Figure 3.2
From the figure 3.2, it could be seen that the number of students were 313, 115 boys 37, and 158 girls 63 from those three schools.
Meanwhile, the questionnaires for teachers were named teachers ’
questionnaires to assess teaching quality. The teachers ’ questionnaires were
translated into Bahasa Indonesia which used Likert scale to indicate the frequency of their activities, using 1 minimum to 5 maximum scales. The teachers
’
questionnaires consisted of 48 items see Appendix 5 that were divided into
eight parts. Each part represents the principle of effective teaching strategies. They are orientation items 1-4, structuring items 5-12, modeling items 13-16,
application items 17-22, questioning technique items 23-31, assessment items 32-40, the classroom as a learning environment: the contribution of the teacher
items 41-45, and management of time items 46-48. Furthermore, the researcher used content validity, and all items of questionnaires were matched and represent
with the theory of Dynamic Models. Due to the small number of participating teachers N 15 in the pilot study, no reliability analysis was carried out. The
following table presents the subscales and examples of the items.
63 37
Percentage of Students Gender
Boy Girl
Table 3.3 The Factor s and Item Examples of the Teachers’
Questionnaires Factors
Example Items Number
of Item
Orientation I explain to the students about the aim of
learning material. 5
Structuring I present the structure of lesson that will be
taught during teaching and learning. 8
Modeling I actively invite students to present the
strategies or tips of learning material that will be taught during teaching and learning.
5
Application I monitor
the students’ tasks and provide relevant feedback to students.
6 Questioning
I help my students to correct the mistake to find the correct answer when they are wrong to
answer my questions. 9
Assessment I give the question to test whether students
understand the material or not. 9
CLE I provide opportunity to learn and also time on
task. 6
Time Management
I can maximize learning time of students during the lesson.
3 Teaching
quality All items in the factors
51
Meanwhile, the respondents of teachers were 12 teachers from those three schools that would be described as follows:
Table 3.4 The Teachers’ Respondents
Schools Names Frequency
Percentage
MTsN Al-Azhar Asy-Syarif 3
25 MTsN 32 Jakarta
5 42
MTsN 3 Jakarta 4
33
Total 12
100
From the table 3.4, it could be seen that the number of teachers were 12; they were 3 teachers of MTsN Al-Azhar Asy-Syarif Indonesia, 5 teachers of
MTsN 32 Jakarta, and 4 teachers of MTsN 3 Jakarta.
3. Interview
The writer did interview to get the deeper data which has got not only by students’ and teachers’ questionnaires but also by observation instrument. In this
case, the writer used unstructured interview see Appendix 6 to develop the
outcome from quantitative data. The strength of unstructured interviews was almost complete freedom in terms of content and structure. The writer was free to
order these in whatever sequence she wished. The writer conducted the individual interview with the selected respondents both teachers and teachers: three teachers
and three students.
E. The Technique of Data Analysis
The technique of data analysis in this research was descriptive statistics and descriptive qualitative. The descriptive qualitative was used by the data from
observation, and interview. On the other hand, the descriptive statistics was used by the data from observation instrument and questionnaires.
First, all data were subjected to a reliability analysis after getting the data from the observer, the students’ and the teachers’ questionnaires. Next, the
teaching quality would be got after scoring the sum of all principles of effective teaching divided by the total number of the items. The techniques would be
explained as follows: a. Data from Observation
The data from observation such as observation instrument and video recorded conducted by the researcher was useful to analyze the teaching
quality and the practice of effective teaching strategies at the teaching and learning process.
b. Data from Questionnaire Descriptive statistic has been described in this part as efforts by
researchers to systematically summarize the data collected. In this case, the researcher used mean score as the types of descriptive statistical. In
reported research results, mean is the arithmetic average of all of the scores in a frequency. The mean is calculated as the sum of all scores
divided by the total number of scores.
59
Based on the explanation, the researcher used the mean score to measure teaching quality of effective
teaching. Besides the mean score, the researcher also used table. It was obviously visual and it provided the reader with a quick summary of
certain descriptive results. The table in this study was used to display the percentages to the practice of eight effective teaching strategies. Finally,
the data from questionnaires which came from the teachers and students were used to check whether the teacher had practiced the eight effective
teaching strategies in the teaching and learning process. c. Data from Interview
The data from the interview come from the teachers and the students was described in descriptive analysis. The data from the interview was
useful to support the explanation in the chapter IV.
F. Trustworthiness
In mixed-methods research, the researcher used triangulation to ensure validity and reliability. The instruments used in this study were observation sheet,
interview, and questionnaire. Triangulation in mixed method research is defined in terms of the combined use of methods to investigate and understand the same
phenomena. The techniques of triangulation used in this study were conducted from the teachers
’ and students’ interview, observation, questionnaire, and theory in chapter II. The researcher used the data from observation, interview, and theory
in chapter II combined with the data from questionnaires to get the deeper answer data of research problem.
59
Rick Houser, Counseling and Educational Research, the United States of America: SAGE Publications, Inc., 2009, 2
nd
Edition, p. 27.
In addition, the validity of questionnaire was determined by using content validity. This validity is the extent to which a measurement instrument is a
representative sample of the content were domain being measured. Moreover, a measurement instrument has high content validity if its items or questions reflect
the various parts of the content domain in appropriate proportions and if it requires the particular behaviors and skills that were central to that domain.
60
The items of observation instrument and both the teacher
s’ and students’ questionnaires were developed from the theory of dynamic model.
Moreover, SPPS was used in this study in order to check the reliability of all instruments. For the details of reliability analysis , it had already been
explained by the writer in each instrument above.
60
Leedy and Jeanne Ellis Ormrod, Practical Research: Planning and Design, U.S.A: Pearson Education Limited, 2014, pp. 91
– 92.
CHAPTER IV RESULT OF THE STUDY
The main objective of this chapter is to present the descriptive findings of the study, which concern the description of effective teaching based on the
dynamic models at three favorite State Islamic Junior High Schools in DKI Jakarta. This chapter will describe the teaching quality, the factors of teaching
quality, the perception of teachers, students, and observer; both the similarities and the differences, and the factors of teaching quality in detail.
A. The Teaching Quality
This section provides a summary of the main characteristic of the data, where teaching quality was the sum of all principles of effective teaching divided
by the total number of the items. To conclude the concept of teaching quality, the researcher combined all instruments such as both of the teachers
’ and students’ questionnaires, the observation instrument, and the interview. The mean score of
teaching quality in each group would be described to provide understanding of how each group differentiated. The result of the instruments could be seen as
follows:
Table 4.1 Mean Score of Teaching Quality
As reported in the table 4.1 that there were different perceptions between the teachers, the students, and the observer related to the teaching quality. The
teachers were rated much higher by the teachers’ questionnaires than by the students’ questionnaires and the observer. The score of teachers’ questionnaires
Data Teaching Quality
Teachers’ Questionairres 3.7
Students’ Questionairres 3.1
Observation Instrument 2.8
