SCOPE : JOURNAL OF ENGLISH LANGUAGE TEACHING - VOL. 08 ISSUE 02 (MARCH, 2024) 607-615



Journal of English Language Teaching
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DOI: http://dx.doi.org/10.30998/scope.v8i2.20285 Copyright ©2024
Research Article
An Analysis of Effective School Characteristics Practices in Schools
Syarif Faldy Syahputra
1
, Dedi Irwan
2
*, Sahrawi
3
, Muhammad Iqbal Ripo Putra
4

123
IKIP-PGRI Pontianak, Jl.Ampera No. 88. Pontianak, 78111, Indonesia

KEYWORDS
A B S T R A C T
Effective School;
Learning Environment;
Home-School Partnership;
Learning Organization.







The main objective of this research is to describe the intensity of the related
variables practices and its variations that occurred. This research uses a
quantitative approach with the survey research method. The subject of this
research was 26 schools in 8 regencies of West Kalimantan. In the process of
data collection, We used a close-ended questionnaire and the obtained data were
analyzed by using descriptive statistics and inferential statistics technique. We
also used Microsoft Excel Software and SPSS 26 in processing and analyzing
the obtained data. The findings indicated that the practices of the Learning
Environment and Learning Organization variables were frequently
implemented in most schools, reflecting a focus on school effectiveness.
However, the Home-School Partnership variable was less frequently practiced,
suggesting that schools faced challenges in achieving school effectiveness in
this aspect. We found the variations that occurred based on the region of origin
and school levels.
CORRESPONDING AUTHOR(S):
E-mail: *[email protected]



INTRODUCTION
Ensuring the quality of education, particularly within schools, is
crucial for the establishment of an effective learning environment
for students. Susanti et al., (2020) assert that education possesses
significant transformative potential, capable of shaping and
influencing the world, as it serves as a fundamental basis for
individuals' thoughts and actions. A high standard of education
facilitates the students' ability to acquire, comprehend, analyze,
and process knowledge more effectively. (Thangeda et al., 2016)
argue that the provision of appropriate and suitable support and
motivation to students is instrumental in promoting a favourable
educational quality. Eze, (2017) proposes various indicators of
good education quality, including students who are in good
health, well-nourished, prepared to learn, and supported by their
families; a learning environment that is secure, protective, and
equipped with adequate facilities; up-to-date content aligned with
the latest curricula and encompassing fundamental knowledge in
the realms of nature, society, and life; an instructional process
facilitated by skilled teachers who effectively manage the
classroom; and outcomes that yield positive knowledge, skills,
and attitudes.
To establish an effective learning environment, teachers, as
integral members of the learning organization, can engage in
collaboration with parents through a home-school partnership.
Both teachers and parents share a common objective of creating
an engaging learning environment and enhancing the academic
development of children. As such, teachers or schools, acting as
corporate entities, and parents, as relevant stakeholders, must
cultivate social capital with children to facilitate effective action.
Through the establishment of social capital among teachers,
parents, and children, trustworthiness can be fostered. Research
has shown that a high level of trustworthiness between actors and
corporate entities increases the likelihood of achieving more
favorable outcomes compared to situations with lower levels of
trustworthiness (Taufik & Dwiningrum, 2020).

SYARIF FALDY SYAHPUTRA, DEDI IRWAN , ET.AL/ SCOPE : JOURNAL OF ENGLISH LANGUAGE TEACHING – VOL. 08 ISSUE 02 (MARCH, 2024) 607-615

