| Summary: | The practice of an effective teaching is an important effort in ensuring the quality of education in the country. Less effective teaching gives a huge impact in producing a good quality of humanity and well-known generation of al-Quran as expected by the Ministry of Education Malaysia. The aim of this study is to examine the effective teacher teaching of Tilawah Al-Quran among the Islamic Education Teachers (GPI) in the Government-aided Religious in Kelantan state in the aspect of induction sets, teaching developments, teaching methods, BBM usage and closing practice. This study also focus on the supporting that practices lead to the effectiveness in the teaching of al-Quran. This study is a survey that takes a qualitative approach and is supported by quantitative data. Five SABK Islamic Education teachers were chosen as respondents in the interview of the survey. The verbatim interview data was analyzed using the N'Vivo 8.0 software to identify the practice structure and the supporting element to the effectiveness in the teaching of al-Quran. In addition a total of 150 students from form four were chosen from sampling in order to observe the effectiveness of the practice teaching of al-Quran among GPISABK. The questionnaire instrument were used in collecting the data and were analyzed descriptively by using SPSS 20.0 software. Overall, the findings show that the effectiveness of the teaching in Tilawah al-Quran among GPISABK in terms of the induction set practice in relevance to the introduction of the title. Whereas, in terms of development in teaching. GPISABK more focuses on student involvements. From the aspect of using the BBM textbook as a main reference, the teaching method that used frequently in the teaching of Tilawah al-Quran in the Talaqqi Musafahah, and supporting element for the effectiveness of teaching in Tilawah Al-Quran of GPISABK in the teachers personality and good moral. The implications of this study resulted in the six effective practice models of GPISABK namely induction set Practice Model (MASIGPISABK) Teaching Development Model (MAPPGPISABK), Closing Implementation Practice Model (MAPPGPISABK), BBM Practice Model (MAPBBMGPISABK), Teaching Method Practice Model (MAKPGPISABK) and Personality Practice Model (MASGPISABK).
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