An investigation of effective teaching at three favorite state Islamic junior high schools in DKI Jakarta based on the dynamic model
AN INVESTIGATION OF EFFECTIVE TEACHING
AT THREE FAVORITE STATE ISLAMIC JUNIOR
HIGH SCHOOLS IN DKI JAKARTA BASED ON THE
DYNAMIC MODEL
By:
DAHLIA PUSPITA SARI NIM: 1110014000076
DEPARTMENT OF ENGLISH EDUCATION
THE FACULTY OF TARBIYAH AND TEACHER’S TRAINING
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY JAKARTA
(2)
AN INVESTIGATION OF EFFECTIVE TEACHING
AT THREE FAVORITE STATE ISLAMIC JUNIOR
HIGH SCHOOLS IN DKI JAKARTA BASED ON THE
DYNAMIC MODEL
A Skripsi
Presented to the Faculty of Tarbiyah and Teacher’s Training In a Partial Fulfillment of the Requirement
for the Degree of S. Pd (Bachelor of Arts) in English Language Education
By:
DAHLIA PUSPITA SARI NIM: 1110014000076
DEPARTMENT OF ENGLISH EDUCATION
THE FACULTY OF TARBIYAH AND TEACHER’S TRAINING
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY JAKARTA
(3)
(4)
(5)
(6)
v
Education at Faculty of Tarbiyah and Teachers’ Training of State Islamic Syarif
Hidayatullah University Jakarta, 2015. Advisor I : Siti Nurul Azkiyah, Ph.D Advisor II : Atik Yuliani, M.A. TESOL.
Keywords : Effective Teaching, Dynamic Model
This research was aimed to investigate effective teaching at three favorite State Islamic Junior High Schools in DKI Jakarta based on the dynamic model on academic year 2014/ 2015. The subjects consisted of 12 English teachers who have taught at three favorite State Islamic Junior High Schoos in DKI Jakarta: MTsN 41 Al-Azhar Asy-Syarif, MTsN 32, and MTsN 3.
The method used in this study was mixed-methods. The instruments of this
research were teachers’ and students’ questionnaires (quantitative) and classroom observation, and interview (qualitative). In analyzing the data, the researcher used triangulation.
The findings of the study showed that the teachers have practiced the principles of effective teaching in the teaching learning-process. It could be
showed by the teachers’ practice categorized as fair. The result of teaching quality based on the observer was 2.8. This score revealed that the teachers have been categorized good enough to practice the principles of effective teaching. Although, there was a stage that could be categorized as low, structuring, the mean score of this stage was 1.9. For seven other stages showed that the teachers have been categorized as fair, they were: orientation (2.7), modeling (2.7), application (3.3), questioning (3), assessment (2.8), classroom learning environment (3.1), and time management (3.3). The data revealed that the teachers have been good enough to practice the principles of effective teaching strategies based on the dynamic model. Even in the stage of structuring, there were not many teachers practice this strategy in the process of teaching and learning.
(7)
vi
Fakultas Tarbiyah dan Ilmu Keguruan, UIN Syarif Hidayatullah Jakarta, 2015. Pembimbing I : Siti Nurul Azkiyah, Ph.D.
Pembimbing II: Atik Yuliani, M.A. TESOL.
Kata Kunci : Effective Teaching, Dynamic Model.
Penelitian ini bertujuan untuk menyelidiki penggunaan strategi pengajaran yang efektif di tiga MTsN favorit di DKI Jakarta berdasarkan pada teori dynamic model tahun akademik 2014/ 2015. Subjek dari penelitian ini terdiri dari 12 guru bahasa Inggris yang mengajar di MTsN 41 AL-Azhar Asy-Syarif, MTsN 32, dan MTsN 3.
Metode yang digunakan dalam penelitian ini adalah mixed-method. Sementara itu, instrumen yang digunakan dalam penelitian ini adalah kuesioner yang ditujukan kepada guru dan siswa (kuantitatif), observasi dan interview (kualitatif). Teknik triangulasi pun digunakan dalam penelitian ini untuk memeriksa keabsahan data dari ketiga instrumen.
Hasil dari penelitian ini menunjukkan bahwa para guru telah melakukan strategi pengajaran yang efektif dalam praktek pengajaran sehari - hari. Sikap para
guru dalam mempraktekkan strategi tersebut termasuk dalam kategori “sedang”.
Hal ini dapat ditunjukkan dengan nilai kualitas pengajaran yang berasal dari peneliti yaitu 2,8. Nilai tersebut menunjukkan bahwa para guru sudah cukup baik dalam mempraktekkan strategi – strategi tersebut. Meskipun ada satu strategi yang
termasuk dalam kategori “rendah” yaitu di tahap structuring dengan nilai rata - rata 1,9. Ketujuh strategi lainnya menunjukkan bahwa rata – rata guru sudah
termasuk dalam kategori “sedang”, yaitu di tahap orientation 2,7, modeling 2,7, application 3,3, questioning 3, assessment 2,8, classroom learning environment 3,1, dan management of time 3,3. Keseluruhan nilai tersebut menunjukkan bahwa para guru sudah cukup baik dalam mempraktekkan strategi pengajaran yang efektif berdasarkan teori dynamic model ini. Meskipun di tahap structuring, belum banyak guru yang mempraktekkan strategi ini dalam proses belajar mengajar.
(8)
vii
All praises be to Allah, Lord of the Worlds, for the blessing and the guidance to the writer in completing this Skripsi. Peace and salutation be upon to the prophet Muhammad SAW., his family, his companions, and his adherence.
It is great feeling that the Skipsi has been accomplished entitled “An Investigating of Effective Teaching at Three Favorite State Islamic Junior High Schools in DKI Jakarta Based on the Dynamic Model”. It is presented to the Faculty of Tarbiyah and Teacher‟s Training in partial fulfillment of requirements for the Degree of First Strata in English Language Education.
In arranging this Skripsi, the writer would like to express her gratitude to the following people who have provided motivation, advice, support, and helped the writer:
1. All lectures in Department of English Education for the worthy knowledge, the motivation, and patience to the researcher during her study at State Islamic Syarif Hidayatullah Jakarta University.
2. Drs. Syauki, M.Pd., the Head of Department of English Education.
3. Mr. Zaharil Anasy, M.Hum., the Secretary of Department of English Education and also the home lecturer of PBI B class 2010.
4. Mrs. Nurlena Rifa‟i, M.A, Ph.D., the Dean of Faculty of Tarbiyah and
Teachers‟ Training.
5. Mrs. Siti Nurul Azkiyah, Ph.D and Mrs. Atik Yuliyani, MA.TESOL., the advisors who have given guidance, advice, motivation and patience to the researcher in accomplishment of this „skripsi‟.
6. The Headmasters of MTsN 41 Al-Azhar Asy-Syarif Indonesia, MTsN 32, and MTsN 3 in DKI Jakarta who have given allowance of research at the schools.
(9)
vii
8. Mrs. Siti Mutmainah, S.Pd., (beloved mother), who always gives prayer, devote endless love and give motivation for the writer‟s best all the time. She
is the best in researcher‟s life. Her unforgettable father, Mr. Masykur, who has passed away when she was child that she will always love him forever. 9. Drs. Suharmadi, Ak. MM. MSi. CA., and Mrs. Retno Indriati, S.Pt., they are
also the best parents and teachers for the writer that she can just say thank so much for everything that they have given to her, she would like to send her best prayer for them and their family.
10. All the writers‟ families who always supports her to finish this research. 11. All beloved friends of “Class of PBI B 2010” in Department of English
Education.
12. To any other people who give contribution to the researcher and cannot be mentioned one by one.
Finally, the writer realized that this Skripsi is far for being perfect. Therefore, it is such a pleasure for her to get critique and suggestion to make this Skripsi better. Hopefully this Skripsi can give usefulness for the development of English teaching and learning.