Syarif Faldy Syahputra, Dedi Irwan, et.al. DOI: http://dx.doi.org/10.30998/scope.v8i2.20285 608
This research focuses on three key factors of Effective School
Characteristics, namely Learning Environment, Home-School
Partnership, and Learning Organization (Sammons, Hillman, &
Mortimore, 1995). The selection of these factors was attributed to
the challenges encountered in accessing widely dispersed
samples in the West Kalimantan province, as well as the limited
time available for data collection. Consequently, this research
specifically examines these three factors within the broader
framework of Effective School Characteristics. Sammons,
Hillman, Mortimore, (1995) have identified a total of 11 factors
that characterized as an effective school, including Professional
Leadership, Shared Vision and Goals, Learning Environment,
Concentration on Teaching and Learning, Purposeful Teaching,
High Expectations, Positive Reinforcement, Monitoring
Progress, Pupil Rights and Responsibilities, Home-School
Partnership, and Learning Organization.
Thus, the main objective of this research is to find out about the
practices of Learning Environment, Home-School Partnership,
and Learning Organization in the related schools. this research
only describing the real condition that occurred in the related
schools regarding the practices of these variables as part of the
school effectiveness characteristics. moreover, We also want to
find out if there are any variations that occurred related to the
practices of these variables. We will see the variation based on
school’s Region of Origin and School Level differences. Besides,
this kind of research are still rarely conducted, especially in West
Kalimantan, Indonesia.
Along with the increasing number of studies which pinpoint the
signs of achieving good school performance, yet the knowledge
of such practices in the West Kalimantan Province (Indonesia)
specifically among various regions and levels of school remains
limited. In the past, a variety of studies have been conducted to
learn about the overall contexts that do not include the
investigation of local issues, which differentiate regions and
educational levels.
Several previous studies have been conducted by various Wes on
a similar theme. One such research, titled "School Effectiveness:
An Overview of Conceptual, Methodological and Empirical
Foundations”, was carried out by (Alfirević et al., 2016), and
“School effectiveness and improvement practices in excellent
schools in Malaysia and Brunei” by (Ghani et al., 2011). Other
Wes, such as Sapungan et. al., (2014), Susanti et al., (2020),
Ghenghesh & Abdelmageed, (2018), Ardianti 2022), Rahmadi et
al., (2010), Sholahuddin (2019), Suriansyah (2020) & Mahardika
(2019) have also contributed to the body of research on this topic.
Exploring the concept of effective schools can serve as a means
for learning organizations to enhance their overall quality, not
only in terms of student learning but also by fostering positive
working environments that facilitate socialization, collaboration,
and self-development among staff members. The involvement of
parents also plays a significant role in achieving effective schools,
as they can collaborate with teachers to monitor their children's
progress, exercising their rights in determining educational
choices.
METHOD
This research utilized a Quantitative Research Approach to
investigate the relationships between variables. This
approach involves the use of methods that generate
numerical data to measure the variables, which are
subsequently analyzed using statistical procedures (J. W.
Creswell, 2014). Within the Quantitative Approach, survey
research was employed, utilizing questionnaires with
questions that could be interpreted numerically to gather
data from the sample population (Ponto, 2015).
This research involved the participation of teachers from
26 schools located across 8 regencies in West Kalimantan.
According to (W. J. Creswell & Creswell, 2018), a sample
refers to a small group of individuals who are selected from
a larger population to analyze trends, thoughts, behaviors,
or characteristics. Therefore, the sample in this research
represents a subset of the population under research. The
data collection process included the involvement of 4
private schools and 22 state schools. The table of subject
can be seen below:
Table 1. Subject of Research
No Region
School
Code
Respondents
1 Kapuas Hulu Regency
S1 27
S2 13
2 Melawi Regency
S3 15
S4 15
S5 20
S6 10
3 Sanggau Regency
S7 10
S8 20
4 Landak Regency
S9 15
S10 15
5 Pontianak City
S11 8
S12 5
6 Kubu Raya Regency
S13 13
S14 15
S15 21
S16 9
S17 20
S18 10
7 Mempawah Regency
S19 20
S20 30
8 Sambas Regency
S21 9
S22 21
S23 30
S24 20
S25 29
S26 15
Total 435

In this research, the data collection tool employed was a
questionnaire, which is a commonly used method in
quantitative research. A questionnaire consists of a list of
questions designed by Wes to gather data from respondents
pertaining to the specific issue(s) being investigated (Rathi
& Ronald, 2022). The questionnaire utilized in this

