Observation Instrument Instrument and Technique of Data Collecting

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 Factor s 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: 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