Jakarta, 10 January 2015
(10)
ix
Letter of Writing Authenticity... ... iii
Endorsement Sheet ... ... iv
Abstract ... ... v
Acknowledgement ... vii
Table of Contents ... ix
List of Tables ... xii
List of Figures ... xiii
List of Appendices ... xiv
CHAPTER I : INTRODUCTION A. The Background of the Study ... 1
B. The Problem Identification ... 5
C. The Limitation of the Study ... 5
D. The Formulation of the Problem ... 5
E. The Objective of the Study ... 5
F. The Significance of the Study ... 6
CHAPTER II : THEORETICAL FRAMEWORK A. The Concept of Effective Teaching ... 7
B. The Model of Effective TeachingAccording to Dynamic Model ... 10
1 The Eight Principles of Dynamic Model……...….. 12 a. Orientation...………...…12 b. Structuring...….………..…13
(11)
x
f. The Classroom as a Learning Environment...15
g. Management of Time ...16
h. Teacher Evaluation (Assessment)...16
2 The Implementation of Effective Teaching and the Concrete Activities………...…17 C. The Advantages of Effective Teaching in the Teaching-Learning Process ... 22
D. Previous Related Study ... 26
CHAPTER III : RESEARCH METHODOLOGY A. The Method and Design ... 29
B. Place and Time of Research ... 30
C. The Research Population and Sample ... 30
D. Instrument and Technique of Data Collecting ... 31
E. The Technique of Data Analysis ... 38
F. Trustworthiness ... 39
CHAPTER IV : RESULT OF THE STUDY A. The Teaching Quality ... 41
B. The Factors of Teaching Quality ... 44
C. The Categorization of the Factors and the Perception of Teachers, Students, and Observer Both the Similarities and the Differences………...45
D. The Factors of Teaching Quality in Detail ...47
1. Orientation ...47
2. Structuring ...50
(12)
xi
7. Classroom Learning Environment...61
8. Management of Time...63
CHAPTER V : CONCLUSION AND SUGGESTION A. Conclusion ... 65
B. Suggestion ... 68
REFERENCES ... 72
(13)
xii
Table 3.1: The Factors and Item Examples of the Observation Instrument 33 Table 3.2: The Factors and Item Examples of the Students’ Questionnaires 35 Table 3.3: The Factors and Item Examples of the Teachers’ Questionnaires 37
Table 3.4: The Teachers’ Respondents... 37 Table 4.1: Mean Score of Teaching Quality... 41 Table 4.2: The Mean Score of Each Factor of Teaching Quality... 44
(14)
xiii
(15)
xiv
LIST OF APPENDICES
Appendix 1: Observation Instrument ... 74
Appendix 2: Students’ Questionnaires ... 81
Appendix 3: The Reliability Analysis of Students’ Questionnaires for the Pilot Study ... 89
Appendix 4:The Reliability Analysis of Students’ Questionnaires for the Actual Study ... 90
Appendix 5: Teachers’ Questionnaire ... 91
Appendix 6: The Form of Interview ... 98
Appendix 7: The Result of Interview from Teacher ... 99
Appendix 8: The Result of Interview from Students ... 106
(16)
1
This chapter discusses the background of the study, the problem identification, the limitation of the study, the formulation of the problem, the objective of the study, and the significance of the study.
A.
The Background of the Study
The role of teacher in the process of teaching and learning is very crucial in any circumstances. The position of teachers cannot be replaced by any media, because the process of learning will happen when there is an interaction between the students and the teachers in order to achieve set of goals. This relationship is necessary for learning process which focuses not only on a transfer knowledge but also on a transfer value. Transfer of knowledge can be obtained from media, such as: books, magazines, internet, and other sources that may increase students’ knowledge. However, transfer of value can only be obtained by students through teachers who inculcate attitudes and values of the matter involving the psychological aspects both the teacher and the student. Therefore, inculcating attitudes and values which involve these psychological aspects cannot be replaced by any media.
Considering the importance of teacher, it is necessary for teachers to teach effectively. Effective teaching is the result of many factors, including aspects of the teacher’s background as well as specific teaching practices; the effective teaching has multiple implications of education. Teacher is expected to practice the principles of effective teaching because better students will be created by effective teachers also.1 In line with this, the teaching learning can be said effective if students can absorb the course material and practice to obtain the best
1
James Ko, Pamela Sammons, and Linda Bakkum. Effective Teaching: a Review of
(17)
skills. According to James Ko, teachers are the core of the school and effective teaching is one of the key pivots of the school improvement.2
However, many teachers may not be able to teach effectively. This information has been confirmed by the statistical data of the Ministry of Education and Culture. It is reported that there was an increase of teachers’ qualification since 2007 up to 2011. At the junior secondary schools, the percentage of qualified teachers is higher compared to primary schools, namely 44.15 %. Nevertheless, the gross and net enrollment ratios by province is not as expected. The data showed the reduction at junior secondary school level. The percentage in 2007 is 23% and it changes to 14%.3 According to the data from World Bank, it reveals that teacher’s certification has raised the income level of teachers, but it is not guarantee that the teachers will have better teaching competence.4 The data has also revealed that the quality of teachers and teacher competence in Indonesia is still not as expected. The implementation of the certification does not necessarily improve the professional competence of teachers. Teacher certification is like additional insights in the field of education. It does not mean that after obtaining to teaching certificate and then teachers will apply some effective teaching in classroom atmosphere. Thus, it shows that there are many aspects which still need to be addressed in the problems of teachers quality.
In terms of student, the achievement of student in Indonesia is still below the expectation. The performance of Indonesian students in international level is under most of its Asian neighbors, as evidenced in some international measurements such as PISA (Program for International Assessment of Student) and TIMSS (Trends in International Mathematics and Science Study). Based on TIMSS data in 2011, Indonesia is placed the 53rd country out of 59 countries in math achievement, the 54th in science achievement, and in reading achievement
2
Ibid., p. 1.
3
Departemen Pendidikan dan Kebudayaan, RencanaStrategis Kementrian dan Kebudayaan
2010-2014. (Jakarta: 2013), p.32.
4
Joppe De Ree, et al., Teacher Certification in Indonesia: a Doubling of Pay, or a Way to
(18)
the 50th.5
Meanwhile based on OECD (Organisation for Economic Co-operation and Development), the result of PISA in 2012, Indonesia was ranked as the 64th country out of 65 in mathematics, as 64th in science and as 61st in reading. Moreover, it has happened since 1999; it showed that the achievement of Indonesian children is not satisfied in a report issued several times in TIMSS and PISA.6
Meanwhile, at national level, the Indonesian government has launched the standard of graduation for Indonesian students in a national examination since 2003. There were four subject being tested in national exam: Bahasa Indonesia, mathematics, science, and English. Unfortunately, English was the most difficult subject being tested in national exam at junior high school students; it can be seen that the mean score of English questions being tested was only 5.70, the lowest mean score among other subjects.7 The data indicates that students’ achievements have been low. Furthermore, it will come back to the teachers themselves as the most responsible people in this area of study, because they form the primary source of students’ learning in the classroom. These findings indicate that teachers are likely not to practice the principles of effective teaching.
Nevertheless, in Indonesia, some State Islamic Junior High Schools are categorized as favorite school, because they have high mean score in their national exam. This is indicated by their achievement to be the five highest mean score of national examination among other State Islamic Junior High Schools in DKI Jakarta since 2012. For instance, the achievement of national examination’s mean score in 2013 at MTsN 41 Al-Azhar Asy-Syarif Indonesia for Bahasa Indonesia is 8.81, English is 8.30, mathematics is 7.83, and science is 7.69. Based on the data, it can be assumed that teaching-learning process in this school is categorized as good.
5
Michael O. Martin, et al., TIMSS 2011 International Results in Science, (USA & Netherlands:TIMMS and PIRLS International Study center, 2012).
6
Berita Satu. Mutu Pendidikan Indonesia Selalu di Peringkat Rendah Dunia. (2013, December 6). Retrieved online from http://www.beritasatu.com/kesra/154181-mutu-pendidikan-indonesia-selalu-di-peringkat-rendah-dunia.html. on Sunday, 26th of January 2014.
