CHAPTER IV RESULT OF THE STUDY
The main objective of this chapter is to present the descriptive findings of the study, which concern the description of effective teaching based on the
dynamic models at three favorite State Islamic Junior High Schools in DKI Jakarta. This chapter will describe the teaching quality, the factors of teaching
quality, the perception of teachers, students, and observer; both the similarities and the differences, and the factors of teaching quality in detail.
A. The Teaching Quality
This section provides a summary of the main characteristic of the data, where teaching quality was the sum of all principles of effective teaching divided
by the total number of the items. To conclude the concept of teaching quality, the researcher combined all instruments such as both of the teachers
’ and students’ questionnaires, the observation instrument, and the interview. The mean score of
teaching quality in each group would be described to provide understanding of how each group differentiated. The result of the instruments could be seen as
follows:
Table 4.1 Mean Score of Teaching Quality
As reported in the table 4.1 that there were different perceptions between the teachers, the students, and the observer related to the teaching quality. The
teachers were rated much higher by the teachers’ questionnaires than by the students’ questionnaires and the observer. The score of teachers’ questionnaires
Data Teaching Quality
Teachers’ Questionairres 3.7
Students’ Questionairres 3.1
Observation Instrument 2.8
was 3.7; it was categorized that effective teaching principle based on the teachers were good at process of teaching and learning. The different score was 0.6
compared to the score of st udents’ questionnaires. In contrast, the scores of
teaching quality from the students’ questionnaires and the observation instrument were categorized as fair; even the scores were slightly different within gap 0.3. It
means that not only the students but also the observer were in line about the teachers related to the implementation of the effective teaching strategies at
process of teaching and learning. After interviewing some teachers, the writer got the data about the result of
teaching quality based on the teachers’ questionnaires. There were some factors
supporting data in teachers’ questionnaires. First, the concept of effective according to some teachers was about three factors: building the conducive
process of teaching and learning, mastering the material well, and doing evaluation of teaching and learning process continuously. Meanwhile, other
teachers revealed that the concept of effective is that how the teacher makes the students convenient to study and makes the material given understandable. This
opinion was supported by one of English teacher at MTsN 3 Jakarta, he said that effective teaching is that how the teacher could facilitate the students to learn the
meaningful activity, such as making project in group, doing presentation, listening, and watching movie. The teachers could bring those three schools to be
the five highest mean score of national examination from other State Islamic Junior High Schools in DKI Jakarta since 2012 until 2014. Unfortunately, the
observer still found some teachers focus on one activity in observation class which made students take long time to finish the activity, such as finding the
meaning of some English vocabularies among of listening, and reading activity. Second, the teachers revealed that they often applied the effective teaching
strategies at real teaching situation such as orientation, questioning, teaching modeling, application, classroom learning environment, management of time, and
assessment, except for structuring. The teachers rarely used the structuring stage
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