The Effectiveness of Pictures in Text in Improving Students’ Reading Comprehension (A Quasi-experimental Study at the Eight Grade Students of MTsN 13 Jakarta).

AN INVESTIGATION OF THE PRACTICE OF EFFECTIVE
TEACHING STRATEGIES IN THREE ISLAMIC SENIOR
HIGH SCHOOLS IN SOUTH JAKARTA

A “Skripsi”
Presented to the Faculty of Tarbiyah and Teachers Training
in Partial fulfiment of the Requirements
for the degree of S.Pd (Bachelor of Arts) in English Language Education

By
Lia Aida
NIM. 1110014000054

DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF TARBIYAH AND TEACHERS TRAINING
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
2015

AN Ii'WESTIGATION OF THE PRACTICE OF EX'N'ECTIVE

TEACHING STRATEGIES IN THREE ISLAMIC SENIOR
HTGH SCHOOLS IN SOUTH JAKARTA

A "SkiPsi"
Presented to the Faculty of Tarbiyah and Teachers Training

in Partial fulfiment of the Requirements

for the degree of S.Pd (Bachelor of Arts) in English Language Education

By:

Lia Aida
1110014000054

Approved by the Advisor

Approved by the Advisor I

frw-

Siti Nurul Azkivah, Ph' D

NIP.

NIP. 19760511 200501 2 003

DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF TARBTYAH AND TEACHERS' TRAINING
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY

JAKARTA
201s

II

l1

ENDORSEMENT SIIEET
The Examination Committee of the Faculty of Tarbiyah and Teachers, Training

certifies that the "skripsi" (Scientific Paper) entitled ..An Investigation of the
Practice of Effective Teaching strategies in Three Islamic senior Irigh Schools
in South Jakarta" written by Lia Aida, student's registration nurnber
1110014000054 was examined by the committee on February 4ft 2015. The ..skipsi',
has been accepted and declared to have fulfilied one of the requirements for the
degree of *S. Pd" @achelor of Arts) in English Language Education at the
Department of English Education.
Jakarta, February 4h 2Ol5

EXAMINATION COMMITTEE

: Drs. Svauki.

\-raAIt!lvlAl\

ii.

Fd.

NIP. 19641212 199103

SECRETARY

II

1 002

: Zaharil Anasy. M. IIum.

NIP. 19761007 2007fi

EXAMINER

-1

: Zaharil Anasy, M. Hum.

NIP. 19761007 200710

EXAMINERI

1 002

[It'll:---'-

1,

002

: Ertin. MA. TESOL

NIP.
Acknowledged By
Dean of T

Facultv

NIP. 19591020 198603 2 00r

ACKNOWLEDGEMENT

In the name of Allah, The Beneficent and The Merciful

All praise be to Allah the Lord of the worlds for the blessing, the strength,
and the guidance to the researcher in completion of this research. Peace and
blessing from Allah SWT be upon to the Prophet Muhammad SAW, his families,
his companions, and his followers.
It is a valuable thing that the researcher finally accomplishes her “skripsi”
entitled “An Investigation of the Practice of Effective Teaching Strategies in
Three Islamic Senior High Schools in South Jakarta” (Mixed-Methods in Islamic
Senior High Schools in South Jakarta). It is presented to the Faculty of Tarbiyah
and Teachers’ Training in a Partial Fulfillment of the Requirements for the Degree
of Strata 1 (Bachelor of Art) in English Language Education.
First, the researcher would like to express her great honor and deepest
gratitude to her beloved parents, Asep Sugiar and Jubaedah. Further, her beloved
brother, Arif Anggi Wijaya. Furthermore, she thanks to all families in Bekasi,
Cilacap, and Ciamis who always give prayer, motivation, love, faith and support
for her to finish her study.
Furthermore, the researcher would like to give the deepest gratitude and
the greatest honor to:

1. All lectures in Department of English Education for the 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.

iii

3. Mr. Zaharil Anasy, M. Hum., the Secretary of Department of English
Education and the researcher’s academic advisor.
4. Nurlena Rifa’I, M. A., Ph.D., the Dean of Faculty of Tarbiyah and
Teachers’ Training.
5. Siti Nurul Azkiyah, Ph.D and Atik Yuliyani, MA. TESOL, the advisors
who have given guidance, advice, motivation and patience to the
researcher in accomplishment of this “skripsi”.
6. Mr. Zaharil Anasy, M. Hum., and Ertin, MA., TESOL, the examiners who
have given guidance and advice to the researcher in revision of this
“skripsi”. They decided how well the researcher had done in an
examination.
7. Dra. Hj. Isnadiar Dekok, M.M as the headmaster of MAN 4 Jakarta
Selatan who gave permission to do her research. Drs. Pursidi as the

headmaster of MAN 11 Jakarta Selatan who gave permission to do her
research. H. Ismail Nur, Lc. M.Ag as the headmaster of MAN 19 Jakarta
Selatan who gave permission to do her research.
8. Ten English teachers in MAN 4 Jakarta, MAN 11 Jakarta, and MAN 19
Jakarta. Thank you for giving the researcher permission to investigate their
teaching and learning process. They helped, advised, and supported the
researcher during the research.
9. All of students at tenth and eleventh grade at MAN 4, MAN 11, MAN 19
Jakarta Selatan, who participated in this research.
10. All of beloved friends of The Class of PBI B in Department of English
Education.
11. All of beloved friends of “Pelatihan Penguatan Riset dan Bahasa”.
12. All of beloved friends of “Assalam, Cah Beddun, and “Petir”.
13. To any other persons who give contribution to the researcher and cannot
be mentioned one by one.