7
Kementerian Pendidikan dan Kebudayaan, (2013, May 31), Konferensi Pers Hasil UN
(19)
The problem is that there are still few research especially skripsi that look at whether teachers applied effective teaching principle or not. Therefore, the writer will attempt to observe the teachers on English subject at three favorite State Islamic Junior High Schools in DKI Jakarta to see the practice of effective teaching principle.
In this study, the theoretical framework for conceptualizing effective teaching refers to the theory of dynamic model developed by Creemers and Kyriakides. This theory underlined four levels, namely context/ national policy, school, classroom/ teacher, and student. In this study, the writer focused on the classroom level/ teacher level, because it is argued that the classroom level is the superiority factor related to student’s outcome based on Creemers in Azkiyah.8 Furthermore, the classroom level in this dynamic model is emphasized while the other levels are expected to provide the conditions necessary for maximizing its effectiveness. Meanwhile, there are eight factors to define the classroom level: orientation, structuring, modeling, application, questioning, classroom learning environment, management of time, and assessment.9
Among other theories, the dynamic model is preferred due to two reasons. First of all, this model is emphasized on school improvement; it shows how school level factors are linked with teacher factors which are directly related to the student outcomes. By doing this, schools can search for improvement efforts that not only address specific school factors but also contribute to the improvement of teaching practice. Next, this model refers to factors at teacher and school level for which systematic evidence on their importance for educational effectiveness was found in studies conducted during the last twenty years. Finally, the validity of the dynamic model have been examined through several studies. De Jong and Kyriakides present the evidence gathered in studies coducted in the earlier of 2000s that they uncover the significant of using multiple measures of
8
Siti Nurul Azkiyah, The Effects of Two Interventions on teaching Quality and Student
Outcome, (Holland: Groningen Institute for Educational Research, University of Groningen,
2013), p. 40.
9
Bert P. M. Creemers and Leonidas Kyriakides, The Dynamic Model of Educational
(20)
effectiveness factors and longitudinal studies to test the validity of the dynamic model.10
For that reason, the researcher is interested in checking whether the teachers in those three schools on English subject practice the effective teaching strategies.
B.
The Problem Identification
Based on the background of the study mentioned previously, the problem can be identified;
1. The Indonesian teachers have low teaching quality.
2. Student achievement at both international and national level are still below of expectation.
3. There is still few research especially skripsi which see whether teachers practice the principle of effective teaching.
Based on the problem identified above, the writer will conduct a study to investigate whether teachers in three favourite State Islamic Junior High Schools in DKI Jakarta practice the principle of effective teaching based on the dynamic model.
C.
The Limitation of the Study
The study concerns the fact that there is no sufficient information whether teachers practice the principle of effective teaching. Therefore, in this study, the problems will be limited on the investigation of effective teaching based on the dynamic model of the three favorite States Islamic Junior High Schools in DKI Jakarta.
D.
The Formulation of the Problem
The formulation of the problem in this study based on the limitation above: “Do teachers on three favorite State Islamic Junior High Schools in DKI Jakarta practice the principle of effective teaching?”
10
Bert P.M.Creemers and Leonidas Kyriakides, The Dynamics of Educational
(21)
E.
The Objective of the Study
The objective of this study is to know whether the teacher at three favorite State Islamic Junior High Schools in DKI Jakarta practice the principle of effective teaching based on the dynamic model.
F.
The Significance of the Study
The findings of this study hopes to be good information for three kinds of people, such as; (1) some English teachers, (2) some school principals, (3) further researchers which are explained as follows;
1) The findings of this study will give useful information for some English teachers at some State Islamic Junior High Schools to improve the quality and knowledge in teaching English at school and they can apply them in their teaching-learning process.
2) The findings of this study will give clear and useful information for some school principals as the input for them to make roles or strategies which must be obeyed by the English teacher such as: they must havevarious strategies to transfer the knowledge to students.
3) The findings of this study will give clear useful information for some further researchers to conduct further research.
(22)
CHAPTER II
THEORETICAL FRAMEWORK
This section reviews some aspects related to the implementation of effective teaching strategies, they are: the concept of effective teaching, the model of effective teaching according to dynamic model, the eight principles of dynamic model, the implementation of effective teaching and the concrete activities, the advantages of effective teaching in the teaching-learning process and previous related study.
A.
The Concept of Effective Teaching
Considering there has been little consensus to define the concept of effective teaching, it is crucial to consider the definition of effective teaching. Perrott in Azkiyah claimed that it is impossible to give definition about effective teaching, because the criteria used among the teachers and other parties involved for instance the subjects, grades, the locations and the available resources.11 Moreover, teaching quality has been measured from many different perspectives; such as teacher and student perception, in this case the teaching behaviour and educational progress, and teacher education became concerned about the selection of potentially effective teachers.12 In line with Stronge, he defines that effective teaching is the combination of many aspects, for instance, the background of teachers, and the teachers’ teaching practice.13 These approaches have been resulted in a considerable number of different definitions.
11
Siti Nurul Azkiyah, The Effects of Two Interventions on Teaching Quality and Student
Outcome, (Holland: Groningen Institute for Educational Research, University of Groningen,
2013), p. 41.
12
S.M. Money, What is Teaching Effectiveness? A Survey of Student and Teacher
Perceptions of Teacher Effectiveness, (Ontario: Humber College of Applied Arts and
Technology, 1992), pp. 3-5.
13
James H. Stronge, Qualities of Effective Teachers, (Virginia: Association for Supervision and Curriculum, 2007), p. 99.
(23)
According to Shellard, “Effective teaching can be viewed as juggling act. Teacher must convey knowledge in an age-appropriate and engaging manner, while also monitoring instruction, preparing developmentally appropriate tasks, prompting the use of skills, and reteaching skills to individuals on an as-needed basis”.14
In line with Bain in Elmore, he conducted the Study of Fifty Effective Teachers in San Fransisco. He revealed that the characteristics of effective teachers are:
1. Having high expectations for student learning. 2. Providing clear and focused instruction.
3. Closely monitoring student’s learning progress.
4. Reteaching using alternative strategies when students do not understand. 5. Using incentives and rewards to promote learning.
6. Highly efficient in their classrooms routines. 7. Setting and enforcing high standards for classroom behavior.
8. Maintaining excellent personal interactios with their students.15
Furthermore, Money hold a survey of student and teacher perceptions of effective teaching, it revealed the following list of characteristics of effective teachers: 1) knowledge of the subject matter, 2) effective communication, 3) well organized materials, 4) ability to motivate and inspire, 5) being friendly and open, and 6) classroom control.16The teacher’s role in this study is considered to be the primary factor of successful implementation. This implies that teachers, as key stakeholders of innovative change, know best what they should be teaching their students.
Based on the explanations given by the experts, it can be concluded that
14
Elizabeth Shellard, Effective Teaching : How Do We Know It When We See It, the
Educational Research Service. p. 7.
15
Richard Elmore, Teaching Effectiveness and Why it Matters, (Marylhurst University: 2010), p. 4.
16
(24)
the characteristics of effective teaching are typical quality of successful teaching process that can lead to effective teaching. The characteristics which are required for effective teaching are based on teacher’s competencies and teaching strategies applied by the teachers.
Furthermore according to Stronge, effective teaching is related to effective teacher. The effective teacher is that teacher could care deeply, recognize complexity, communicate clearly, and serve conscientiously.17 In line with Cruickshank, he suggested that the characteristic of effective teachers are: enthusiastic, warm and humorous, credible, holding high expectations for success, encouraging and supportive, businesslike, adaptable/ flexible, and knowledgeable.18
The main findings of Creemers in The Dynamics of Educational Effectiveness, he developed a model of effectiveness classroom named educational of effectiveness research (EER). It is strenghtened by Teddlie and Reynolds in Creemers and Kyriakides that EER is considered as one of the most influential theoretical constructs in the field; because this theory has refered and validated by several studies.19 The concept of Educational effectiveness research (EER) underlines three terms; school effectiveness, teacher effectiveness, and educational effectiveness. Then, this model has been further developed into a dynamic model of educational effectiveness. This model referred to four levels: context/ national policy, school, teacher/ classroom, and student. In this model also, the classroom level is emphasized while the other factors are expected to maximize its effectiveness.
