapak/ Ibu sendiri yang lebih tugas dengan kemampuannya sendiri. Tetapi jika materi yang disampaikan itu aktif
menyampaikan
pembelajaran?
strategi 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 Ketiga guru menjawab bahwa dalam penilaian, guru menilai dengan menggunakan siswa?
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
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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 Ketiga guru yang diwawancarai oleh peneliti menyatakan bahwa mereka tidak selalu kepada siswa, ketika materi yang memberikan PR terhadap siswa, melihat tingkat kesulitan materi yang disampaikan, disampaikan susah atau mudah? Apakah
Bapak/
Ibu
jika materi tersebut susah, maka siswa diberikan beberapa PR untuk melatih
membahas kemampuan mereka dalam memahami materi tersebut. Begitu juga sebaliknya, jika
kembali PR yang sudah diberikan di materi tersebut mudah, maka guru tidak perlu memberikan PR terhadap siswa. dalam kelas? 8.
Bagaimana cara menghadapi jenis Guru mengetahui jenis siswa yang kurang aktif dengan melihat peta siswa, kelas siswa yang kurang aktif ketika di mana yang aktif dan mana yang pasif, bagaimana cara guru mencampurkan kelas?
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
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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 Dari wawancara yang dilakukan terhadap tiga guru, peneliti menyimpulkan bahwa siswa di akhir pembelajaran untuk kegiatan ini penting untuk dilakukan, karena terkadang siswa akan mempersepsikan mengetahui apakah mereka mengerti hal yang berbeda terhadap penjelasan guru, karena kemampuan daya tangkap siswa materi yang disampaikan? Seberapa tidaklah sama. Jika guru mengetes siswa di akhir pembelajaran, maka guru akan penting hal itu dilakukan?
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 Semua tugas yang telah guru berikan, akan dikembalikan kepada siswa, sehingga
kembali tugas – tugas yang sudah mereka akan mendapatkan kembali feedback dari guru terkait dengan tugas – tugas Bapak/ Ibu berikan? Seberapa penting yang telah diberikan. Kecuali ada beberapa siswa yang tugasnya ditahan sementara hal ini untuk dilakukan?
waktu oleh guru karena digunakan untuk menganalisa butir soal. Tetapi di akhir semester,guru akan mengembalikan semua pekerjaan yang sudah dikumpulkan oleh siswa.
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11.
Bagaimana cara mengetahui siswa/ i Cara melihat tujuan pembelajaran tercapai atau tidak, bisa dilihat dari prosesnya kalau pembelajaran di kelas itu sudah bisa dengan menanyakan beberapa pertayaan terkait materi yang disampaikan, kalau tercapai tujuan pembelajarannya? Apa tidak ada yang bertanya maka guru akan memberikan pertanyaan atau memberikan indikatornya ?
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 Secara umum evaluasi pembelajaran dilakukan dengan cara guru membuat latihan pembelajaran?
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
Pembelajaran yang efektif itu bagaimana guru bisa menciptakan suasana kelas yang
suatu pembelajaran yang efektif?
kondusif, guru mampu menguasai materi, dan menggunakan ekspresi yang tepat, dan mengevaluasi seberapa jauh materi yg sudah guru ajarkan itu berhasil dipahami
104
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.
105
APPENDIX 8 THE RESULT OF INTERVIEW FROM STUDENTS No. 1.
Pertanyaan
Jawaban Responden
Apakah guru selalu menyampaikan Para siswa menyatakan bahwa guru jarang melakukan hal ini, guru langsung masuk kepada tujuan pembelajaran kepada siswa materi tanpa menjelaskan tentang tujuan mempelajari materi pada hari itu. Padahal menurut setiap mengajar di kelas? Seberapa siswa hal itu penting untuk mempermudah siswa memahami materi yang akan dijelaskan. penting
tujuan
pembelajaran
disampaikan?
itu 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 kegiatan
guru apa
menyampaikan Ketiga siswa yang diwawancarai oleh peneliti menyatakan bahwa guru sangat jarang saja
yang
akan menjelaskan kerangka kegiatan pembelajaran di setiap awal pertemuan. Padahal siswa
dilakukan kepada siswa? Seberapa berpendapat bahwa hal ini sangat berguna bagi siswa maupun guru untuk membuat proses penting hal itu dilakukan?
