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.
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.
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.
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.
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.
