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

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

II

NIP.

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF TARBTYAH AND TEACHERS' TRAINING

SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY JAKARTA

201s Approved by the Advisor I

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

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SECRETARY

EXAMINERI

: Drs. Svauki.

ii.

Fd.

NIP. 19641212 199103 1 002

: Zaharil Anasy, M. Hum. NIP. 19761007 200710 1 002

: Zaharil Anasy. M. IIum. NIP. 19761007 2007fi 1, 002

NIP.

Acknowledged By

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EXAMINER

II

: Ertin. MA. TESOL

Dean of T Facultv

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.

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 “PelatihanPenguatan 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

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

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

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

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

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

LIST OF TABLES

Page

[image:12.595.152.444.275.558.2]

Table 4.1 The Measurement of Teaching Effectiveness (TE) ...40

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

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).

2

SAINS Indonesia, Budaya Inovasi di Finlandia Patut Ditiru, www.sainsindonesia.co.id. (retrieved on December, 26th 2014).

3

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

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

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

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

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

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 five-year-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

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

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

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

Ko, op. cit., p. 6.

14

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

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

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

long-lasting 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

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 e-Library, 2005), p. 4.

23

Cheryll M. Adams and Rebecca L. Pierce, Characteristics of Effective Teaching, p. 1.

24

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

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

Joyce and Berj Harootunian, op. cit, p. 94.

27

Daniel Muijs and David Reynolds, Effective Teaching, (London: SAGE, 2001), pp. 30 – 32.

28

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

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

this knowledge, and then develop new ideas. Good questioners must be skilled in

formulating good questions: Question must be asked at the appropriate level. They

must be of the appropriate type and must be worded properly. Moreover, the kinds

of questions asked, the way they are asked, and the responses given affect both the

self-esteem of the students and their participation.31

Effective teachers usually raise questions that few students can answer

correctly or that have no single correct answer at all. Questions may be

categorized as being “narrow” or “broad”. Narrow questions usually ask for only

factual recall or specific correct answer, whereas broad questions seldom can be

answered with a single word. Moreover, broad questions do not have one correct

answer and call on students to reach beyond simple memory. Broad questions

prompt students to use the thinking process in formulating answers. Both narrow

and broad questions contribute to the learning process.

As an effective teacher, you must ask the right types of questions. There

are three types of questions:32

a. Focusing questions, which may be factual, empirical, productive, or

evaluative, are used to direct student attention. Focusing questions can

determine what has been learned by students, motivate and arouse

student interest at the start of a lesson or during the lesson, stimulate

involvement and check understanding during a lesson, and check

students’ understanding of lesson material at the close of a lesson.

b. Prompting Questions use clues that help students answer questions or

correct initially inaccurate responses. Thus, a prompting question is

usually a rewording of the original question-with clues added.

c. Probing Questionsaim at correcting, improving, or expanding a student’s

initial response. They compel the students to think more thoroughly

31

Moore, op. cit., p. 303.

32

about the initial response. Probing questions can be used for correcting

an initial response, eliciting clarification, developing critical awareness,

or refocusing a response.

Certain techniques associated with asking questions tend to increase the

quantity of and enhance the quality of the students’ responses.33

a) Redirecting

Redirecting is a technique that is useful for increasing the amount of

student participation. It allows you to draw students into a discussion by asking

them to respond to a question in light of a previous response from another student.

b) Wait Time

Students need time for thinking and pondering the responses they will

give to your questions. Research by Rowe (1974a, 1974b, 1978), however, has

shown that teachers wait, on average, only about 1 second for students to give an

answer. Rowe’s research also revealed that when teachers learned to increase wait

time from 3 to 5 seconds, the following results occurred such as student response

time increased, failure to respond tended to decrease, students asked more

questions, unsolicited responses tended to increase, and student confidence

increased.

c) Halting Time

When presenting complex material, you need to learn to halt in what you

are saying and give students time to think. This pause is referred to as halting

time.

d) Reinforcement

Your reinforcement-that is, your pattern of positive reaction- will have a

powerful effect on the direction of the interaction in the classroom. Rewards and

praise often encourage students to participate. Phrases such as “Fine answer,”

33

“Great,” “What an outstanding idea,” and “Super” may be used when rewarding students’ correct answers. Reinforcement is often a good idea, but the too -frequent application of reinforcement can negate the benefits of using wait time.