SYARIF FALDY SYAHPUTRA, DEDI IRWAN, ET.AL. / SCOPE : JOURNAL OF ENGLISH LANGUAGE TEACHING – VOL. 08 ISSUE 02 (MARCH, 2024) 607-615

DOI: http://dx.doi.org/10.30998/scope.v8i2.20285 Syarif Faldy Syahputra, Dedi Irwan, et.al. 609
research was of the close-ended type, which means that it
provided pre-coded response options (with four pre-coded
options available). Respondents were required to select
their answers from the provided options (Taherdoost,
2022). The indicators used in the questionnaire were
adapted from (Irwan, 2019).
Descriptive statistics provide Wes with a systematic
approach to organize, summarize, and making sense of
quantitative data. This data analysis technique involves
presenting the data in the form of graphs, tables, or
statistical summaries. By using tables or graphics, large
datasets can be summarized numerically, allowing Wes to
obtain information and describe the findings through
frequencies, means, medians, and other statistical measures
(Howard, 2013). Descriptive statistics help define a
phenomenon by examining characteristics such as who,
what, where, when, and to what extent the phenomenon
occurs, thereby identifying data patterns (Susanna et al.,
2017). In this research, descriptive statistics are employed
to describe the practices of effective school characteristics
within several schools in West Kalimantan.
Table 2. Likert Scale
Mean Scores Categories
4.00 Very Frequently
3.00-3.99 Frequently
2.00-2.99 Less Frequently
0.00-1.99 Infrequently

Inferential statistics is a data analysis technique commonly
employed in quantitative research. It involves the inference
and establishment of connections between samples and
populations, enabling Wes to make estimations based on
samples and generalize those findings as representative of
the larger population. According to Sugiyono (2013),
Inferential statistic is a statistical method which using the
sample data to analyse a population. When estimating the
value of a sample, it is crucial to define a parameter using
selected variables as estimators. These variables are
determined prior to data collection, and the data is then
generated using these estimators to produce parameters
that are assumed to represent the values of the population
based on the sample. In this research, inferential statistics
are used to describe the variation (s) of the practiced
variables.
Table 3. Coefficient Correlation Interpretation
r count Interpretation
0.00-0.199 Very Low
0.20-0.399 Low
0.40-0.599 Medium
0.60-0.799 Strong
0.80-1.000 Very Strong
Source: Sugiyono (2010) in (Safitri, W, 2014)
RESULTS AND DISCUSSION
All the data that has been collected through the
questionnaire distribution were analysed with descriptive
statistics and inferential statistics method which using the
correlation test using SPSS 26 Software for windows, then
it was found some several variations of Learning
Environment, Home-school Partnership, and Learning
Organization in the related schools based on their Region
of Origin and School levels. Based on the explanation
above, inferential statistics in this research are used find
out the relationship whether school levels and region of
origin affect the practices of those three variables Practices
in schools.
The results of the data analysis are served by showing the
region of origin from each school, which are 8 different
regencies. Each different regency is symbolized with
different number from 1 to 8, where 1 for Kapuas Hulu
Regency, 2 for Melawi Regency, 3 for Sanggau Regency,
4 for Landak Regency, 5 for Pontianak City, 6 for Kubu
Raya Regency, 7 for Mempawah Regency and 8 for
Sambas Regency. The data analysis is served by showing
the region of origin of the school that varies in its
correlation on the Practice of the related variables. As for
the School level, each school level is symbolized with
different number from 1-3, where 1 is for Elementary, 2 is
for Junior School, and 3 is for High School.
Learning Environment

Table 4: Learning Environment based on Region of Origin
Mean
Std.
Deviation
N
r
count
Sig.
(2-
Tailed)
Region of
Origin
5.30 2.492 435
0.072
0.133
Variable 1 3.25 .577 435 0.133
**. *. Correlation is significant at the 0.05 level (2-
tailed).