iv

Finally, the researcher truly realizes that this “skripsi” cannot be
considered as a perfect masterpiece. Therefore, it is a very precious thing for

her to get suggestion and criticism which can make this better.
And the researcher hopes this “Skripsi” can give the beneficent for all
people who are interested in it.
May Allah, the Almighty bless them all and give them more than what
they have given to the researcher. Amen.
Jakarta, January 2015

The researcher

v

ABSTRACT
Lia Aida (NIM: 1110014000054). An Investigation of the Practice of Effective
Teaching Strategies in Three Islamic Senior High Schools in South Jakarta
(Mixed-Methods in Three Islamic Senior High Schools in South Jakarta). Skripsi
of Department of English Education at Faculty of Tarbiyah and Teachers’
Training of State Islamic University Syarif Hidayatullah Jakarta, 2015.
Advisor I

: Siti Nurul Azkiyah, Ph.D

Advisor II

: Atik Yuliyani, MA. TESOL

Key Words: Effective Teaching, Effectiveness, Strategies
The objective of this study was to investigate the practice of Effective Teaching
strategies in three Islamic Senior High Schools in South Jakarta. The sample of
this study was consisted of ten English teachers at the first and the second grade
of three Islamic Senior High Schools in South Jakarta such as MAN 4, MAN 11,
and MAN 19.
The method used in this study was mixed-methods. The instruments of this
research were questionnaires survey (quantitative) and classroom observation,
documentation, and interview (qualitative). In analyzing the data, the researcher
used triangulation.
The result of this study showed that the teachers practiced the effective teaching
strategies at their regular teaching practices. The teachers’ performance in
practicing the strategies were included in the average category. It can be shown by
the score of teaching effectiveness, which was gained by summing up the scores
from all strategies and divided by the number of strategies, from the researcher

which was 2.54. The score showed that the teachers were good enough in
practicing the strategies. Although there was no strategy included in “excellent”
category, there were four out of eight strategies included in “good” category. The
strategies were classroom assessment, questioning technique, teacher role in
making classroom a learning environment, and applications. The score of
questioning technique was 2.93. The score of applications was 2.70. The score of
teacher role in making classroom a learning environment was 2.93. The score of
classroom assessment was 3.28. The scores showed that the teachers were good
enough in practicing the strategies. However, the other four strategies such as
orientation, structuring, teaching-modelling, and time management were included
in “not good” category. The score of orientation was 2.40. The score of
structuring was 1.54. The score of teaching modelling was 2.20. The score of time
management was 2.40. The scores showed that the teachers were not good in
practicing the strategies.

vi

ABSTRACT
Lia Aida (NIM: 1110014000054). An Investigation of the Practice of Effective
Teaching Strategies in Three Islamic Senior High Schools in South Jakarta
(Mixed-Methods in Three Islamic Senior High Schools in South Jakarta). Skripsi
pada Jurusan Pendidikan Bahasa Inggris, Fakultas Ilmu Tarbiyah dan Keguruan,
Universitas Islam Negeri Syarif Hidayatullah Jakarta, 2015.
Pembimbing I

: Siti Nurul Azkiyah, Ph.D

Pembimbing II

: Atik Yuliyani, MA. TESOL

Kata Kunci

: Pengajaran yang efektif, Strategi, Keefektifan

Skripsi ini bertujuan untuk menyelidiki praktek penggunaan strategi-strategi
pengajaran yang efektif di tiga Madrasah Aliyah Negeri di daerah Jakarta Selatan.
Sampel pada penelitian ini adalah sepuluh guru bahasa inggris yang mengajar
dikelas X dan kelas XI di MAN 4, MAN 11, dan MAN 19 Jakarta Selatan.
Metode yang digunakan pada skripsi ini ialah mixed-methods. Sementara itu,
instrumen-instrumen yang digunakan dalam penelitian ini adalah kuesioner survei
(kuantitatif) dan observasi kelas, dokumentasi, dan wawancara (kualitatif). Teknik
triangulasi pun digunakan dalam penelitian untuk memeriksa keabsahan data dari
keempat instrumen.
Hasil penelitian ini menunjukan bahwa para guru telah melakukan strategi-strategi
pengajaran yang efektif dalam praktek pengajaran sehari-hari. Sikap para guru
dalam mempraktekan strategi-strategi tersebut termasuk kedalam kategori
“sedang”. Hal ini dapat ditunjukan dengan nilai keefektifan pengajaran yang
berasal dari peneliti yaitu 2.54. Nilai tersebut menujukan bahwa para guru sudah
cukup baik dalam mempraktekan strategi-strategi tersebut. Sementara itu,
walaupun tidak ada satu strategi yang termasuk kedalam kategori “sangat baik”,
ada empat dari kedelapan strategi yang termasuk dalam kategori “baik”. Strategi
tersebut ialah questioning technique, application, teacher role in making
classroom a learning environment,and classroom assessment. Hal ini dapat
dibuktikan dengan nilai questioning technique 2.93, applications 2.70, teacher
role in making classroom a learning environment 2.93, dan classroom assessment
3.28. Keseluruhan nilai tersebut menyatakan bahwa para guru sudah cukup baik
dalam mempraktekan keempat strategi. Namun, disisi lain ada empat strategi
seperti orientation, structuring, teaching-modelling,dan time management yang
termasuk kedalam kategori “kurang baik”. Hal ini dibuktikan dengan nilai
orientation 2.40, structuring 1.54, teaching modelling 2.20, time management
2.40. Keseluruhan nilai tersebut menyatakan bahwa para guru belum cukup baik
dalam mempraktekan keempat strategi.