You should allow as many students as possible to respond to the question, then

reinforce all of them for their contributions. You can always return to the best

answer for further comment.

4. Teaching-modeling

The term teaching model is used to describe an overall approach to or

plan for instruction. The attributes of teaching models are a coherent theoretical

framework, an orientation toward what students should learn a specific teaching

procedures and structures.34

Modeling is a powerful motivational technique in which people whom

students admire demonstrate (nonverbally) the values and behaviors they want

students to acquire.35 The most notable model in most classrooms will be the

teacher. The enthusiasm and sense of wonder you show for learning will often be

passed on to students. Consequently, if you appear interested and excited about a

lesson, students often become transfixed, eager to find out what is so interesting.

Indeed, research suggests that enthusiastic teachers produce higher academic

achievement by students.

Effective teachers may either present a strategy with clarity or invite

students to explain how they solve a problem and subsequently use that

information for promoting the idea of modeling.

5. Application

This strategy focuses on learning activities that students are expected to

perform. It refers to some parts of the lesson, to the whole lesson, or even to a

series of lessons. Actually, in this part the students are expected to perform.

34

Arends, op. cit., p. 25.

35

6. Teacher role in making classroom a learning environment

This strategy looks at different strategies that the teacher uses in order to

keep different groups of students involved in the classroom interactions. It refers

to the teacher’s contribution in creating a learning environment in his or her

classroom, and five elements of the classroom as a learning environment are taken

into account: teacher-student interaction, student-student interaction, students’

treatment by the teacher, competition between students, and classroom disorder.

7. Management of time

Management of time is one of the most important indicators of a

teacher’s ability to manage the classroom in an effective way. Effective teachers are expected to organize and manage the classroom environment as an efficient

learning environment and thereby to maximize engagement rates.

8. Classroom Assessment

Assessment is seen as an integral part of teaching; formative assessment,

especially, is one of the most important factors associated with effectiveness at all

levels, especially at the classroom level.

Based on the opinions given by some experts, the researcher prefers to

use the effective teaching strategies from Creemers and Kyriakides because the

eight strategies of the dynamic model relate teacher behavior in the classroom

with student achievement gains.

B.

The Application of Effective Teaching Strategies

The importance of teaching, and of how teachers teach in their classroom,

is being recognized as of key importance in many ways. In this part, the

researcher will explain the application for each effective teaching strategy based

on Creemers and Kyriakides in the practice of teaching and learning process.36

36

1. Orientation

a. Starting the lesson with a review,

b. Practice of what was learnt during the previous lesson,

c. Refers to the purpose of the activities,

d. Refers to the stage at which an activity takes place,

e. Take other perspectives into account during the orientation tasks,

f. Encourage students to identify the teaching objectives.

2. Structuring

a. Beginning with overviews and/or review of objectives,

b. Outlining the content to be covered and signaling transitions between

lesson parts,

c. Calling attention to main ideas,

d. Reviewing main ideas at the end of the lesson.

3. Questioning techniques

a. Support the student to know something,

b. Suggest the students to get information,

c. Asses students’ skills of critical thinking,

d. It teaches the students to think critically.

4. Teaching-modeling

a. emphasize on applying a single strategy for a group of students,

b. emphasize on using multiple strategies for a group of students,

c. develop different strategies for a group of students,

d. Demonstrate the teacher’s opinion,

e. Demonstrate how the teacher wants the students to learn,

f. Demonstrate what the teacher want the student can do it too.

5. Applications

b. Emphasize the immediate exercise topics taught during the lesson,

c. Provided direct feedback at either individual or a group level,

d. Examine the number of purposes that have to be achieved,

e. Monitor and supervise during application activities.

