to students when they either obeyed or disobeyed the teachers’ rules. The
reward would be given for instance the students could finish the project on time, or the students could
definitely answer the teachers’ questions. Meanwhile, the punishment would be given when the students could not
finish the homework on time or when the students disobeyed the rules at the schools. In addition, when some teachers could not attend the class,
they always confirmed to the other teachers to change the position or at least they came to visit the class for a while to give the task for students to
be collected then. Those activities based on the observation when the observer did the class observation for a few days.
Nevertheless, there was suggestion for the teachers related to this
stage. Some teachers did not mention the time allotment to students when they stepped to each activity in the process of teaching and learning. They
sometimes spent much more time for an activity while the other activity was not covered in one meeting. In this case, although the students were
organized in group discussion, the students ran out of time and did not finish the activities. Similarly, based on the interview with some teachers,
they said that explaining the time in each activity was not important because the teachers should remember the time allotment by themselves.
Moreover, they said that each class had different characteristic addressed to different kinds of learners. For example, when the teachers arranged
time allotment for the first class, the time could not be matched to be applied in another class because each class had different level to
comprehend the material. Consequently, the class activity could not be effective because the teacher did not cover all the materials to be presented
that learning objective of the lesson could not be understood by the students. Related to this situation, the management time was appropriate to
help the teachers maximizing the teaching and learning process.
CHAPTER V CONCLUSION AND SUGGESTION
In this chapter the writer presents the result of the study based on the research which was conducted at three favorite State Islamic Junior High Schools
in DKI Jakarta. This chapter will describe the conclusion and suggestion.
A. Conclusion
Based on the research conducted by the writer, she concludes some points of the research result as follows:
1. The Teaching Quality Based on the data in chapter IV, the mean score of teaching quality was
rated in different score form all groups. In this case, the teachers were rated much higher by teachers’ questionnaires than by students’ questionnaires and
the observer. Furthermore, the practice of effective teaching strategies based on the dynamic model in those three schools would be concluded as bellow:
1. Orientation In the real teaching situation, the teachers rarely provided the
objective of learning material. In this stage, they presented orientation by reviewing and brainstorming students with the previous and the following
lesson, asking and discussing homework, giving the questions to relate the material,
building student’s motivation, and relating the material with daily lives.
2. Structuring In the real teaching situation, most of the teachers rarely did the
structuring stage. Most teachers started the lesson by giving structuring not to mention the series of activity that they were going to do at the day
lesson; they just mentioned the topic of material. However, many teachers
often helped students to understand the activity series in the process of teaching and learning. There were only some teachers conclude the
material in the last session. 3. Modeling
In the classroom observation, many teachers practiced modeling by asking students or minimally engage students to present the strategies of
learning. Meanwhile, a few teachers considered that students needed to get strategies from teacher then they were asked to use the strategies to solve
the problem. The teacher asked to elaborate the questions by asking and
clarifying to students. In this part also, the teacher could remember well about
the students’ names and also paid attention to their pronunciation. The teachers could also create good interaction between teacher and
students that the teacher asked question to students then students were asked to give respond one by one.
4. Application In the classroom observation, the teachers did application stage by
grouping students to work in group and preparing the task to practice strategies presented during modeling. Almost teachers attempted to engage
students on task that they gave in the class. They helped students to understand either on material or on task. The teachers used individual task
and group work to practice application stage. 5. Questioning
The effective teacher will ask clear question to improve students’ higher thinking order. In the real teaching and learning process, when the
students found difficulty to answer the question, teacher would give the clue or revise the question in more understanding question. The teachers
could provide good interaction related to create the questions to students. Teacher could link the previous material with new material, and raise the