vii

TABLE OF CONTENT
Page
TITLE
SURAT PERNYATAAN KARYA SENDIRI
APPROVAL ................................................................................................... ........i
ENDORSEMENT .......................................................................................... .......ii
ACKNOWLEDGE ......................................................................................... ......iii
ABSTRACT.................................................................................................... ......vi
TABLE OF CONTENT ................................................................................. ....viii
LIST OF TABLES .................................................................................................x
LIST OF APPENDICES ............................................................................... ......xi

CHAPTER I: INTRODUCTION
A. The Background of the Research.........................................................1
B. The Identification of the Problem .......................................................4
C. The Scope of the Research ..................................................................4
D. The Formulation of the Problem .........................................................5
E. The Purpose andSignificance of the Research ....................................5
CHAPTER II: THEORETICAL FRAMEWORK
A. Effective Teaching ..............................................................................6
1. The Concept of Teaching ..............................................................6
2. The Concept of Effectiveness .......................................................7
3. The Concept of Effective Teacher.................................................8
4. The Concept of Effective Teaching ............................................12
viii

5. The Characteristics of Effective Teaching .............................14
6. Strategies in Effective Teaching .............................................15
B. The Application of Effective Teaching Strategies........................21
C. The Advantages of Effective Teaching Strategies .......................23
D. Previous Studies............................................................................26
CHAPTER III: RESEARCH METHODOLOGY
A. The Method of the Research ...............................................................28
B. The Place and Time of the Research ...................................................29
C. The Sample and Population ................................................................30
D. The Instrument and Technique of Collecting Data ............................37
E. The Technique of Analysis Data ........................................................37
F. Trust Worthiness ................................................................................38
CHAPTER IV: RESULT OF THE STUDY
A. Teaching Effectiveness .......................................................................40
B. The Strategies of Teaching Effectiveness ...........................................42
1. The Similarities ..............................................................................43
2. The Differentiations ......................................................................45
3. In Which Strategies were Teachers Good? ...................................46
4. The Details of the Strategies in Teaching Effectiveness ..............47
CHAPTER V: CONCLUSION AND SUGGESTION
A. The Conclusion ...................................................................................64
B. The Suggestion ....................................................................................66
BIBLIOGRAPHY ................................................................................................70
APPENDICES ......................................................................................................74

ix

LIST OF TABLES

Page
Table 4.1 The Measurement of Teaching Effectiveness (TE) .............................40
Table 4.2 The Strategies of Teaching Effectiveness (TE) ..................................43

x

LIST OF APPENDICES

Page
Appendix 1The Observation Sheet .....................................................................74
Appendix 2 The Mean Score of English Subject in UN (Ujian Nasional) .........78
Appendix 3 The Teacher Questionnaire .............................................................79
Appendix 4 The Student Questionnaire ..............................................................83
Appendix 5 The Teaching Quality of The Teachers ..........................................87
Appendix 6 The Interview Results.......................................................................88
Appendix 7 The Result of Reliability of Questionnaires ....................................98
Appendix 8 The Assessments ............................................................................104
Appendix 9 ANABUT (Analisis Butir Soal)........ .............................................106
Appendix 10 The Old RPP ...............................................................................107
Appendix 11 The Current RPP .........................................................................110
Appendix 12 Surat Pernyataan telah Melakukan Penelitian..............................117
Appendix 13 Foto-foto Penelitian .....................................................................120

xi

BAB I
INTRODUCTION

This chapter is an introduction which consists of the background of the
research, the identification of the problem, the scope of the research, the
formulation of the problem, the purpose and significance of the research.

A. The Background of the Research
Nelson Mandela once said that “Education is the most powerful weapon
which you can use to change the world.”1 The important idea is that the country
which has good quality in education can certainly be a developed country such as
Finland. Started from an agricultural country which was not well-known, today
Finland goes forward in technological aspect. For instance, the product of Nokia
is spread in the world market. The excellence of Nokia which has varied
innovation, commercial enterprise, and technological improvement makes this
country as a developed country like Germany, Japan, and the United States.2 Not
only is the improvement supported by research and technological industry, but it
is also supported by education.
The education in Finland is categorized best because the country produces
high quality generations. For example, in 2013, 93% the citizens in Finland
graduated from Senior High School which was 17.5% higher than those in the
United States of America. Then, more than 66% students attended the university
which has the best quality in Europe.3
In addition, the international survey of Organization for Economic
Cooperation and Development (OECD) in 2012 reported that Finland was
1

http://www.brainyquote.com (retrieved on December, 26th 2014).
SAINS Indonesia, Budaya Inovasi di Finlandia Patut Ditiru, www.sainsindonesia.co.id.
(retrieved on December, 26th 2014).
3
http://esqsmartplus.com/mengapa-finlandia-memiliki-sistem-pendidikan-terbaik-di-dunia/,
(retrieved on November, 8th 2013).
2