On the table of above, it shows that the total respondents
are (N) = 435, which mean that the total respondents in are
perfectly match without any missing data with the result of
data collection. it is found that the Mean of Variable
Learning Environment practices as the first variable is 3.25
with standard deviation of 0.577, it means that the practices
of Learning Environment in most of the schools are on the
scale of Frequently (See Table 2). It is also obtained that
the Mean value of Region of Origin is 5.30 with the
standard deviation of 2.492. Moreover, the result of the
two-sided significance test (Sig.2-tailed) value is 0.133,
which is compared to the correlation significant level at
0.05. It is found that the significance test value is higher
than the correlation significant level, meaning these
variables are not significant. In order to prove it, the result
of Pearson Correlation (r count) will be compared with the
r-table (95%) (dk=n-2=433) and gained r-table= 0.0672. In

SYARIF FALDY SYAHPUTRA, DEDI IRWAN , ET.AL/ SCOPE : JOURNAL OF ENGLISH LANGUAGE TEACHING – VOL. 08 ISSUE 02 (MARCH, 2024) 607-615

Syarif Faldy Syahputra, Dedi Irwan, et.al. DOI: http://dx.doi.org/10.30998/scope.v8i2.20285 610
comparison of r-count with r table, it is found that the r-
count is higher than the r-table (0.072>0.0672), if r count
is higher than r table, it means that there is a correlation
between these variables. These below are the variation data
of Learning Environment practices in each Region of
Origins:
Table 5: Mean and Variations based on Region of Origin

According to the table above, there are no huge differences
on the practices of Learning Environment in each region of
origin. Every Region of Origin shows great frequency of
practices. There is only 1 variation that occurred in
Learning Environment Practices based on Region of
Origin, which is Frequently.

Table 6: Learning Environment based on School Levels
Mean
Std.
Deviation
N
r
count
Sig. (2-
Tailed)
School
Levels
2.31 .749 435
0.109
0.023
Variable_1 3.25 .577 435 0.023
**. *. Correlation is significant at the 0.05 level (2-
tailed).
On the table of above, it shows that the total respondents
are (N) = 435, which mean that the total respondents in are
perfectly match without any missing data with the result of
data collection. It is found that the Mean of Variable
Learning Environment practices as the first variable is 3.25
with standard deviation of 0.577, it means that the practices
of Learning Environment in most of the schools are on the
scale of Frequently (See Table 2). Based on School levels,
it is found that the Mean value is 2.31 with standard
deviation of 0.749. Moreover, the result of two sides
significance test (Sig.2-tailed) value is 0.023, which
compared to the correlation significant level at 0.05, it is
found that the significance test value is lower than the
correlation significant level, it means that these variables
are significant. In order to prove it, the result of Pearson
Correlation (r count) will be compared with the r-table
(95%) (dk=n-2=433) and gained r-table= 0.0672. In
comparison of r-count with r table, it is found that the r-
count is higher than the r-table (0.109>0.0672), if r count
is higher than r table, it means that there is a correlation
between these variables. These below are the variation of
Learning Environment practices in based on School
Levels:

Table 7:Mean and Variations based on School Levels
School Levels Mean Variation
Elementary School 3.32 Frequently
Junior School 3.31 Frequently
High School 3.18 Frequently

Based on the table above, there is also no huge differences
regarding the practice of Learning Environment based on
school levels. Each school level shows great response. it is
found that there is only 1 variation of Learning
Environment Practices based on school levels, which is
Frequently.
Home-School Partnership

Table 8: Home-School Partnership based on Region of Origins
Mean
Std.
Deviation
N
r
count
Sig. (2-
Tailed)
Region of
Origin
5.30 2.492 435
0.171
0.000
Variable 2 2.791 .551 435 0.000
**. *. Correlation is significant at the 0.05 level (2-
tailed).