In addition, the indicators of effective teachers based on Shellard are covered in the dynamic model developed by Creemers and Kyriakides, the
17
Stronge,op. cit., p. 100.
18
Donald R. Cruickshank, et al., The Act of Teaching, (McGraw-Hill: New York, 2006), p. 322.
19
(25)
characteristics are:
1. Time on task is high, and focused on academic content, in part due to excellent classroom management.
2. Learning goals are clear.
3. Instruction encourages students to be active learners.
4. Individualized instruction is provided in recognition of individual differences between students.
5. Skills-based instruction is balanced with higher level instruction, often teaching the skills in context.
6. The classroom climate is supportive and collaborative.20
In conclusion that effective teaching is not the end of product but it is ongoing process which is not only focused on how effective the learning in achieving goals but also how effective the learning process is able to provide a good understanding, intelligence, perseverance, opportunity and quality, and provide a change of behavior to apply it in students’ lives. Furthermore, effective teaching behaviour can be taught to produce the productive environment that it can not happen accidentally. Moreover, it can be said that effective teaching is a complex occupation which emphasizes how teacher’s behavior in creating a positive and very supportive classroom environment that successfully achieves the learning objectives by producing autonomous learners and high student outcomes.. Thus, the writer will take the theory of dynamic model developed by Creemers and Kyriakides about effective teaching as conceptual framework.
B.
The Model of Effective Teaching According to Dynamic
Model
The dynamic model is one of effectiveness research which is an approach relates teacher behavior in the classroom with student achievement gains, this model has been empirically validated by some researchers. This model has four
20
(26)
levels: context/national policy, school, teacher/ classroom, and student which offered five dimension to measure the factor of effective teaching, those are: frequency, focus, stage, quality, and differentiation.21
It underlines eight factors of effective teaching principle; orientation, structuring, questioning, teaching modeling, applications, teacher role in making classroom a learning environment, management of time, and assessment.
Those eight effective factors describe teacher’s instructional role. Instructional roles are decisions about organizing people, materials, and ideas to produce learning. Then, those subscales of effective teaching cover various teaching approaches, such as constructivism, and direct instruction/ mastery learning. To develop students’ motivation, as the main component of constructivism, appears on orientation and teaching-modeling. Meanwhile, classroom learning environment (CLE) plays an important role in another constructivism approach, the collaboration technique. Another teaching approach is direct instruction/ mastery learning, and it is appeared in structuring and questioning stage.22
Thus the eight factors of the dynamic model can improve teaching and learning activity.
Compare to other theories, the dynamic model is preferred due to three reasons. First, this model is emphasized on school improvement; it shows how school factors are linked with teacher factors and this is related to the student outcomes. Next, this model refers to factors at teacher and school level for which systematic evidence on their importance for educational effectiveness was found in studies conducted during the last twenty years. Finally, the validity of the dynamic model have been examined through several studies to test the validity of the dynamic model.23
21
Creemers and Kyriakides., op. cit., p.83.
22
Ibid., p.103.
23
(27)
1.
The Eight Principles of Dynamic Model
The main findings of Creemers and Kyriakides which state the concept of the Dynamic model of educational effectiveness research refer to eight effectiveness factors related to student outcome, they are: orientation, structuring, questioning, teaching modeling, application, the classroom as a learning environment (CLE), management of time, and teacher evaluation (assessment).
a. Orientation
Teaching students needs to explain the objective of learning, in order to make students aware on the important of studying. It refers to teacher behavior in providing the objective which is expected that students can engage with orientation tasks and it might encourage them to actively participate in the classroom, if the tasks that take place are meaningful for them.24
Marzano also reveals that to process the metacognitive skills of students, there are three stages: providing students with spesific learning objectives before getting in the lesson, providing positive feedback and learning strategies to students on the process of teaching and learning, and giving the time for students to consider the approach on task before reminding them to activate spesific thinking behaviors.25
Series of orientation can be: warming up activities, reminding and asking questions about previous lesson, connecting the previous lesson with the following lesson, relating the examples with students’ daily lives (e.g. bringing the real object to visualize the material), and presenting the aim of learning the material clearly and it can be present in each part of the teaching-learning activity.
24
Ibid., p. 104.
25
(28)
b. Structuring
Structuring is a series of activities about what activities the teacher will present at teaching-learning process so that students will be aware of what they are going to study about.26
In addition, to present structuring, the teacher should consider different academic background of students. It is supported by Wenglinsky in Shellard, when teacher gives instruction to students, it is possible to give individual instruction, because students have different bodies of knowledge.27
The effective teachers should not only outline the content material but also consider the time needed for each activity and remind students about the important of learning material in each phase.
Series of structuring can be: presenting the structure or outline of the lesson, explaining about the relation among different activities addressed to the students, signalling the transition between one activity to the others, and review again the aim of learning material.
c. Questioning Techniques
According to Chad Giacomozzi, “Questioning techniques are a key element of the interactive classroom which are constantly being invented and revised to help facilitate active learning”.28
In addition, Ronald T. Hyman states in his book Strategic Questioning, “Teaching is essentially a verbal activity and that questioning is essential to teaching; both for the teacher and the student”.29
In conclusion, questioning is the way of teacher to assess students to be involved in the classroom discussion.
The effective teacher will ask clear question to improve students’ higher thinking order; if the students find difficulty to answer the question, teacher will give the clue or revise the question in more
26
Creemers and Kyriakides, op.cit., p. 106.
27
Shellard, op. cit., p.5.
28
Chad Giacomozzi, Questioning Techniques, (New York: United States Military Academy, West Point, NY, 2007), p. 1.
29 Ibid.
(29)
understanding question. Furthermore, according to Anderson, Brophy & Evertson in Creemers & Kyriakides some studies have recommended teachers to create exercises of which 75% of the questions are expected to be answered correctly by students in the terms of difficulty level.30 Effective teachers usually raise questions that few students can answer correctly or that have no single correct answer at all. Questions may be categorized as being “narrow” or “broad”. Narrow questions usually ask for only specific correct answer, whereas broad questions seldom can be answered with a single word. Moreover, broad questions do not have one correct answer and call on students to reach beyond simple memory. Broad questions prompt students to use the thinking process in formulating answers. Both narrow and broad questions contribute to the learning process.
Series of questioning techniques can be: giving the necessary questions in accordance with the skills taught in the class, providing the process questions and the product questions, providing the necessary reaction to students when there is not answer from students, and giving positive feedback to students.
d. Teaching Modeling
Modeling is the skill which modeled by the teacher and thinks aloud while performing the skill.31
Modeling is strategies of learning or the encouragement of students to develop the students own strategies. The role model in most classrooms will be the teacher him/ herself. The enthusiasm and sense of wonder the teacher show for learning will often be passed on to students. Consequently, if the teacher appears interested and excited about a lesson, students often become eager to find out what is so interesting. Indeed, research suggests that enthusiastic teachers produce higher academic achievement by students.
30
Creemers & Kyriakides, op. cit., p. 107.
31
(30)
Effective teachers may either present a strategy with clarity or invite students to explain how they solve a problem and subsequently use that information for promoting the idea of modeling.
Series of modeling can be: presenting the strategies of learning material that will be taught, then students are offered to use the strategies to solve the problem or to invite students present the strategies that can be used in solving their problem, giving the questions to make students think creatively about the problem solving, presenting different types of modeling should be based on students’ ability or students’ learning needs.
e. Application
Application refers to teacher’s behavior in monitoring, supervising and giving feedback to students.32 Meanwhile Ciaccio explained about how to give feedback to students that the effort and achievement of students are described by the teacher.33
As teacher, he or she should never evaluate personality of students and also not make general claims about the problem. In conclusion, this strategy focuses on learning activities that students are expected to perform. It refers to some parts of the lesson, to the whole lesson, or even to a series of lessons.
Series of application can be: providing exercise for students to practice strategies they learn, giving the task back to students and discusses again in the class, and offering the students the opportunity to use the concept, skills, or strategies that they acquires throughout the lessons.
f. The Classroom as a Learning Environment (CLE): the Contribution of the Teacher
The teacher’s contribution in creating a learning environment contain of five elements of classroom as a learning environment which are taken into account: teacher-student interaction, student-student
32
Ibid., p. 112.
