Modeling The Factors of Teaching Quality in Detail

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 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 studen ts’ 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 t he 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. 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 productnarrow questions and processbroad 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 student s’ 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