On the table of above, it shows that the total respondents
are (N) = 435, which mean that the total respondents in are
perfectly match without any missing data with the result of
data collection. it is found that the Mean of Variable Home-
School Partnership practices as the second variable is 2.791
with standard deviation of 0.551, it means that the practices
of Home-School Partnership in most of the schools are on
the scale of Less Frequently (See Table 2). It is also
obtained that the Mean value of Region of Origin is 5.30
with the standard deviation of 2.492. Moreover, the result
of two sides significance test (Sig.2-tailed) value is 0.000,
which compared to the correlation significant level at 0.05,
it is found that the significance test value is lower than the
correlation significant level, it means that these variables
are significant. In order to prove it, the result of Pearson
Correlation (r count) will be compared with the r-table
(95%) (dk=n-2=433) and gained r-table= 0.0672. In
comparison of r-count with r table, it is found that the r-
count is higher than the r-table (0.171>0.0672), if r count
is higher than r table, it means that there is a correlation
between these variables. These below are the variation data
of Home-School Partnership practices in each Region of
Origins:
Region of Origin Mean Total Variation
1 3.25 Frequently
2 3.2 Frequently
3 3 Frequently
4 3.03 Frequently
5 3.15 Frequently
6 3.24 Frequently
7 3.4 Frequently
8
3.27 Frequently

SYARIF FALDY SYAHPUTRA, DEDI IRWAN, ET.AL. / SCOPE : JOURNAL OF ENGLISH LANGUAGE TEACHING – VOL. 08 ISSUE 02 (MARCH, 2024) 607-615

DOI: http://dx.doi.org/10.30998/scope.v8i2.20285 Syarif Faldy Syahputra, Dedi Irwan, et.al. 611
Table 9: Mean and Variation based on Region of Origin

Based to the table above, there are no huge differences on
the practices of Home-School Partnership in each region of
origin. Every Region of Origin shows similar responses
regarding the practices of this variable. There is only 1
variation that occurred in Home-School Partnership
Practices based on Region of Origin, which is Less
Frequently.

Table 10: Home-School Partnership based on School Levels
Mean
Std.
Deviation
N
r
count
Sig. (2-
Tailed)
School
Levels
2.31 .749 435
0.331
0.000
Variable 2 2.791 .551 435 0.000
**. *. Correlation is significant at the 0.05 level (2-tailed).

On the table of above, it shows that the total respondents
are (N) = 435, which mean that the total respondents in are
perfectly match without any missing data with the result of
data collection. it is found that the Mean of Variable Home-
School Partnership practices as the second variable is 2.791
with standard deviation of 0.551, it means that the practices
of Home-School Partnership in most of the schools are on
the scale of Less Frequently (See Table 2). It is also
obtained that the Mean value of School Levels is 2.31 with
the standard deviation of 0.749. Moreover, the result of two
sides significance test (Sig.2-tailed) value is 0.000, which
compared to the correlation significant level at 0.05, it is
found that the significance test value is lower than the
correlation significant level, it means that these variables
are significant. In order to prove it, the result of Pearson
Correlation (r count) will be compared with the r-table
(95%) (dk=n-2=433) and gained r-table= 0.0672. In
comparison of r-count with r table, it is found that the r-
count is higher than the r-table (0.331>0.0672), if r count
is higher than r table, it means that there is a correlation
between these variables. These below are the variation data
of Home-School Partnership practices in each School
Levels:

Table 11: Mean and Variation based on School Levels
School Level Mean Variation
Elementary School 3.06 Frequently
Junior School 2.92 Less Frequently
High School 2.61 Less Frequently

Based on the table above, it can be seen that there are
differences that occurred in the practice of Home-School
based on School Levels. In Elementary School, it shows
great response where this school level has practiced Home-
School Partnership within the scale of Frequently.
Meanwhile, in Junior and High school level, it shows
different responses, where both of this school level
practiced the Home-school Partnership within the scale of
Less Frequently.
Learning Organization
Table 12: Learning Organization Partnership based on Region of
Origins
Mean
Std.
Deviation
N r count
Sig. (2-
Tailed)
Region of
Origin
5.30 2.492 435
0.182
0.000
Variable 3 3.062 .433 435 0.000
**. *. Correlation is significant at the 0.05 level (2-tailed).