33
Joseph Ciaccio, Totally Positive Teaching, (Alexandria, USA: Association for Supervision and Curriculum Development, 2004), p. 69.
(31)
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
(32)
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 activityby explaining the
(33)
structure of lesson at the day lesson, in this case: (1) explaining the procedural text, (2) making group, (3) doing observation, (4) and discussing time. Then, teacher presents the learning objective, in this case, explaining the aim of studying procedural text which is understanding how to make something by observing the sellers at canteen. This activity is expected that by doing so, the activities will be useful for students both to help them aware about the competences that they will do during the day lesson and make the classroom learning more meaningful to students. Finally the teacher moves to modeling stage (the use of strategies to solve the problem), in this case the teacher encourages students to find out themselves about the general idea of procedural text. The students respond that the idea of procedural text are: goal, material/ ingredients, and step. The teacher then elaborates the idea that students elaborate on whiteboard by asking questions and clarifying the idea again. After finishing an explanation, the teacher is making group of work, and explaining what the students should do when they are observing the sellers.
Teacher moves to application by making students to work in group and preparing the task to practice strategies presented during modeling. In this case, students are doing observation to the sellers at canteen about how to make food or drink. Then the teacher monitors the students’ activities on their task. This activity is to make the application stage meaningful for students because they can ask for the information directly to the sellers.
Teacher prepares questions named questioning activity in the first time of teaching-learning, when the teacher wants to review the previous material, teacher then gives question to develop the idea of procedural text. The teacher tries to give the process question to students, for instance ”What does the goal/ material/ the step mean and give example relate to our
activity”. The effective teachers attempt to provide relevant questions to
students, when the questions are difficult, the teacher tries to rephrase the question into easier word. In the last session, the teacher also provides question to test the students whether they understand the material or not.
(34)
This activity is able to create good classroom as a learning environment. The teacher also attempts to engage different students to be on task, it can be seen when they must interview the different sellers in canteen, then they must discuss the project together in the class after finishing the observation.
Teacher moves to application task by asking students to discuss the project to arrange the goal, material, and instruction for further project, they must make the project presented into power point presentation based on the students’ creation. This activity is expected that effective teachers help their students to develop their own strategies to solve the problem (in this case their project), and it can also develop the students’ self-regulated learning.
Teacher’s management of time can be seen on when the teacher can maximize the students’ time on learning and on task. The last activity is
assessment which is a part of activity that it should seen as integral part of
teaching. The questions given by teacher at any time during the lesson can be a part of assessment. Moreover, the kinds of assessments are formative, and summative, if the result of students on those assessments was good, it was assumed that their method of teaching related to the kind of subject was success.
Meanwhile, the characteristics of effective teacher and the concrete activities will be described as follows:
(35)
Table 2.1 Effective Teacher Characteristics and their concrete activities
FACTOR ACTIVITIES
ORIENTATION 1. Remind students about the previous lesson to recall in activating students’ previous lesson and/ or connect the previous lesson with the following lesson.
2. Present the aim of learning the material during the lesson. 3. The aim of learning should be clear for students to make
meaningful learning to them.
4. Encourage students to guess the aim or social function of the topic.
5. Connect the subject with students’daily lives or students’ own experience.
STRUCTURING 1. Present the structure of lesson that will be taught during studying whether mention it with duration or not.
2. The presentation of structure should be clear for students that it could be in verbal or written.
3. Help students in understanding the activity series during the process of learning.
4. Give conclusion in the last session. MODELING 1. Present the strategies to students clearly.
2. Provide the learning strategies to solve the students’ problem (in this case exercises).
3. Help their students to use strategies of solving the problem given by teacher and/ or develop students’ own strategies.
APPLICATION 1. Provide exercise for students to practice strategies they learn.
2. Monitor, correct the students’ task.
(36)
skills, or strategies that they acquires throughout the lessons.
QUESTIONING 1. Prepare the questions both process and product questions. Product question is to ask students to get the answer from the text they read, process question is to attempt students to explain how they find their answer.
2. Give question from easy one to more complex one, or vise versa.
3. Provide positive comment or feedback to students.
4. Attempt to rephrase the question into easier words when students do not answer the teacher’s question.
5. Provide easier clue to enable students to answer the teacher’s question.
6. Point out to one of student when other students do not respond to question of teacher.
7. Give question in the last session to check whether the students understand the material taught in the class or not.
ASSESSMENT 1. Give the evaluation of teaching learning to student. 2. Give the question to test whether students undertand the
material given by teacher or not.
3. The result of assessment should improve the teacher’s teaching practice.
4. Evaluate with various ways and from many sources CLASSROOM
LEARNING ENVIRONMENT
1. Provide opportunity to learn and also time on task.
2. Ask for students to give question when they do not understand the material.
3. Create good interaction both on teacher to students and student to other students.
(37)
C.
The Advantages of Effective Teaching in the
Teaching-Learning Process
The advantages of effective teaching spesifically based on Creemers and Kyriakides in eight effectiveness factors which is related to the practice of teaching and learning process are:
1. Orientation
The aim of delivering orientation to students is that this activity could engage the students on each activity given by the teachers and also encourage them to participate in the process of teaching and learning.36 Shellard reviews some studies about effective teaching can be reached when the teacher can clearly provide the learning goals of material.37 In conclusion, the orientation stage is crucial to be presented in the process of teaching and learning to make the students aware of the important of studying. Sharing objectives in student will establish the awareness on the importance of studying the material, a purpose for learning, motivate students, and provide a framework for learning activities.
36
Ibid., p. 104.
37
Shellard, op. cit., p 7.
5. Maintain the students in order to create a learning environment.
TIME
MANAGEMENT
1. Maximize students’ learning time during the lesson.
2. Engage different students to be on task.
3. Organize the classroom environment.
4. Take into account the time allocated to different phases of the lesson.
(38)
2. Structuring
Creemers and Kyriakides present a review of the important of structuring in studies conducted in 1986 and 1992. They found that student achievement can be maximized if teachers present the series of activity during the lesson by 1) presenting the objective of learning material at the day lesson, 2) outlining the content to be covered and also signalling the transitions between lesson parts, 3) presenting the main topics of lesson and reviewing at the end of the lesson.38
In conclusion, the effective teachers review the lesson learnt in the previous lesson, for instance by discussing homework. Furthermore, when presenting the outline of material, effective teachers should consider the length of time needed for each phase of learning. Then, the element of structuring is to differenciate and to connect each item of activities. In addition, the structuring by explaining the students about the content of lesson, the students will realize about what activities they will pass on the teaching-learning process.
Further, structuring allow pupils to gain a sense of mastery over the content and will stop pupils getting bored of the lesson. All this ensures not only that pupils will remember better what they have learnt, but will help them to understand more easily the content as an integrated whole, with recognition of the relationships between the parts.
3. Questioning Techniques
Through questioning, the teacher leads the students to know something, suggest the students to get information, assess the students’ skills of critical thinking so it teaches the students to think critically.
A higher order thinking can be described as the ability to solve the problems, analyze arguments, negotiate issues, or make predictions. It can be built by using effective questioning techniques. For instance, teachers formulate the good questions, provide wait time to response students’ answers, and provide the appropriate cue and feedback.39 It is indicated that
38
Creemers and Kyriakides,op. cit., p. 82.
39
(39)
good questioning techniques cause a higher order thinking in order to lead to long-term improvement in achievement. Furthermore, the high-achieving students can be reached by asking many open-ended questions process.40 The open-ended questions or a process question is let the students to determine how they arrived to the answer.
4. Teaching Modeling
Through modeling activity, teacher can engage students in developing or presenting the strategies. Effective teacher should help the students to develop their strategies to solve different types of problems; by this activity, an active learning can be created in the classroom.
