2. Structuring
Based on the data from the teachers and the students about structuring, the categorization was average. In fact, based on the observer
in the real teaching situation, most of the teachers rarely practiced the structuring stage. Therefore, the researcher stated that the teachers were
not good in practicing this strategy. It was also shown by the score 1.9, the categorization was low. There were some reasons supporting this
statement. The first reason was that even the teachers started the lesson by
brainstorming new topic, but they seldom began the lesson with overviews of learning objectives. It is supported by observation class. After opening
the lesson, teachers directly moved to modeling stage. However, many teachers always helped students to understand the activity series in the
process of teaching and learning. Moreover, the teachers should make sure the students’ readiness to start the lesson. Based on the interview of
teachers, some teachers realized that structuring stage was important for students but most of teachers skipped this activity, because the time
allotment was only enough for teaching material and practicing time. It was supported by the observation class, the observer concluded that this
activity was not easy for teacher. The teachers focused on finishing the material than making the students comprehend the material. The observer
considered that the structuring stage was needed for the teaching process because through this stage, the students could follow the teaching and
learning process easily. This stage could also avoid students’ ambiguity to
the objective of the lesson and strengthen students’ memory. Unlike the teachers, the students stated that they needed to know the objectives of
material to understand the material and to make the students clear about what was expected of lesson from the activities.
Furthermore, many teachers did not make an outline covering and signaling transition between lesson parts. In observation class, the teachers
directly stepped into the material. In line with this, based on the interview with some teachers, they assumed that without structuring each part of
lesson, the students would comprehend it by themselves. Based on the interview with some students, the teachers seldom gave the outline of
lesson part. Whereas through explaining an outline and transition signal, the students would easily follow the classroom activities. For this reasons,
related to the chapter II, outlining the lesson parts would be useful to gain mastery of the content. This activity could ensure the students to
remember better what they have learnt and to help them understand easily the content as an integrated whole, with recognition of the relationships
between the parts. The last reason was that only a few English teachers concluded the
lesson that this part was neglected by the teachers. Based on the interview with some students, they said that they were still doing the learning tasks
while the time was running out. Therefore, there was no time for receiving the conclusion. In line with the advantages of structuring, the students said
that a conclusion would provide them to make the concept clearly, because each student might have different perception during the lesson. The
students also said that the students would be more active if the teachers asked them to give conclusion in the last session.
Related to this stage, the observer still found two out of twelve
English teachers practice structuring activity. The activity was presenting
the structure of the lesson, such as: mention the topic at the day lesson, and then presenting what activity series during the lesson orally. The teacher
said that in that meeting, the students would be grouped to interview the food seller. The first, the teacher would explain about the topic, then
making group, doing observation, and discussing. The teacher also explained about the important of learning material to students. Meanwhile
the other teacher explained the series of activities by writing them on power point. The teacher wrote the topic about congratulating, then
showing the example of congratulating in the dialogue, listening section about congratulating, and the last was exercising time.
3. Modeling
Modeling is the skill of learning which modeled by the teacher, because the most crucial people in the process of teaching and learning is a
teacher him herself. The goal of modeling stage is to engage students in developing or presenting the strategies. In this stage, teacher could ask his
her students if they knew the strategies or the way to find the component of procedural text for instance. Modeling is also the use of strategies to
solve the problem. It is expected that effective teachers help their students to engage in demonstrating the strategies.
The observer revealed that the teachers were average in practicing this strategy. The observer scored 2.7, it was categorized as fair. The score
was supported by both teacher and student which were also in fair category.
There were some activities found by the observer related to this stage. Teacher practiced modeling stage by writing down on the white
board about the idea. First, the teacher asked students of what components in procedural text, then writing on white board about the idea that students
elaborated goal, material ingredients, and step. Next, teacher made clear the explanation about this material. This could be useful for promoting
self-regulated learning. The teacher also asked students to use this strategy to solve the problem when they found other kinds of procedure text in
outside of the class. Another activity was when teacher taught reading class, the teacher could perfectly invite students to explain the strategies of
finding the kinds of question on reading skills when they had to answer the questions on test. The teacher asked to elaborate the questions by asking
and clarifying to students and wrote them on white board. The teacher also taught full in English. Based on the observation, almost students got the
point of teacher’s explanation. It could be seen on the students’ exercises
when they were in the class that almost students could answer the question correctly. The other way to present modeling was pointing from one
student to another student to read the conversation. Here, the teacher could remember well about
the students’ names and also pay attention to their pronunciation, if they were wrong to pronounce, the teacher would correct
their pronunciation by giving modeling and asking to repeat it. The kinds of conversation related
to the students’ daily lives. Another interesting modeling was creating good interaction between teacher and students that
the teacher asked question to students then students were asked to give respond one by one. After teacher gave modeling about how to pronounce,
how to give question and what kinds of respond if somebody asked about their condition, the teacher presented question and the students were asked
to give positi ve respond based on the teacher’s strategies.
Based on the observation, many teachers practiced modeling by asking students or minimally engage students to present the strategies of
learning. It is supported by interview of teachers that to make students more creative, the teacher needed to invite them to present the strategies
by themselves. Meanwhile, even some teachers considered that students needed to get strategies from teacher then they were asked to use the
strategies to solve the problem. There were some improvement addressed to teachers related this
stage. The teachers rarely practiced many strategies to be applied by the students in the class adressed to different kinds of students. The teachers
assumed that the students could comprehend the tasks when there was no question from the students. Moreover, the students were considered to be
an autonomous learner in solving problem. Supporting the teacher statement, the students agreed that the teachers did not practice many
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