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
pembelajaran?
menyimpulkan Menurut siswa A, guru jarang melakukan hal ini, padahal menyimpulkan pembelajaran di Seberapa
penting akhir pembelajaran sangat penting untuk dilakukan. Sedangkan menurut siswa B, di jam
untuk memberikan kesimpulan di terakhir sebelum menutup kelas, terkadang para siswa masih belum selesai mengerjakan tugas
106
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 Menurut ketiga siswa yang diwawancarai oleh peneliti, guru lebih sering menyampaikan yang lebih sering guru memberikan strategi pembelajaran kepada siswa, atau terkadang guru mengajak siswa untuk kesempatan
kepada
menyampaikan
siswa
strategi
untuk menyampaikan strategi dalam memecahkan soal kepada siswa. Tetapi lebih sering bahwa dalam gurulah yang menyampaikan kemudian menyuruh siswa untuk menggunakan strategi tersebut
belajar, atau guru sendiri yang lebih dalam memecahkan permasalahan. Sebelum menyampaikan strategi belajar, guru memberikan aktif
menyampaikan
strategi beberapa pertanyaan selama kegiatan belajar mengajar, pemberian pertanyaan ini pun
pembelajaran? 5.
ditujukan untuk mengembangkan pola pikir siswa.
Kapan guru memberikan PR kepada Menurut pendapat siswa A, guru sering memberikan PR jika materi yang disampaikan siswa,
ketika
materi
yang mempunyai tingkat kesulitan yang tinggi, sehingga dengan adanya PR tersebut siswa akan
disampaikan susah atau mudah?
belajar memecahkan persoalan yang guru berikan. Sedangkan menurut siswa B, PR diberikan
Apakah guru membahas kembali PR ketika guru absen ketika mengajar, siswa diberikan beberapa tugas yang digunakan sebagai yang sudah diberikan di dalam kelas?
tambahan tugas untuk dikerjakan di dalam kelas dan dilanjutkan dengan PR untuk dibahas di
107
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 Guru akan mengajak siswa yang kurang aktif tersebut untuk terlibat ke dalam proses belajar, jenis siswa yang kurang aktif ketika dengan cara membentuk tugas kelompok atau membentuk kelompok belajar, dengan cara ini, di kelas?
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 Dari ketiga siswa yang diwawancarai oleh peneliti, mereka menjawab bahwa guru jarang di
akhir
pembelajaran
untuk mengetes siswa di akhir pertemuan, mungkin karena waktu belajar sudah habis. Terkadang
mengetahui apakah mereka mengerti jika waktunya masih memungkinkan, guru juga menanyakan kepada siswa untuk menjawab materi yang disampaikan? Seberapa beberapa soal sebelum menutup pembelajaran. penting hal itu dilakukan? 8.
Apakah guru membagikan kembali Ketiga siswa menyatakan bahwa guru mengembalikan semua tugas yang telah diberikan. Hal tugas – tugas yang sudah berikan? ini penting untuk dilakukan karena berarti guru tersebut bertanggung jawab terhadap tugas Seberapa penting hal ini untuk yang diberikan, sehingga siswa akan mengetahui sampai dimana kemampuan mereka dalam dilakukan?
memecahkan permasalahan yang diberikan oleh guru.
108
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
KEMNNTNKIAN AGAMA KANTOK T,IIILAYAfI PKOVIN$I DAEKAN KHUSU$ IBUKOTA JAKABTA JL.DIPANJAITANNO. 10 TELEPON 8197479, 8198296, 8s12403, 8s63530 (HUNTtNG) FAX. 851 2402 KODE POS 13340
Nomor : Kw.09.4l2tKP.01.l/
Sifat
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Jakarta,
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: Penting
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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. ie.
, ;:.
Wb.
Sehubungan dengan surat dari Ka.iur Pendidikan Bahasa Inggris
Nomor
:
Un.01/F.l/KM.01 .312490, tanggal
26
Agustus 2014,
Rekomendasi izin Penelitian. atas nama mahasiswa sebagai berikut
UIN FITK Jakarta,
hal
Permohonan
:
Nama
Dahlia Puspita Sari
NIM
I I 10014000076
Jurusan Semestei..
Pendidikan Bahasa Inggris IX (Sembilan)
Judul Skipsi
The Practie Of Effective Teaching Based On The Dynamic Models
Maka merekomendasikan mahasiswa tersebut untuk mengadakan penelitian dilingkungan Madrasah Tsanawiyah Jakarta tersebut guna mendapatkan data-data yang diperlukan 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.
Tembusan Yth:
L
2. 3.
Kepala Kanwil Kernenterian Agama Provinsi DKI Jakartal Kajur Pendidikan Bahasa Inggris UIN FITK Jakarta; Ybs.
KEMENTERIAN AGAMA UIN JAKARTA FITK Jl. lr. H.
FORM (FR)
Juada No 95 Ciputat 15412 lndonesia
: Tgl. Terbit : No.