6. Teacher role in making classroom as a learning environment

a. Refer to the number of interactions between teacher and students,

b. Attempt of teachers to create a businesslike and supportive

environment for learning,

c. Teacher’s ability to establish rules,

d. Persuade students to respect and use the rules,

e. Maintain them in order to create a learning environment.

7. Management of time

a. Opportunity to learn,

b. Time on task,

c. Organize the classroom environment,

d. Take into account the time allocated to different phases of the lesson.

8. Classroom assessment

a. Evaluate with various ways and from many sources,

b. Measure the knowledge and the student skill,

c. Require of applying the knowledge or experience,

d. Contextual assignment and relevant,

e. Process and product can measure.

C.

The Advantages of Effective Teaching Strategies

The advantages are specifically based on each factor of the Dynamic

Model which is related to the practice of teaching and learning process.37

37

1. Orientation

This strategy provides students to participate actively in the classroom. It

also may encourage students to identify the purposes that can be achieved by

carrying out a task and therefore increase their motivation towards a specific task,

or lesson, or series of lessons. Further, not only do the students get some benefits,

but the teacher also can find out to what extent pupils have grasped the content of

previous lessons, and therefore to what extent this content will need to be

re-taught.

2. Structuring

Structuring elements not only facilitate memorizing of the information but

allow for its apprehension as an integrated whole, with recognition of the

relationship between parts. It is expected that structuring tasks not only are clear

for students but also help them understand the structure of the lesson.38 Further,

this allow pupils to gain a sense of mastery over the content and will stop pupils

getting bored or losing the thread of the lesson. All this ensures not only that

pupils will remember better what they have learnt, but will help them to

understand more easily the content as an integrated whole, with recognition of the

relationships between the parts.39

3. Questioning techniques

This is the best way of checking pupils’ retention of material taught

earlier. Questioning allows the teacher to check her/his pupils’ understanding of

the lesson. Then, questioning allows pupils to practice and master the topic taught

before having to go on the next topic. The last one, answering questions allows

pupils to clarify their own thinking and understanding of the concept taught, and

makes them verbalize their thinking, especially if they are asked to explain the

method or knowledge they used to work out a particular answer. This will help

38

Ibid.

39

them develop verbal skills they will need not only in school but in the workplace

as well.40

4. Teaching-modeling

This strategy can help students to solve different types of learning

problems. This strategy may encourage students not only to use but also to

develop their own strategies for solving problems.

5. Applications

Application tasks can develop student’s learning by giving some activities

related to the teaching objectives.

6. Teacher role in making classroom as a learning environment

This strategy can help the teacher to solve a specific problem (e.g

classroom disorder, fights between students) or create an atmosphere that avoids

further existence of similar problems. Further, it can help teacher deals with

negative effects of competition. Furthermore, it can help students to see the

positive aspects of competition and avoid the negative one.

7. Management of time

This strategy can help the teacher to guide and maximize the learning time.

Not only is this strategy useful for the teacher, but it can provide students to do

and finish the application tasks on time.

8. Classroom assessment

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.

In general, it can be concluded that if the teachers practice the strategies of

effective teaching, it will make the teaching and learning process become more

40

interesting. Further, the students can be more motivated to involve in the process.

Furthermore, by applying those strategies, it can easier for both teachers and

students achieve the teaching objectives such as increasing the student

achievement and helping students to become autonomous learners. Consequently,

the teaching and learning process will be effective.

D.

Previous Studies

Related to the practice of effective teaching strategies, there are three

studies from Muhammad Yusup, Sukadi, and Reza Karimi, Fawzy Elbarbry with

Jeff Fortner which discussed the effective teaching in different ways.

First, the study came from Muhammad Yusup about “Strategi Efektif Pembelajaran Fisika: Ajaran Konsep”.41

In this paper, he was intended to explain

effective strategies applied in teaching physics which gave a conceptual

understanding before explaining mathematics formulas. As a result, he presented

three strategies which could help students developing their conceptual

understanding by using multi-representation, exploring broader context, and using

comparing and contrasting process. These strategies were based on the research in

terms of physics education.