1

2

included in one of high-performing countries besides China and South Korea. For
instance, in 2012, the Program for International Student Assessment (PISA) which
stands for testing literacy in three competence fields like mathematics, science,
and reading shows that Finland was ranked first out of 65 countries for
mathematics and science. Further, it was also ranked first out of 65 countries for
reading.4 The evidence supported the assumption that teacher quality was high
because the achievement of each subject indicated a positive effect from teacher’s
educational coursework. In line with this, the teaching process was assumed
effective because of high student achievements.
Unlike Finland, student achievement in Indonesia has been considered
low. In 2012, the Program for International Student Assessment (PISA) showed
that Indonesia was ranked 64 out of 65 countries for mathematics and science
respectively. In addition, it was also ranked 61 out of 65 countries for reading.5
The low achievement was likely to be related with the low quality of most
teachers. As we all may know, teacher is the crucial factor that determines
students’ achievement. Teachers have a powerful, long-lasting influence on their
students. They directly affect how students learn, what they learn, how much they
learn, and the ways they interact with one another and the world around them.
Unfortunately, Indonesian government has low standard in selecting the
qualification of teachers. For instance, the Asian Development Bank (ADB) in
2006 reported that more than 90% teachers in Madrasah taught lessons which
were not in their field such as biology, chemistry, English, and math.6 This fact
indicated that Madrasah teachers in Indonesia had low quality in teaching because
of low competency and qualification.
Moreover, James H. Strong states in his book that some studies from
Darling-Hammond and Fidler about “Teacher Quality” conclud that the teachers
who teach a subject for which they are not prepared do not provide student needs

4

Andreas Schleicher, PISA 2012 Results in Focus, www.oecd.org/pisa., p. 12 (retrieved on
November, 6th 2014).
5
Ibid., pp. 3 – 5.
6
Asian Development Bank, Indonesia: madrasah education development project. Project
Number: 37475-01. (Jakarta: SMEC International Pty Ltd, 2006).

3

as good as certified teachers.7 Based on the explanation, it can be said that
teachers who are well-qualified in their own fields become ineffective in teaching
a subject for which they are not prepared. Consequently, this problem causes low
students achievement.
On the other hand, there are three Islamic Senior High Schools in South
Jakarta, which are considered good by public such as MAN 4 Jakarta, MAN 11
Jakarta and MAN 19 Jakarta. The student achievement in those schools is
categorized high because of high mean scores of Ujian Nasional (UN), especially
for English subject. For instance, in 2013, the mean score of English subject at
MAN 4 Jakarta for IPA was (7.70), IPS (7.47), BAHASA (7.14) and
KEAGAMAAN (6.49). Based on the result, it can be assumed that the English
teaching process in those schools are effective because of high student
achievement.
The above explanations emphasize the idea that effective teaching affects
high student achievement. For that reason, creating an effective teaching becomes
an important aspect for Indonesia as a developing country to produce future
generations who can compete with other people in the world. However, designing
an effective teaching is not easy because the teachers have to apply some
strategies that lead to effective teaching. Therefore, in this study, the researcher
conducted a research about An Investigation of the Practice of Effective Teaching
Strategies in Three Islamic Senior High Schools in South Jakarta.
Meanwhile, in conceptualizing the effective teaching strategies, the
researcher used dynamic model. The model developed by Creemers and
Kyriakides was used because it relates teacher behavior in the classroom with
student achievement gains. The model refers to eight effectiveness strategies that
describe teachers’ instructional role. The strategies are orientation, structuring,
questioning, teaching modeling, applications, teacher role in making classroom a
learning environment, management of time, and classroom assessment.8
7

James H. Stronge, Qualities of Teachers, (Alexandria: Association for Supervision and
Curriculum Development ASCD, 2007), 2nd Edition, p.8.
8
Bert P.M. Creemers, and Leonidas Kyriakides, The Dynamics of Educational
Effectiveness, (New York: Routledge, 2008), p.103.

4

In summary, there is a fact that teacher quality in Indonesia has been
considered low due to low student achievement gains. However, there are three
Islamic Senior High Schools in South Jakarta which are categorized good by
public because of high student achievement gains, especially English subject in
UN (Ujian Nasional). For that reasons, the researcher is interested in checking
whether the teachers in those schools practice the effective teaching strategies.
Moreover, there are not many studies especially “skripsi” that look at whether the
teachers practice effective teaching strategies.

B. The Identification of the Problem
Referring to the background above, there are four factors that cause the
teaching process in Indonesia is not effective.
1. Students’ achievement in Indonesia has been considered low. Based on
PISA in 2012, the country was ranked 64 out of 65 countries for
mathematics and science respectively. Further, it was also ranked 61 out of
65 countries for reading.
2. Based on the data from Asian Development Bank (ADB) in 2006,
Indonesian government still accepted the teacher’s candidates who do not
appropriate in their field.
3. Low student’s achievement in Indonesia proves that the teachers still do
not practice the effective teaching strategies.
4. It was assumed that teachers in three Islamic Senior High Schools in South
Jakarta had practiced the effective teaching strategies since student
achievement in those schools had high achievement in Ujian Nasional.
However, there has not been any study that looks at this practice.

