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 wa
s 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.
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