On the table of above, it shows that the total respondents
are (N) = 435, which mean that the total respondents in are
perfectly match without any missing data with the result of
data collection. it is found that the Mean of Variable
Learning Organization practices as the third variable is
3.062 with standard deviation of 0.433, it means that the
practices of Learning Organization in most of the schools
are on the scale of Frequently (See Table 2). It is also
obtained that the Mean value of Region of Origin is 5.30
with the standard deviation of 2.492. Moreover, the result
of two sides significance test (Sig.2-tailed) value is 0.000,
which compared to the correlation significant level at 0.05,
it is found that the significance test value is lower than the
correlation significant level, it means that these variables
are significant. In order to prove it, the result of Pearson
Correlation (r count) will be compared with the r-table
(95%) (dk=n-2=433) and gained r-table= 0.0672. In
comparison of r-count with r table, it is found that the r-
count is higher than the r-table (0.182>0.0672), if r count
is higher than r table, it means that there is a correlation
between these variables. These below are the variation data
of Learning Organization practices in each Region of
Origins:
Table 13: Mean and Variation based on Region of Origin
Region of Origin Mean Total Variation
1 2.49 Less Frequently
2 2.31 Less Frequently
3 2.85 Less Frequently
4 2.71 Less Frequently
5 2.77 Less Frequently
6 2.98 Less Frequently
7 2.975 Less Frequently
8 2.73 Less Frequently

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Syarif Faldy Syahputra, Dedi Irwan, et.al. DOI: http://dx.doi.org/10.30998/scope.v8i2.20285 612

Based on the table above, it can be seen that there are few
differences in the practice of Learning Organization as the
third variable based on region of origin. there are 2
variations that occurred, these are Less Frequently and
Frequently. The variation of Less Frequently occurred in
half of the region of origin and the rest of it are on the scale
of Frequently.
Table 14: Learning Organization based on School Levels
Mean
Std.
Deviation
N
r
count
Sig. (2-
Tailed)
School
Levels
2.31 .749 435
0.110
0.021
Variable
3
3.062 .433 435
0.021
**. *. Correlation is significant at the 0.05 level (2-tailed).

On the table of above, it shows that the total respondents
are (N) = 435, which mean that the total respondents in are
perfectly match without any missing data with the result of
data collection. it is found that the Mean of Variable
Learning Organization practices as the third variable is
3.062 with standard deviation of 0.433, it means that the
practices of Learning Organization in most of the schools
are on the scale of Frequently (See Table 2). It is also
obtained that the Mean value of School Levels is 2.31 with
the standard deviation of 0.749. Moreover, the result of two
sides significance test (Sig.2-tailed) value is 0.021, which
compared to the correlation significant level at 0.05, it is
found that the significance test value is lower than the
correlation significant level, it means that these variables
are significant. In order to prove it, the result of Pearson
Correlation (r count) will be compared with the r-table
(95%) (dk=n-2=433) and gained r-table= 0.0672. In
comparison of r-count with r table, it is found that the r-
count is higher than the r-table (0.110>0.0672), if r count
is higher than r table, it means that there is a correlation
between these variables. These below are the variation data
of Home-School Partnership practices in each School
Levels:

Table 15: Mean and Variation based on School Levels
School Level Mean Variation
Elementary School 3.08 Frequently
Junior School 3.14 Frequently
High School 2.97 Less Frequently