C. The Scope of the Research
There is an assumption that teachers in Indonesia do not practice the
effective teaching strategies because of low student achievement gains. Further, as
previously mentioned, there is no “skripsi” that look at whether teachers practice
effective teaching strategies. However, there are three Islamic Senior High

5

Schools in South Jakarta which are known good by public because of high student
achievement gains in UN (Ujian Nasional), especially in English subject.
Therefore, this study investigates whether the teachers in three Islamic Senior
High Schools practice the effective teaching strategies.

D. The Formulation of the Problem
The formulation of the problem in this study is: “Do the teachers in three
Islamic Senior High Schools in South Jakarta practice the Effective Teaching
Strategies at their regular teaching practices?”

E. The Purpose and Significance of the Research
Based on the statement above, the purpose of the study is to investigate
whether the teachers in three Islamic Senior High Schools in South Jakarta
practice the effective teaching strategies at their regular teaching practices. The
result of the study will be useful for:
1. The researcher herself, to know the eight effective teaching strategies that
lead to an effective teaching. Further, observable attributes of effective
teaching is one step toward helping the researcher better understand what it
takes to be a good teacher.
2. Every teacher, to provide valuable data based on the teachers’ practice of
effective teaching strategies at the first and the second grade of three Islamic
Senior High Schools in order to evaluate their teaching activities for
creating an effective teaching.
3. Undergraduate students, to conduct the related issues on the practice of
effective teaching strategies.
4. Other people and everyone who reads this study can take benefit from this
and know the eight effective teaching strategies in increasing student
achievement gains.
The researcher wants to get an answer whether the teachers in three Islamic
Senior High Schools really apply the eight effective teaching strategies in their
regular teaching practices.

BAB II
THEORITICAL FRAMEWORK

This chapter presents theoretical framework. It is divided into four parts.
Part A discusses about effective teaching. Part B discusses about the application
of effective teaching strategies. Part C discusses the advantages of eight effective
teaching strategies; and part D discusses about previous studies related to the
effective teaching.

A. Effective Teaching
1. The Concept of Teaching
Teaching is frequently considered as a simple process for those who
master their subjects. However, the idea of teaching is related to a complex
process which is fulfilled with varied people in a complicated social institution.1
In line with this, Brown said that as a complex process, teaching requires
teachers not only to deliver the material, but also to guide and facilitate learning,
to enable the learner to learn, and to set the condition for learning. Indirectly, this
process provides teachers to create an academic cooperative environment in the
school.2
The content of learning may be facts, procedures, skills, ideas and values
which are applied in the learning activities. Moreover, the content is useful in
some activities such as comprehending the material, providing student needs, and
solving the learning problem which are included in the teaching objectives.3

1

Bruce R. Joyce and Berj Harootunian, The Structure of Teaching, (Chicago: Science
Research Associates, 1967), p. 1.
2
H. Douglas Brown, Principles Of Language Learning And Teaching Classroom, (New
York: Oxford University Press, 1987) p. 44.
3
George Brown and Madeleine Atkins, Effective Teaching in Higher Education, (London:
Taylor&Francis e-Library, 2002), p. 2.

6

7

In addition, Moore explains that teaching is an activity which provides
students to maximize their abilities in all aspects of development.4 Meanwhile,
Nathaniel Gage argues that:
As an instrumental art, teaching is something that departs from
recipes, formulas, or algorithms. It requires improvisation, spontaneity, the
handling of hosts of considerations of form, style, pace, rhythm, and
appropriateness in ways so complex that even computers must, in
principle, just as they cannot achieve what a mother does with her fiveyear-old or what a lover says at any given moment to his or her beloved.5
Related to the statement above, Gage states that not only is an art regarded
as a component of teaching, but science is also included as the other one.
Teaching has a scientific basis which its applications are derived from research.
Further, it is called as an art because it depends on the teachers’ intuition
combined with teacher’s experiences at the real teaching practice. Thus, teaching
can be viewed as having both artistic and scientific components.6
Based on the opinions given by the experts, the researcher can conclude
that teaching is a complex process which involves students’ diverse ability and
backgrounds in terms of linguistic, cultural, racial, and ethnic diversity. Teaching
is also called as an intentional activity concerned with student learning.
Moreover, teaching is a combination between science and art. It requires
best practice to help students learn essential skills and attitudes. Further, teaching
has aspects that cannot be learned by scientific knowledge alone but instead
depend on an individual belief based on personal experiences.

2. The Concept of Effectiveness
Defining the effective teacher, effective teaching and teaching
effectiveness can be complex and controversial. Effectiveness can elicit strong
feelings because it is sensed connections with ideas of professional competency

4

Keeneth D. Moore, Effective Instructional Strategies, (London: SAGE Publications, Inc,
2012), pp. 3 – 5.
5
Nathaniel Gage, an Unpdate of the Scientific Basis of the Art of Teaching
(mimeographed), (Palo Alto, CA: Stanford University, 1984), p. –.
6
Richard I. Arends, Learning to Teach, (New York: McGraw-Hill, 2007), p. 4.

