teaching has been achieved and also it can evaluate the teachers’ way of
teaching practice.
Moreover, the strategies to increase students’ achievements are training higher order thinking of students, building cooperative learning, and
independent practice homework.
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In conclusion, this strategy is useful to find the students’ needs and to evaluate the teacher’s teaching practice. It
can also create positive implications for teaching and learning by providing constructive feedback.
The explanation about the strategies of effective teaching above, the researcher concluded that if the teachers practice the strategies of effective
teaching, it will make the teaching and learning process become more motivated to be involve in the process of teaching-learning. Furthermore,
by applying those strategies, the teaching and learning process will be effective. In this case, it can be easier for both teachers and students to
achieve the learning objectives such as increasing the student achievement and helping students to be autonomous learners.
D. Previous Related Study
Considering the limit of effective teaching reseach in Indonesia, the writer tries to take the previous study one from Indonesia, and two others from the other
country: Netherland. The study investigated on what attribute of effective teaching was
conducted by Hay McBer at some 80 schools and 170 teachers which represent the national distribution.
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This study aimed to know whether three factors; teaching skills, professional characteristics, and classroom climate can influence
the students’ progress in learning. The method used was mixed method: descriptive analysis, classroom observation, interview, and questionnaire to
collect the data. The result of this study was that those three main factors which
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Research Digest, op. cit., p. 5.
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Hay McBer, Research into Teacher Effectiveness: A Model of Teacher Effectiveness, Research Report No. 216, 2000, pp. 1 - 69.
can affect on students’ progress; teaching skills and professional characteristic- skills teachers bring into the classroom that can interact to create conducive
classroom learning environment. Another study about the implementation of English teaching at some
Private Junior High School in Ciputat Sub district was conducted by Yova Tri Wahyuni at UIN Syarif Hidayatullah Jakarta on April 2009.
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The study aimed to describe and analyze the implementation of English teaching based on curriculum
2006 , the teacher’s qualification, the teaching preparation, the curriculum and
syllabus, the instructional material, the English teaching activities and also the evaluation. The method used was descriptive evaluative because the writer
described the condition of teaching implementation on some Private Junior High School at Ciputat sub district. The result of this study was that the teachers in nine
private Junior High Schools qualified as English teacher, even the curriculum used was curriculum 2006, the teacher’s preparation, the teaching implementation,
and the evaluation were below standard of curriculum 2006. Similar study about interpersonal relationship and academic motivation
between teacher and student conducted by Marie-Christine Opdenakker, et.al.
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The study aimed to investigate the link between teacher-student interpersonal behaviour and academic motivation across the school year. The methods used was
mixed method: descriptive statistics to describe the result of teacher-students interpersonal relationship, while academic motivation was measured by
questionnaires. The result of this study was that the higher the influence of teacher, the better the autonomous motivation of students.The autonomous
m otivation is related to teacher’s guidance in learning.
Based on the previous studies, the writer would like to conduct the study by the title “An Investigation of Effective Teaching at Three State Islamic Junior
High Schools in DKI Jakarta Based on the Dynamic Model”. The study aims to
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Yova Tri Wahyuni, “The Implementation of English Teaching at Odd Semester of Some
Private Junior High School in Ciputat Subdistrict Based on 2006 School Level Syllabus ”. Skripsi
at UIN Syarif Hidayatullah Jakarta, Jakarta, 2009, pp. 1 – 41, Unpublished skripsi.
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Opdenakker, et al., op.cit., pp. 1 - 25.