Based on the table above, it can be seen that there are
differences that occurred in the practice of Home-School
based on School Levels. In Elementary School and Junior
School, it shows great responses, where both of these
school levels are practicing the Learning Organization
variable on the scale of Frequently. Meanwhile, there is a
difference in High School, where the practice of Learning
Organization in this school level is on the scale of Less
Frequently.
We concluded that the intensity of Learning Environment
practices in 26 schools across 8 regencies of West
Kalimantan can be classified as Frequently. This finding
aligns with the Effective School Characteristics theory by
Sammons, Hillman, and Mortimore (1995), which
emphasizes the importance of a conducive learning
environment for school effectiveness. Similar results were
reported by Susanti et al. (2020), who found that a positive
learning environment enhances students' motivation and
learning outcomes. The consistency of these findings
across different studies suggests that a favorable learning
environment is a critical factor in achieving school
effectiveness.
However, the study also revealed that Home-School
Partnership practices were less frequently implemented,
which contrasts with the findings of Sapungan and
Sapungan (2014), who reported higher levels of parental
involvement in other contexts. This discrepancy might be
due to cultural differences or varying levels of parental
engagement in different regions. Further research is needed
to explore these variations and identify strategies to
enhance Home-School Partnerships in West Kalimantan.
Additionally, the frequent implementation of Learning
Organization practices supports the notion that
professional development and collaboration among staff
are essential for school effectiveness, as highlighted by
Nurkolis and Sulisworo (2018). The present study adds to
the existing literature by providing empirical evidence
from a less-studied region, thereby enriching the
understanding of effective school practices in diverse
educational contexts. It is suggested that these schools may
achieve effectiveness in their educational outcomes
because a favorable learning environment plays a crucial
role in facilitating effective schooling. This finding aligns
with previous research conducted by Susanti et al., (2020),
which revealed that a conducive, supportive, and positive
learning environment enhances students' motivation and
has a positive impact on their learning outcomes,
Region of Origin Mean Total Variation
1 2.93 Less Frequently
2 2.828 Less Frequently
3 2.99 Less Frequently
4 2.90 Less Frequently
5 3.06 Frequently
6 3.21 Frequently
7 3.194 Frequently
8 3.07 Frequently