8

and high stakes responsibility in some systems. Personal teachers’ credibility
about professional autonomy may be questioned by the term of effectiveness.7
According to Moore, he argues that effectiveness covers the area of study,
pupils, and learning environment. Mastering the subject, analyzing student needs,
and managing classroom environment are important aspects that can support the
effectiveness of the teaching practices. These activities must be applied by the
teachers because it is related to the teaching objectives. 8
In line with this, Arrends states that the ultimate goal of teaching is that
providing students to become autonomous learners. In this part, students are
expected to provide their learning strategies and use the strategies in solving their
learning problems. The teachers’ role is that facilitating and guiding them to be an
independent learner.9
Based on the above explanations, it can be concluded that effectiveness in
this study is focused on successful teaching process which can help students
achieving learning objectives and create students to become autonomous learners
by combining teacher’s competency and accountability.
3. The Concept of Effective Teacher
It has been recognized generally that teachers bring significant effect that
influence on student learning and achievement. The increasing the overall
numbers of effective teachers will automatically lead to the improvement of
effective teaching. Actually, the term of effectiveness gives multiple contributions
inside of the teaching work. For example, it is related to the basic goal of teacher
educational programs which provide the same learning environment to all diverse
students. Further, it also assists students to solve their learning problems. Related
to this goal, the future teachers have to master multiple teaching strategies to be
applied in the class. Furthermore, the teachers have to manage learning

7

James Ko, Effective Teaching: A Review of Research and Evidence, CfBT Education
Trust, 2013, p. 5.
8
Moore, op. cit., p. 28.
9
Arends, op. cit., p. 17.

9

environment by using those strategies. These goals can lead teachers to become
effective teachers.10
Effective teacher is a major component that affects on students learning. It
brings more effect if compared with the other components included in school
systems like the measurement of teaching and learning environment and the
standard of after-school programs.11
In line with this, effective teacher is called as a major component because
of the quality of them who has characteristics of the teacher as a personal; teacher
preparation; classroom maintenance; and the way teachers manage their teaching
process started from the previous, after, and during the lesson. According to
James H. Strong, there are eight characteristics of effective teacher such as: 12
a.

The Role of Caring: effective teachers always pay attention to the
student needs and let their students know about that.

b.

The Role of Fairness and Respect: effective teachers keep on showing
the equitable honor and knowledge to diverse students.

c.

Social Interactions with Students: effective teachers use multiple
strategies to communicate with their students. It is addressed to create
supportive learning environment and improve student outcome.

d.

Promoting Enthusiasm and Motivating Learning: teachers’ interest for
teaching, learning, and their lesson has been demonstrated to become a
crucial part of effective teaching, both providing the interaction
between students and enhancing student outcome.

e.

A Teacher’s Attitude toward the Teaching Profession: effective teachers
operate their own education. They become a model that encourages
students to involve actively in the classroom activities. In line with this,
the teachers are active in improving their knowledge by attending
teacher training programs.

10

James H. Stronge, Qualities of Teachers, (Alexandria: Association for Supervision and
Curriculum Development ASCD, 2007), 2nd Edition, p p. 99.
11
Bill & Mellinda, Empowering Effective Teachers, (Chicago: Gates Foundation, 2010), p.
1.
12
Strong, op. cit., pp. 23 – 35.

10

f.

The Role of Reflective Practice: effective teachers always analyze their
teaching practices in order to provide effective teaching.

g.

Teachers of At-Risk Students: effective teachers of at risk-students are
always curious about student needs. Further, they are attempted to
support students reach the learning goals.

h.

Teacher of High-Ability Students: effective teachers of gifted students
master multiple strategies that is useful to control diverse characteristics
of gifted students.

Effective teacher is a personality who typically focuses on the teacher’s
roles and the practices of teaching and learning process that can lead to the
improvement of student achievements. However, it can widely be explained
because rarely is the teachers’ role limited to direction only. At the real situations,
teachers should promote their team teaching, involve them in wider leadership
roles in the school, and improve their teaching competence by join in the teachers
training programs.13
In addition, effective teachers are people who master their subject matter,
who get a permission to teach, and who deal with well-being of students. They
can generate students who success achieving their learning objectives. These
characteristics are needed for teaching, but they are not enough without four
higher-level attributes:14
a.

Individual competence: Effective teachers are allowed to evolve
authentic human relationship by using their individual competences in
order to provide a democratic interaction between the learners and the
stakeholder in the school.

b.

Positive characters: Effective teachers have positive characters that
influence on student development. Further, they use the characters to
lead the science and art of their teaching practices.

c.

Teaching repertoire: Effective teachers manage a teaching repertoire to
encourage students to become an autonomous learner.

13
14

Ko, op. cit., p. 6.
Arends. loc. cit..

11

d.

Evaluation: Effective teachers analyze every single teaching practice in
order to create an effective teaching by finding student needs, solving
the learning problems, and improving student outcomes.

Moreover, effective teacher understands that effective teaching is not a
simple process which just teaches the material itself. At the real teaching process,
effective teacher must be creative to create new atmospheres that are managed
orderly. According to Danielson, four major skill areas are needed for effective
teaching.15
a.