Second, the study came from Sukadi about “Efektivitas Pengajaran Dalam Mencapai Kompetensi Siswa Sekolah Menengah Kejuruan”.42

In this paper, he

was intended to find out the relationship between insight teacher’s profession,

educational background, teaching experiences, teaching and learning task with the

effective teaching and students’ competence. In summary, the hypotheses showed

that there was a positive and significance connection between insight teacher’s

profession, educational background, teaching experiences, teaching and learning

task with the effective teaching and students’ competence.

Third, the study came from Reza Karimi, Fawzy Elbarbry, and Jeff Fortner

about “Integrative Student Learning: An Effective Team Learning Activity in a

41

Muhammad Yusup, “Strategi Efektif embelajaran Fisika: Ajaran Konsep”, Skripsi pada Program Studi Pendidikan Fisika FKIP Universitas Sriwijara, pp. 1 – 4.

42

Learner-Centered Paradigm”.43 The purpose of this study was that an Integrative

Student Learning (ISL) activity was developed with the intent to enhance the

dynamic of student teamwork and enhance student learning by fostering

critical-thinking skills, self-directed learning skills, and active learning. As a result, the

ISL activity was proven to be an effective learning activity that promotes

teamwork and integration of didactic pharmaceutical sciences to enhance student

learning of didactic materials and confidence in searching online library resources.

It was found that all of this can be accomplished in a short amount of class time

with a very reasonable amount of preparation.

Based on the studies above, it could be concluded that this study had

different intention with the three studies. The three studies just specifically

focused on strategies in teaching physics, pharmaceutical, and the relationship

between teacher’s background and teaching and students’ competence. However,

this study focused on the investigation of the practice of effective teaching

strategies of Dynamic Model such as orientation, structuring, questioning,

teaching-modeling, applications, teacher role in making classroom a learning

environment, management of time, and classroom assessment in the schools

which were categorized good by public because of the high mean score of English

subject in UN. The purpose of this study was that investigating whether the

teachers in three Islamic Senior High Schools in South Jakarta practice the

effective teaching strategies in their regular teaching practices. Therefore, the

researcher conducted the research about “An Investigation of the Practice of

Effective Teaching Strategies in three Islamic Senior High Schools in South

Jakarta”.

43

BAB III

RESEARCH METHODOLOGY

This chapter presents about the method of the research, the time and place

of the research, the sample and population, the instruments and techniques of

collecting data, the techniques of data analysis, and trust worthiness.

A.

The Method of the Research

Mix methods were used in this study, in which a survey (quantitative) and

classroom observation, documentation, and interview (qualitative) were

conducted. A mixed methods study involves the analysis of both quantitative and

qualitative data in a single study in which the data are collected sequentially, are

given a priority, and involve the integration of the data at one or more stages in

the process of research.1 There were four common mixed-methods designs such as

convergent designs, embedded designs, exploratory designs, and explanatory

designs.

Embedded designs were used in this study. In embedded designs, a

researcher collects both qualitative and quantitative within the same general time

frame. One general approach dominates, perhaps a qualitative approach, but more

often a quantitative one with the other approach serving in a secondary,

supplementary role.2 However, in this study, qualitative approach dominated and

quantitative one served as a supplementary role. Moreover, to make more

convincing conclusions, the researcher used triangulation that would be explained

clearly in part F.

1

Uwe Flick, Introducing Research Methodology, (London: SAGE, 2011), p. 189.

2

B.

The Time and Place of the Research

The researcher conducted the research from May, 7th up to June, 7th 2014,

in three Islamic Senior High Schools in South Jakarta. They were MAN 4 Jakarta,

MAN 11 Jakarta, and MAN 19 Jakarta.

C.

The Sample and Population

The sample of this study was ten English teachers at the first and the

second grade of three Islamic Senior High Schools in South Jakarta. The sample

was chosen by using proportional stratified sampling. This technique selects a

random sample from each stratum after identify the members of each stratum.3 In

this situation, the researcher took 6 out of 8 English teachers in MAN 4 Jakarta.

The researcher also took 3 out of 5 English teachers in MAN 11 Jakarta. In MAN

19 Jakarta, the researcher took 1 out of 3 English teachers. So, there were