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
Creemers and Kyriakides., loc. cit.
35
Ibid., pp.116-117
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