Quality Planning and Preparation
Before teaching in the classroom, effective teachers must take the time

for preparing the materials and activities which is related to the teaching
objectives. They have to (a) master the subject matter, (b) know student needs, (c)
use learning strategies, (d) know multiple teaching and learning strategies, (d)
create supportive application tasks, (d) evaluate student outcomes.

b.

The Classroom Environment
Effective teachers can provide and manage a supportive learning

environment. In line with this, Danielson states that this process needs the abilities
to design a positive learning environment, to develop learning intelligence, to
organize the classroom, to control student attitude, and to arrange physical space.

c.

Instructional Technique
Effective teachers have to master multiple teaching strategies that can

encourage student to be participated actively in the learning activities. Effective
teachers plan and use strategies that, convey the material clearly and accurately,
use effective questioning and discussion technique, engage students in learning,
provide feedback to students, and are flexible and responsive.

15

Moore, op. cit., pp. 9 – 11.

12

d.

Professional Behavior
Effective teachers apply the professional attitudes that can lead to the

significant improvement to their school and community. They interact well with
people who contribute in the teaching and learning process.

Effective teacher helps students to do multiple tasks easily. They manage
diverse students to learn the material effectively.16 Moreover, they combine the
teaching strategies with more responsive approach to their students. Actually, to
be an effective teacher, not only do the teachers have to emphasize on the teaching
strategies but they also have to develop their qualities.17 In line with this, the
research which was done by Linda Darling Hammond states that there are five
qualities needed by teachers:18
a. Applying appropriate verbal ability during the teaching process.
b. Mastering the subject matter.
c. Promoting higher-order thinking skills.
d. Evaluating the teaching and learning process.
e. Flexible, provide easily new creative learning environments that deal
with student needs.
Based on the above definitions, it can be concluded that effective teacher
is an individual who combines teaching instructional procedures and teachers’
effective characteristics to achieve the learning objectives. Further, effective
teacher is a crucial component that determines student outcomes inasmuch as
he/she directly interacts with all students in the teaching and learning process.

4. The Concept of Effective Teaching
According to Chirs Kriyacou, effective teaching can be defined as a
teaching process that successfully accomplishes the student activities of obtaining
16

Arthea J.S Reed, Verna E. Bergemann, and Mary W. Olson, In The Classroom, (Boston:
The McGraw-Hill Companies, 1998), p. 42.
17
Peter Westwood, Effective Teaching, Australian Journal of Teacher Education, 1996, p.
15.
18
Linda D. Hammond, Recognizng and Developing Effective Teaaching, 2010, p. 2,
www.aacte.org, (retrieved on May 2010).

13

knowledge designed by the teacher. It concerns on the importance of learning
activities and the causes of the effectiveness. At the real teaching situation,
teachers apply effective teaching strategies that lead to the effective learning.
Further, mastering the lesson and comprehending the effective teaching strategies
can lead to the basic for effectiveness.19
Teaching effectiveness can be comprehended by learning the strategies
that can lead to the definition of effective teachers; effective teachers behaviors
applied at the real teaching situations. These activities require a deep inside of
subject matter, learning theory of diverse students, designing, teaching strategies,
student needs, and evaluation of student outcomes. Further, the activities also
involve a teacher’s competence to reflect, work with team teaching, and keep on
establishing professional teaching in order to create students’ achievement which
can perform at high levels of success.20
On the other hand, not only does effective teaching focus on success but it
also concerns with appropriate values. It is related to behaviorist values which
focus on what teachers did in using strategies which can produce positive longlasting effects on student understanding. Thus in considering research on effective
teaching, it is important to consider successful teaching strategies.21
Based on the above definitions, it can be concluded that effective teaching
is a complex teaching process which involves a set of behaviors that effective
teachers include in daily professional practice that successfully leads to the
improvement of student progress.
Further, not only does effective teaching need the teaching strategies, but
effective teaching also requires human abilities, instinct, and intelligence to
maximize teaching and learning process. Furthermore, effective teaching is
defined as a teaching process that successfully achieves the teaching objectives by
producing autonomous learners and high student outcomes.

19

Chirs Kyriacou, Effective Teaching in Schools: Theory and Practice, (Cheltenham:
Stanley Thornes, 2009), p. 8.
20
Robert A. Barry, Teaching Effectiveness and Why It Matters, (Oregon: Marylhurst
University, 2010), pp. 3 – 4.
21
Brown and Madeleine Atkins, op. cit., p. 5.