Dokumen
FITK-FR-AKD-082
No.
Revisi: :
01
Hal
1 Maret
2010
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SURAT PERMOHONAN IZIN PENELITIAN Nomor : Un.01/F. 1 /KM.O1 .St ?.199.t20t+ Lamp. : Outline/Proposal : Permohonan lzin Penelitian
Jakarta, 26 Agustus 2014
Hal
Kepada Yth. Kepala MTsN A-Azhar Asy-Syarif Jakarta di
Tempat
Assalamu'alaikum
wr.wb.
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Dengan hormat kami sampaikan bahwa, Nama
: Dahlia Puspita Sari
NIM
:1110014000076
Jurusan
: Pendidikan Bahasa lnggris
Semester
: lX (Sembilan)
Tahun
Akadernik
Judul Skripsi
.201412015 : The Practice of Effective Teaching Based on the Dynamic Models
adalah benar mahasiswa/i Fakultas llmu Tarbiyah dan Keguruan UIN Jakarta yang
sedang menyusun skripsi, dan akan mengadakan penelitian (riset)
di
instansi/sekolah/madrasah yang Saudara pimpin.
Untuk
itu kami mohon Saudara dapat mengizinkan mahasiswa tersebut
melaksanakan penelitian dimaksud. Atas perhatian dan kerja sama Saudara, kami ucapkan terima kasih. Wassalam u' al aiku m wr.wb. 3..!'tr I -i.-
hasa lnggris
199103 1 002 Tembusan: 1. Dekan FITK 2. Pembantu Dekan Bidang Akademik 3. Mahasiswa yang bersangkutan
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KEMENTERIAN AGAMA UIN JAKARTA
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: FITK-FR-/rKD-082 Terbit : 1 Maret 2010 No. Revisi: : 01 No.
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SURAT PERMOHONAN IZIN P.ENELITIAN Nomor : Un.01/F. 1/KM.01 3t ?A?9.12014 Lamp. : Outline/Proposal : Permohonan lzin Penelitian
Jakarta, 26 Agustus 2014
Hal
Kepada Yth. Kepala MTsN 32 Jakarta di
Tempat
Assalamu'alaikum
wr.wb.
.n
Dengan hormat kami sampaikan bahwa,
Ir'
Nama
: Dahlia Puspita Sari
NIM
:1110014000076
Jurusan
: Pendidikan Bahasa lnggris
Semester
: lX (Sembilan)
Tahun Akademik
:201412015
Judul Skripsi
: The Practice of Effective Teaching Based on the Dynamic Models
adalah benar mahasiswa/i Fakultas llmu Tarbiyah dan Keguruan UIN Jakarta yang
sedang rlrenyusun skripsi, dan akan mengadakan penelitian (riset)
di
instansi/sekolah/madrasah yang Saudara pimpin.
Untuk
itu kami mohon Saudara dapat mengizinkan rnahasiswa tersebut
melaksanakan 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
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3
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KEMENTERIAN AGAMA UIN JAKARTA FITK
No.
FORM (FR)
Jl. lr. H. Juanda No 95 Ciputat 15412 lndonesia
Dokumen
:
FITK-FR-AKD-082
Terbit : 1 Maret No. Revisi: : 01
Tgl. Hal
2010
111
SURAT PERMOHONAN IZIN PENELITIAN Nomor : Un.01/F. 1 /KM.01 3t *1P.1ZO14
Lamp. : Outline/Proposal Hal : Permohonan lzin Penelitian
Jakarta, 26 Agustus 2014
Kepada Yth. Kepala MTsN 3 Jakarta di Tempat Assal am u' al aiku m wr.wb.
Dengan hormat kami sampaikan bahwa, Nama
: Dahlia Puspita Sari
NIM
:1110014000076
Jurusan
: Pendidikan Bahasa lnggris
Semester
: lX (Sembilan)
Tahun Akademik
:201412015
Judul Skripsi
: The Practice of Effective Teaching Based on the Dynamic Models
adalah benar mahasiswaii Fakultas llmu Tarbiyah dan Keguruan UIN Jakarta yang
sedang menyusun skripsi, dan akan mengadakan penelitian (riset)
di
instansi/sekolah/madrasah yang Saudara pimpin.
Untuk
itu kami mohon Saudara dapat mengizinkan mahasiswa tersebut
melaksanakan penelitian dimaksud.
Atas perhatian dan kerja sama saudara, kami ucapkan terima kasih. Wassal am u' alaiku m wr.wb.
ttBahasa lnggris
103 1 002 Tembusan: 1. Dekan FITK 2. Pembantu Dekan Bidang Akademik 3. Mahasiswa yang bersangkutan