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DOI: http://dx.doi.org/10.30998/scope.v8i2.20285 Syarif Faldy Syahputra, Dedi Irwan, et.al. 613
contributing to school effectiveness. Another research
conducted by (Nurkolis & Sulisworo, 2018) also supports
this notion, emphasizing the importance of a conducive
learning environment in enabling effective schooling. Such
an environment ensures that students receive adequate
support during their learning activities and experience
comfortable classroom conditions, as a healthy learning
environment positively influences students' outcomes.
The second variable under consideration in this research is
Home-School Partnership, which was assessed using the
same data collection tool and analysis technique as the first
variable. The data pertaining to this variable were obtained
from 26 schools located in 8 regencies of West
Kalimantan, which are relevant to the research context.
Upon analyzing the collected data, it was determined that
the Home-School Partnership practices in the participating
schools were predominantly categorized as Less
Frequently. This finding suggests that a majority of the
schools had limited engagement in Home-School
Partnership activities, which diminishes their potential to
achieve school effectiveness. Recognized as an essential
characteristic of effective schools, Home-School
Partnership has a significant role to play, as evidenced by
previous research conducted by Sapungan & Sapungan,
(2014) This research emphasized the positive impact of
parental involvement on students' academic success,
motivation, and overall outcomes.
The third variable examined in this research is Learning
Organization, which is recognized as one of the key
characteristics of effective schools according to Sammons
et. al., (1995). Similar to the first and second variables, the
third variable was assessed using the same data collection
tool, technique, and analysis method. Data were collected
from 26 schools located in 8 regencies of West Kalimantan
and analyzed using Descriptive Statistics. The analysis
revealed that a significant number of the participating
schools demonstrated a high level of intensity in practicing
the Learning Organization variable, indicating a frequent
occurrence of such practices. This outcome signifies that
the majority of the schools have effectively implemented
the Learning Organization approach, which is considered a
key characteristic of effective schools. This finding aligns
with the findings of a previous research conducted by
Nurkolis & Sulisworo, (2018), which highlighted the
importance of developing teachers' and staff's
professionalism to achieve school effectiveness.
Enhancing professionalism among school staff members
enables them to gain a deeper understanding of their roles
and responsibilities, ultimately contributing to school
effectiveness.
After conducting the data analysis, the We identified that
the most prevalent variation observed was classified as
Frequently. In terms of the Learning Environment variable,
this variation was evident across all regions of origin and
school levels. However, in the case of Home-School
Partnership, this variation was not observed across all
regions of origin but was only present at School Level (1).
In the context of Learning Organization, this variation
occurred in approximately half of the regions of origin,
including Pontianak City (5), Kubu Raya Regency (6),
Mempawah Regency (7), and Sambas Regency (8).
Additionally, this variation was found at School Level (1)
and School Level (2).
The second observed variation was classified as Less
Frequently. In relation to the Learning Environment
variable, this particular variation did not occur in any of the
regions of origin or school levels, as indicated by the mean
data being consistently higher than the scale of Less
Frequently, as previously explained. However, concerning
Home-School Partnership, this variation was present in all
regions of origin and two school levels, specifically School
Level (2) and School Level (3). In terms of the Learning
Organization variable, this variation was observed in four
regions of origin, namely Kapuas Hulu Regency (1),
Melawi Regency (2), Sanggau Regency (3), and Landak
Regency (4). Furthermore, this variation was identified at
School Level (3) within the school level category, based on
the data analysis conducted by the We.
Based on Region of Origin, either Learning Environment,
Home-School Partnership, and Learning Organization, the
practices of these variables were having differences even
in the same Region of Origin. For instance, in Sambas
Regency (1), Pontianak City (2), Kubu Raya (3), and
Landak (4), the practice of Home-School Partnership and
Learning Organization were on the scale of Less
Frequently, and Learning Environment were on the scale
of Frequently. Meanwhile, in Melawi (5), Sanggau (6),
Kapuas Hulu (7), and Mempawah (7), the practice of
Learning Environment and Learning Organization were on
the scale of Frequently, and the practice oh Home-School
Partnership were on the scale of Less Frequently. We
conclude that the practices of the related variables were
still having variation despite in the same region of origin.
Based on School Levels, the practices of Learning
Environment and Learning Organization were having the
same variation. Meanwhile, the practices of Home-School
Partnership were still varied even in the same school levels.
For example, in School Level (1), the practices of Learning
Environment, Home-School Partnership and Learning
Organization were on the scale of Frequently. On the other
side, in School Level (2), the practice of Learning
Environment and Home-school partnership were on the
scale of Less Frequently and Learning Organization on the
scale of Frequently. In School Level (3), the practices of
each Learning Environment, Home-School Partnership
and Learning Organization were on the scale of Less

SYARIF FALDY SYAHPUTRA, DEDI IRWAN , ET.AL/ SCOPE : JOURNAL OF ENGLISH LANGUAGE TEACHING – VOL. 08 ISSUE 02 (MARCH, 2024) 607-615

Syarif Faldy Syahputra, Dedi Irwan, et.al. DOI: http://dx.doi.org/10.30998/scope.v8i2.20285 614
Frequently, which only have 1 variation. Thus, We
conclude that in School Level (1) and (3) only having 1
variation. Meanwhile in School Level (2), there were 2
variations at occurred at most, Less Frequently and
Frequently.
CONCLUSION
Based on the results and discussions, We conclude that the
practice of Learning Environment and Learning
Organization were already great, where those two variable
practices already reach the scale of Frequently, it means
that most of the schools have had practice this variable at
the school and fulfilled the key characteristics of effective
school. Meanwhile, the practice of Home-School
Partnership was still on the scale of Less Frequently, which
mean that most of the school were still not yet fulfilled the
practice of Home-School characteristics as part of the
effective school characteristics.
We also found out that the variations that came up the most
was Frequently and Less Frequently. This variation
occurred in all variables. Based on Region of Origin, either
Learning Environment, Home-School Partnership, and
Learning Organization, from the results, We conclude that
the practices of the related variables were still having
variations despite in the same region of origin. Based on
School Levels, the practices of Learning Environment and
Learning Organization were having the same variation.
Meanwhile, the practices of Home-School Partnership
were still varied even in the same school levels.
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