14

5. The Characteristics of Effective Teaching
There have been some experts proposing the characteristics of effective
teaching. All of them have similar ideas in the characteristics. The first is that
Richard Dunne and Ted Wragg who state that two characteristics are essential for
effective teaching. The first characteristic is teacher behavior which focuses on
facilitating students’ learning in order to create high student achievement gains.
The other one is teacher competencies that include intelligence, communication,
teaching experiences, and teacher’s educational background.22
The second expert is Cheryll M. Adams and Rebecca L. Pierce who state
that teacher competencies are also important to provide effective teaching.
Therefore, there are five key characteristics of effective teaching:23
1. Understanding pedagogic theory
2. Designing supportive classroom environment
3. Teaching experience
4. Self-reflection and modification of techniques
5. Flexibility
In addition, Chirs Kyriacou state that not only teacher’s competencies that
should be emphasized, but teaching strategies must also be used to provide
effective teaching. Therefore, the process-product studies which have dominated
research on effective teaching result ten characteristics of effective teaching that
focus on teacher behaviors to produce high student achievements:24
1. Clear explanation
2. Providing authentic tasks
3. Maximizing learning activities
4. Managing time on-task activities
5. Encouraging students to be participated actively in the classroom
6. Understanding student needs and evaluating student outcomes
7. Delivering the material orderly
22

Richard Dunne and Ted Wragg, Effective Teaching, (New York: Taylor&Francis eLibrary, 2005), p. 4.
23
Cheryll M. Adams and Rebecca L. Pierce, Characteristics of Effective Teaching, p. 1.
24
Kyriacou, op. cit, p. 12.

15

8. Giving positive feedback to students
9. Reaching the learning objectives
10. Using appropriate questioning techniques
In line with this, high-level of student performances cannot be reached
without five Characteristics of Highly Effective Teaching and Learning
(CHETL).25
1. Learning Climate: a supportive learning environment that encourages
students to be participated actively in the classroom.
2. Classroom Assessment and Reflection: a teacher always evaluates
student outcomes and acts as a good model that is followed by the
students.
3. Instructional Rigor and Student Engagement: a teacher provides student
critical thinking and finds student needs to solve the learning problems.
4. Instructional Relevance: creating authentic learning tasks that can be
applied by students in their daily activities.
5. Knowledge of Content: a teacher has to master the subject matter and
multiple teaching strategies.
Based on the explanations given by the experts, it can be concluded that
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.

6. Strategies in Effective Teaching
Instructional strategies are decisions about organizing people, materials,
and ideas to produce learning. They determine the objectives of classroom
instruction, the means that will be employed, and the ways results will be
evaluated. Teaching strategies encompass both decisions about instructional goals
and decisions about the means of achieving those goals with particular students.
25

The Kentucky Departement of Education, Characteristics of Highly Effective Teaching
and Learning (CHETL), http://education.ky, p. – ., (retrieved on 2013).

16

Further, the reason that the teacher must posses a range of teaching strategies is
simply because different styles of teaching behavior are useful for different
educational purposes, and every teacher seeks educational ends that demand more
than one way of teaching.26
There have been some experts proposing the strategies for effective
teaching. All of them have similar ideas on the strategies for effective teaching.
First, Daniel Muijs and David Reynold describe the effective direct instructions,
such as:27
1. Clearly structured lessons: the lesson should have a clear structure, so
pupils can easily understand the content of the lesson and how it relates
to what they already know.
2. Clear, structured presentations: within this overall structure, it is
recommended that material should be presented in small pitched at the
pupils’ level, which are then practiced before going on to the next step.
3. Pacing: it is recommended by teacher effectiveness researchers that
lessons designed to teach basic skills are paced in such a way that during
weekly or monthly reviews pupils are able to respond correctly in 90-95
per cent of cases.
4. Modeling: a useful procedure to follow when teaching certain topics is to
explicit model a skill or procedure. Modeling means demonstrating a
procedure to learners.
5. Use of conceptual mapping: a conceptual map is a framework that can be
presented to pupils before the topic of the lesson is presented.
6. Interactive Questioning: it is an effective and important part of the
lesson. It can lead to interactive teaching.
In line with this, another expert, Peter Westwood adds that there are some
selected forms of effective teaching:28

26
27

Joyce and Berj Harootunian, op. cit, p. 94.
Daniel Muijs and David Reynolds, Effective Teaching, (London: SAGE, 2001), pp. 30 –

28

Westwood, op. cit., pp. 5 – 11.

32.

17

a. Presentation and explanations: presenting information to children and
providing explanations are two of the main activities in which teachers
engage. Effective teaching requires clarity in presentation and
explanation.
b. Questioning: effective teaching must involve careful attention to
classroom questioning.
c. Teaching Task-Approach Strategies: effective instruction must include a
focus on teaching students efficient ways of approach in the tasks they
are set.
d. Adapting instruction: adaptive instruction is defined as instruction geared
to the characteristics and needs of individual students.
In addition, Creemers and Kyriakides develop a dynamic model which
relates teacher behavior in the classroom with student achievement gains. The
model refers to eight effectiveness strategies that describe teachers’ instructional
role.29
1. Orientation
It refers to the teacher behavior in providing the objectives for which a
specific task, lesson, or series of lessons takes place and challenges students to
identify during the lesson the reason why a particular activity takes place.

2. Structuring
A structuring task may refer to the achievement of a single objective or to
the relation of the elements of the lesson in relation to multiple objectives.
Moreover, schools and teachers can structure learning activities to emphasize their
intrinsic value so students become totally involved and experience the type of
flow described earlier.30

29

Bert P.M. Creemers, and Leonidas Kyriakides, The Dynamics of Educational
Effectiveness, (New York: Routledge, 2008), p.104 – 117.
30
Arends, op. cit., p. 158.

18

3. Questioning Techniques
Questioning is an important part of the teaching-learning process because
it enables teachers and students to establish what is already known, use and extend