5. Application
The application stage aimed at providing both individual students and groups with appropriate feedback. Meanwhile, the feedback should encourage especially low performing students in the terms of students’ effort.41
It is argued by Ciaccio that giving feedback on students should describe the student’s effort or achievement.42
In conclusion, when the teachers can present the material with appropriate technique, it makes students get the point of teachers’ explanation and also helps the teachers to reach the objective from the topic presented in the classroom.
6. The Classroom as a Learning Environment: the Contribution of the Teacher
Teacher can make meaningful task to students; teacher can create classroom atmosphere either teacher-student interaction or student-student interaction; teacher can make the students learn from teachers’ activities given.43
According to Heck & Marcoulides in Azkiyah, the classroom management or classroom climate are related to the behaviour of the stakeholders which consist of learning and order. Learning is an
40
Shellard, op.cit., p. 6.
41
Creemers & Kyriakides, op. cit., pp.110 – 112.
42
Ciaccio, op. cit., p. 69.
43
(40)
instructional aspect meanwhile order is a managerial aspect.44
Furthermore, Wentzel, et al in Opdenakker argued that the classroom environment is a crucial aspect of understanding and engaging the student’s motivation. 45 This statement revealed
that by creating a good classroom learning environment, the students will be motivated to study. The classroom learning environment in this model is an attempt to integrate the elements of different research tradition by looking at the different strategies that the teacher uses to keep the different students’ knowledge to be involved in the classroom teaching and learning. To manage the classroom as a learning environment, the teacher could also establish, respect and practice the school’s rules.
7. Management of Time
The teachers organize the time in teaching-learning in such way to engage students in her or his lesson throughout the class. This activity aimed at maximising the learning time covered in one meeting.46
In this dynamic model, the time management is one of the most important indicators of effective teaching. The effective teacher could measure the time that is used for teaching per lesson and the lesson to be covered within the time framework. In conclusion, the management of time is to organize the students’ attention to maximize their learnning and also to be engaged in tasks throughout the lesson.
8. Teacher Evaluation (Assessment)
Assessment part is an integral part of teaching tha could be taken along the process of teaching and learning. The assessment stage by collecting information gathered from assessment, it can be used in order to enable teachers to identify the students’ needs, to check whether the objective of
44
Azkiyah., op. cit., p. 45.
45
Marie-Christine Opdenakker, et al., Teacher-Student Interpersonal Relationships and Academic Motivation Within One School Year: Developmental Changes and Linkage, School
Effectiveness and School Improvement, 1, 2011, p.5.
46
(41)
teaching has been achieved and also it can evaluate the teachers’ way of teaching practice.
Moreover, the strategies to increase students’ achievements are training higher order thinking of students, building cooperative learning, and independent practice/ homework. 47
In conclusion, this strategy is useful to find the students’ needs and to evaluate the teacher’s teaching practice. It can also create positive implications for teaching and learning by providing constructive feedback.
The explanation about the strategies of effective teaching above, the researcher concluded that if the teachers practice the strategies of effective teaching, it will make the teaching and learning process become more motivated to be involve in the process of teaching-learning. Furthermore, by applying those strategies, the teaching and learning process will be effective. In this case, it can be easier for both teachers and students to achieve the learning objectives such as increasing the student achievement and helping students to be autonomous learners.
D.
Previous Related Study
Considering the limit of effective teaching reseach in Indonesia, the writer tries to take the previous study one from Indonesia, and two others from the other country: Netherland.
The study investigated on what attribute of effective teaching was conducted by Hay McBer at some 80 schools and 170 teachers which represent the national distribution.48
This study aimed to know whether three factors; teaching skills, professional characteristics, and classroom climate can influence the students’ progress in learning. The method used was mixed method: descriptive analysis, classroom observation, interview, and questionnaire to collect the data. The result of this study was that those three main factors which
47
Research Digest, op. cit.,p. 5.
48
Hay McBer, Research into Teacher Effectiveness: A Model of Teacher Effectiveness,
(42)
can affect on students’ progress; teaching skills and professional characteristic -skills teachers bring into the classroom that can interact to create conducive classroom learning environment.
Another study about the implementation of English teaching at some Private Junior High School in Ciputat Sub district was conducted by Yova Tri Wahyuni at UIN Syarif Hidayatullah Jakarta on April 2009.49
The study aimed to describe and analyze the implementation of English teaching based on curriculum 2006, the teacher’s qualification, the teaching preparation, the curriculum and syllabus, the instructional material, the English teaching activities and also the evaluation. The method used was descriptive evaluative because the writer described the condition of teaching implementation on some Private Junior High School at Ciputat sub district. The result of this study was that the teachers in nine private Junior High Schools qualified as English teacher, even the curriculum used was curriculum 2006, the teacher’s preparation, the teaching implementation, and the evaluation were below standard of curriculum 2006.
Similar study about interpersonal relationship and academic motivation between teacher and student conducted by Marie-Christine Opdenakker, et.al.50 The study aimed to investigate the link between teacher-student interpersonal behaviour and academic motivation across the school year. The methods used was mixed method: descriptive statistics to describe the result of teacher-students interpersonal relationship, while academic motivation was measured by questionnaires. The result of this study was that the higher the influence of teacher, the better the autonomous motivation of students.The autonomous motivation is related to teacher’s guidance in learning.
Based on the previous studies, the writer would like to conduct the study by the title “An Investigation of Effective Teaching at Three State Islamic Junior High Schools in DKI Jakarta Based on the Dynamic Model”. The study aims to
49
Yova Tri Wahyuni, “The Implementation of English Teaching at Odd Semester of Some Private Junior High School in Ciputat Subdistrict Based on 2006 School Level Syllabus”.Skripsi
at UIN Syarif Hidayatullah Jakarta, Jakarta, 2009, pp. 1 – 41, Unpublished skripsi.
50
(43)
investigate of effective teaching at three favorite State Islamic Junior High Schools in DKI Jakarta based on the dynamic model (Creemers and Kyriakydes) that is to conceptualyze effective teaching. The schools were categorized good by public because of the high mean score of national examination among other State Islamic Junior High Schools in DKI Jakarta. The writer focuses this research on teachers level whether they practice the principle of effective teaching or not. The writer uses mixed method by collecting the data from observation, students’ and teachers’ questionnaires, and interview both to students and teachers.
(44)
CHAPTER III
RESEARCH METHODOLOGY
This chapter presents about method and design, the research population and sample, the instrument and technique of data collecting, the technique of data analysis, and trustworthiness.
A.
The Method and Design
The method used in this research was mixed method. According to Tashakkori and Teddlie, “Mix methods are the studies where the use of quantitative and qualitative methods is predetermined and planned at the start of the research process, and the procedures are implemented as planned.51
Johnson and Onwuegbuzie stated that the goal of mixed method is not to replace either of these approaches but rather to draw from the strengths and minimize the weaknesses of both in single research studies and across studies.52
The design of mixed method is convergent parallel mixed methods, “This is a form of mixed methods design in which the researcher converges or merges quantitative and qualitative data in order to provide a comprehensive analysis of the research problem.”53
In this case, the qualitative data was taken from observations and also interviews. They were combined with quantitative data from students’ and teachers’ questionnaires. This research attempts to observe the practice of effective teaching based on the dynamic model developed by Creemers and Kyriakydes. Moreover, to make more convincing conclusion, the researcher used triangulation that would be explained clearly in part F.
51
A. Tashakkori and C. Teddlie, Handbook on Mix Method Research in the Behavioral and
Social Sciences, (Thousand Oaks, CA: Sage Publications, 2003), p.54.
52
R. Burke Johnson and Anthony J. Onwuegbuzie, Mixed Methods Research: A Research Paradigm Whose Time Has Come. American Educational Research Association, vol. 33 (7), 2004, pp. 14 - 15.
53
John W. Creswell, Research Design, (Thousand Oaks, California: SAGE Publication, 2014), p. 15.
(45)
Figure 3.1
The Convergent Parallel Mixed Methods (Adapted from Tashakkori and Teddlie, 2003)
B.
