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.
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. F or 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
