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
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.