Place and Time of Research
The categorization of favorite schools was based on the data since 2012 – 2014, there were some State Islamic Junior High Schools which have got five highest mean score of national exam among other State Islamic Junior High Schools in DKI Jakarta. For this study, the writer took the three favorite State Islamic Junior High Schools as the samples of this research, they were: MTsN 41 Al-Azhar Asy-Syarif Indonesia, MTsN 32 Jakarta, and MTsN 3 Jakarta. Then, she conducted the research from September, 3rd up to November, 29th 2014. The writer held observation in twelve English classes from those three schools.
C.
The Research Population and Sample
Although the sampling was carried out at the school level, the focus of this study was on the teacher level. The population and sample of this study were all English teachers that there were twelve English teachers in those three favorite State Islamic Junior High Schools at DKI Jakarta. Meanwhile, the design of sampling is purposive sampling that the samples were chosen because they have particular features or characteristics with a „purpose’ to represent a location or
Compare or relate
Interpretation Qualitative Data
Collection and Analysis (QUAL) Quantitative Data Collection and Analysis (QUAN)
(46)
type in relation to a key criterion.54 In this situation, the researcher took 3 out of 3 English teachers at MTsN 41 Al-Azhar Asy-Syarif Indonesia, 5 out of 5 English teachers at MTsN 32 Jakarta, and 4 out of 4 English teachers at MTsN 3 Jakarta. So, there were twelve English teachers who consisted of three male teachers and nine female teachers selected as a main sample.
The schools were choosen by purposive sampling technique. It was categorized as a purposive sampling because the researcher had chosen three Islamic Junior High Schools in DKI Jakarta which were known as good school by public because of having high student achievement in national examination since 2012 – 2014. This sampling technique was described as researchers using their special knowledge or expertise about some group to select subjects who represent population.55 The purpose was the State Islamic Junior High Schools which had high average score of national examination in DKI Jakarta.
D.
Instrument and Technique of Data Collecting
The instruments used by the researcher are; observation instrument, questionnaire, and interview. After doing the observation by using video recorder and observation instrument, the researcher gave questionnaires to twelve English teachers and 313 students. Finally, the researcher interviewed some teachers and students in order to support the data from all instruments. The data was collected by qualitative and quantitative methods. The data from qualitative was supported by observation instrument, and interview. On the other hand, the data from quantitative was supported by teachers’ and students’ questionnaires. In line with this, the researcher applied three techniques of collecting data. They were observation instrument, questionnaire, and interview.56
54
Jane Ritchie and Jane Lewis, Qualitative Research Practice, (London: SAGE Publication, 2003), p. 79.
55
Rick Houser, Counseling and Educational Research, (Michigan: SAGE Publications, Inc., 2009), 2nd Edition, p. 135.
56
UIN Syarif Hidayatullah Jakarta, Pedoman Penulisan Skripsi, (Jakarta: Fakultas Ilmu Tarbiyah dan Keguruan, 2011),pp. 56 – 57.
(47)
1. Observation Instrument
This observation was used by the writer to observe whether teachers practice the principles of effective teaching. The observation instrument was based on the instruments developed from the Dynamic model (Creemers and Kyriakydes), and it was observed on Likert scale and has 5 possible answers, they were excellent, good, fair, poor, and very poor. This rating checklist can be used to analyze and to evaluate any type of product or performance, such as science projects, inventions, dramas, dances, or experiments.57 In this case, the researcher acted as an observer who observed the teaching and learning activities at real classroom atmosphere. Meanwhile, the writer recorded the process of teaching learning in the class for the documentation of this research. The observation instrument was filled by the researcher after recording the teaching and learning process by using video recorder.
The observation instruments consisted of 51 items which were divided by eight parts also (see Appendix 1). Each part represents the principle of effective teaching strategies. They were orientation (items 1-5), structuring (items 6-13), modeling (items 14-18), application (items 19-24), questioning technique (items 25-33), assessment (items 34-42), the classroom as a learning environment: the contribution of the teacher (items 43-48), and management of time (items 49-51).
To attain the validity, the researcher used content validity, and all items of questionnaires were matched and represent with the theory of Dynamic Models. For the pilot study, the reliability (α) analysis was performed to identify the items that should be retained in the study. 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 factors and examples of the items.
57
Andrew P. Johnson, A Short Guide to Action Research, (Boston: Pearson Education, Inc:2008), pp. 92 – 93.
(48)
Table 3.1 The Factors and Item Examples of the Observation Instrument
Factors Example Items Number
of Item
Orientation Teacher explains to the students about the important or the aim of learning material.
5 Structuring Teacher presents the structure of lesson that
will be taught during studying.
8 Modeling Teacher presents the strategies or tips of
learning material that will be taught, and then students are offered to use the strategies to solve the problem.
5
Application Teacher monitors, corrects the students’ task and provides relevant feedback to students.
6 Questioning Teacher tries to rephrase the question into
easier words when students do not answer the teacher’s question.
9
Assessment Teacher gives the question to test whether students understand the material given by teacher or not.
9
CLE Teacher provides opportunity to learn and also time on task.
6 Time
Management
Teacher can maximize students’ learning time during the lesson.
3 Teaching
quality
All items in the Factors 51
2. Questionnaire
Cohen said that “The questionnaire is a widely used instrument for collecting survey information, providing structured, often numerical data, being able to be administered without the presence of the researcher, and often being comparatively straigthforward to analyze.”58
In line with this, the closed questionnaires where the possible answers were set out in the questionnaire that were given both to students and teachers. Both tools were based on the instruments developed from the Dynamic Model (Creemers and Kyriakydes). Both questionnaires were used to get data whether teacher practice the effective
58
Louis Cohen, et al., Research Methods in Education fifth Edition, (London and New York: Routledge Falmer, 2000), p. 245.
(49)
teaching principle or not. The questionnaires for students were named as students’ questionnaires to measure teaching quality. The students’ questionnaires were translated into Bahasa Indonesia which used Likert scale to indicate the frequency of the activities, using 1 (minimum) to 5 (maximum) scales. They were ranging from 5 referred to very often (sangat sering), 4 referred to often (sering), 3 referred to some (cukup sering), 2 referred to seldom (jarang), 1 referred to not at all (tidak pernah).
The students’ questionnaires consisted of 50 items (see Appendix 2) that were divided into eight parts. Each part represents the eight effective teaching strategies. They were orientation (items 1-5), structuring (items 6-13), modeling (items 14-17), application (items 18-23), questioning technique (items 24-32), assessment (items 33-41), the classroom as a learning environment: the contribution of the teacher (items 42-47), and management of time (items 48-50).
Meanwhile, the questionnaires were divided both to students and teachers to assess the teaching quality. The data were obtained by distributing 360 questionnaires. The 348 questionnaires distributed to the students of three favorite State Islamic Junior High Schools in Jakarta and 313 questionnaires were returned. Meanwhile, the 12 questionnaires distributed to English teachers in those schools and 12 questionnaires were returned. Furthermore, the writer as the observer, observed twelve English teachers in those three schools.
The quality of instrument used in a research is very important. The essential factors of validity and the reliability should be fulfilled to ensure that the instrument is qualified. To attain the validity, the researcher used content validity, and all items of questionnaires were matched and represent with the theory of Dynamic models. For the pilot study, the reliability (α) analysis was performed to identify the items that should be retained in the study. The instrument contained 50 items was tested to 19 students with α = . 83 (see Appendix 3), and the number of 50 items was considered extensive enough for the writer’s purpose. Furthermore, for the actual study, reliability analysis was generally good
(50)
throughout 313 students: .93. The result of the reliability would be showed in the
Appendix 4. Below the examples of the items and the subscales in the questionnaire are given.
Table 3.2 The Factors and Item Examples of the Students’ Questionnaires
Factors Example Items Number
of Item
Orientation I can understand the important of learning material given by teacher.
5 Structuring Teacher presents the structure of lesson that
will be taught during studying.
8 Modeling Teacher presents the strategies of learning
material that will be taught, and then students are offered to use the strategies to solve the problem.
4
Application Teacher monitors the students’ tasks and provides relevant feedback to students.
6 Questioning Teacher tries to rephrase the question into
easier words when students do not answer the teacher’s question.
9
Assessment Teacher gives the question to test whether students understand the material or not.
