Structuring The Factors of Teaching Quality in Detail

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 positi ve 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 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 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