9 CLE I can learn from activity given by the teacher. 6 Time
Management
Teacher can teach effectively based on teaching time.
3 Teaching
quality
All items in the factors 51
The distribution of questionnaires was given to 348 students of the three State Islamic Junior High Schools in DKI Jakarta and the 313 questionnaires were returned that would be described as follow:
(1)
110
2.
At MTsN 32 Jakarta
(2)
111
3.
At MTsN 3 Jakarta
(3)
KANTOK T,IIILAYAfI
JL.DIPANJAITANNO.
KEMNNTNKIAN
AGAMA
PKOVIN$I
DAEKAN
KHUSU$ IBUKOTAJAKABTA
10 TELEPON 8197479, 8198296, 8s12403, 8s63530 (HUNTtNG)
FAX. 851 2402 KODE POS 13340
ie.
, ;:.
Nomor : Kw.09.4l2tKP.01.l/
gfl3L
t}0t4
Sifat
: PentingLamp.
:-Perihal :Rekomendasi
Nama
NIM
Jurusan Semestei.. Judul Skipsi
Tembusan Yth:
L
Kepala Kanwil Kernenterian Agama Provinsi DKI Jakartal2.
Kajur Pendidikan Bahasa Inggris UIN FITK Jakarta;3.
Ybs.Kepada Yth :
MTs Al-Kahfi Jakarta;
MTs Pembangunan UIN Jakarta;
MTsN 32 Jakarta',
MTsN 3 Jakarta:
MTsN Al-Azhar Asy-Syarif Jakarta.
Jakarta
Assalamu'alaikum Wr. Wb.
Sehubungan dengan surat dari Ka.iur Pendidikan Bahasa Inggris
Nomor
:
Un.01/F.l/KM.01 .312490,tanggal
26
Agustus
2014,Rekomendasi izin Penelitian. atas nama mahasiswa sebagai berikut :
Jakarta,
z6
Agustus2}l4
UIN FITK Jakarta,
hal
PermohonanDahlia Puspita Sari
I I 10014000076
Pendidikan Bahasa Inggris
IX (Sembilan)
The Practie Of Effective Teaching Based On The Dynamic Models
Maka
merekomendasikan mahasiswa tersebutuntuk
mengadakan penelitiandilingkungan Madrasah Tsanawiyah Jakarta tersebut guna mendapatkan data-data yang diperlukan dalam rangka penyusunan skripsi dengan ketentuan :
1.
Penelitian tersebut tidak mengganggu kegiatan belaiar mengajar;2.
Memperhatikan segala peraturan dan tata tertib yang berlaku di Madrasah Tsanawiyah Jakarta tersebut.Demikian atas perhatian dan keriasama Saudara diucapkan terima kasih.
Wassqlam,
(4)
KEMENTERIAN AGAMA
UIN
JAKARTA
FITK
Jl. lr. H. Juada No 95 Ciputat 15412 lndonesia
FORM
(FR)No. Dokumen
:
FITK-FR-AKD-082Tgl.
Terbit :
1
Maret 2010No.
Revisi: :
011t1 Hal
SURAT
PERMOHONAN IZIN
PENELITIAN
Nomor : Un.01/F. 1 /KM.O1 .St ?.199.t20t+
Lamp.
: Outline/ProposalHal
:Permohonan
lzin
Penelitian
Nama NIM Jurusan Semester
Tembusan:
1.
Dekan FITK2.
Pembantu Dekan Bidang Akademik3.
Mahasiswa yang bersangkutanJakarta, 26 Agustus 2014
Kepada Yth.
Kepala MTsN A-Azhar Asy-Syarif Jakarta di
Tempat
Assalamu'alaikum
wr.wb.
'* Dengan hormat kami sampaikan bahwa,: Dahlia Puspita Sari
:1110014000076
: Pendidikan Bahasa lnggris : lX (Sembilan)
Tahun
Akadernik
.201412015Judul Skripsi :
The
Practiceof
Effective Teaching Based onthe
Dynamic Modelsadalah benar mahasiswa/i Fakultas llmu Tarbiyah dan Keguruan UIN Jakarta yang
sedang
menyusun
skripsi, dan
akan
mengadakan penelitian
(riset)
diinstansi/sekolah/madrasah yang Saudara pimpin.
Untuk
itu
kami
mohon
Saudara
dapat
mengizinkan mahasiswa
tersebutmelaksanakan penelitian dimaksud.
Atas perhatian dan kerja sama Saudara, kami ucapkan terima kasih.
Wassalam u' al aiku m wr.wb.
3..!'tr
hasa lnggris
I
(5)
. -1
KEMENTERIAN AGAMAffi
UINJAKARTA
lW& j
l,',!fr,,*,
*, ss cipurat ls4l2 tndonesiaFORM (FR)
No. Dokumen
:
FITK-FR-/rKD-082Tgl.
Terbit :
1 Maret 2010No.
Revisi: :
01Hal 1t1
SURAT
PERMOHONAN IZIN
P.ENELITIAN
Nomor : Un.01/F. 1/KM.01 3t ?A?9.12014
Lamp.
: Outline/ProposalHal
:Permohonan
lzin
Penelitian
Nama NIM Jurusan Semester
Tahun Akademik
Judul Skripsi
Jakarta, 26 Agustus 2014
Kepada Yth.
Kepala MTsN 32 Jakarta di
Tempat
Assalamu'alaikum
wr.wb.
.nDengan hormat kami sampaikan bahwa,
Ir'
: Dahlia Puspita Sari
:1110014000076
: Pendidikan Bahasa lnggris : lX (Sembilan)
:201412015
:
The
Practiceof
Effective Teaching Based onthe
Dynamic Modelsadalah benar mahasiswa/i Fakultas llmu Tarbiyah dan Keguruan UIN Jakarta yang
sedang
rlrenyusun
skripsi,
dan
akan
mengadakan penelitian
(riset)
diinstansi/sekolah/madrasah yang Saudara pimpin.
Untuk
itu
kami
mohon
Saudara
dapat
mengizinkan rnahasiswa
tersebutmelaksanakan penelitian dimaksucj.
Atas perhatian dan kerja sama Sauciai'a, kami ucapkan terirna kasih. Wassal am u' al aiktt m wr.wb.
Bahasa ln.r.lgris
99103 1 002
Tembusan.
1.
Dekan F|TK2.
Pernbantu Dekan Bidang Akademik(6)
;
iurrnl
i
t.tilil
ff I L,-,., .,)KEMENTERIAN AGAMA
UIN
JAKARTA
FITK
Jl. lr. H. Juanda No 95 Ciputat 15412 lndonesia
FORM (FR)
No. Dokumen
:
FITK-FR-AKD-082Tgl.
Terbit :
1 Maret 2010No.
Revisi: :
01Hal 111
SURAT
PERMOHONAN IZIN PENELITIAN
Nomor : Un.01/F. 1 /KM.01 3t *1P.1ZO14
Lamp.
: Outline/ProposalHal
:Permohonan
lzin
Penelitian
Kepada Yth.
Kepala MTsN 3 Jakarta di
Tempat
Assal am u' al aiku m wr.wb.
Dengan hormat kami sampaikan bahwa, Nama
NIM Jurusan Semester
Tahun Akademik Judul Skripsi
: Dahlia Puspita Sari
:1110014000076
: Pendidikan Bahasa lnggris : lX (Sembilan)
:201412015
:
The
Practiceof
Effective Teaching ModelsJakarta, 26 Agustus 2014
Based on
the
Dynamicadalah benar mahasiswaii Fakultas llmu Tarbiyah dan Keguruan UIN Jakarta yang
sedang
menyusun
skripsi,
dan
akan
mengadakan penelitian
(riset)
diinstansi/sekolah/madrasah yang Saudara pimpin.
Untuk
itu
kami
mohon
Saudara
dapat
mengizinkan mahasiswa
tersebutmelaksanakan penelitian dimaksud.
Atas perhatian dan kerja sama saudara, kami ucapkan terima kasih. Wassal am u' alaiku m wr.wb.
ttBahasa
lnggris103 1 002 Tembusan: