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CLASSROOM MANAGEMENT PROBLEMS
DURING THE SCHOOL PRACTICE PROGRAM
A SARJANA PENDIDIKAN THESIS
Presented as Partial Fulfillment of the Requirements
to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
Bonaventura Estu Parasdya
Student Number: 111214110
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2015
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CLASSROOM MANAGEMENT PROBLEMS
DURING THE SCHOOL PRACTICE PROGRAM
A SARJANA PENDIDIKAN THESIS
Presented as Partial Fulfillment of the Requirements
to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
By
Bonaventura Estu Parasdya
Student Number: 111214110
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2015
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STATEMENTS OF WORK’S ORIGINALITY
I honestly declare that this thesis, which I have written, does not contain the work
or parts of the work of other people, except those cited in the quotations and
references, as a scientific paper should.
Yogyakarta, July 29, 2015
The writer
Bonaventura Estu Parasdya
111214110
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LEMBAR PERNYATAAN PERSETUJUAN
PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS
Yang bertanda tangan di bawah ini, saya mahasiswa Universitas Sanata Dharma:
Nama : Bonaventura Estu Parasdya
Nomor Mahasiswa : 111214110
Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan
Universitas Sanata Dharma karya ilmiah saya yang berjudul:
CLASSROOM MANAGEMENT PROBLEMS
DURING THE SCHOOL PRACTICE PROGRAM
Beserta perangkat yang diperlukan (bila ada). Dengan demikian saya memberikan
kepada Perpustakaan Universitas Sanata Dharma hak untuk menyimpan,
mengalihkan dalam bentuk media lain, mengelolanya dalam bentuk pangkalan
data, mendistribusikan secara terbatas, dan mempublikasikan di internet atau
media lain untuk kepentingan akademis tanpa perlu meminta izin dari saya
maupun memberikan royalty kepada saya selama mencantumkan nama saya
sebagai penulis.
Demikian pernyataan ini saya buat dengan sebenar-benarnya.
Dibuat di Yogyakarta
Pada tanggal: 29 Juli 2015
Yang menyatakan
Bonaventura Estu Parasdya
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ABSTRACT
Parasdya, B. E. (2015). Classroom Management Problems during the School
Practice Program. Yogyakarta: English Language Education Study Program,
Sanata Dharma University.
School Practice Program (PPL) is a compulsory subject in the English
Language Education Study Program Sanata Dharma University. The subject
requires practice teaching students to do real classroom management which is
challenging. The main reason underlies why this research is conducted is that
practice teaching students as beginner teachers have possibility to experience
classroom management problems. Finding the problems and the solutions will
surely help practice teaching students do a better practice and be ready with their
profession as early as possible.
Therefore, this research aimed to answer two research problems. The
research problems are (1) what are the ELESP practice teaching students’
classroom management problems during the School Practice Program? (2) what
are the solutions to the ELESP practice teaching students’ classroom management
problems during the School Practice Program?
To answer the research problems above, the researcher used a quantitative
method in the form of descriptive research. The instruments were a questionnaire
and an interview. The questionnaire which consisted of close-ended statements
and an open-ended question was used to answer the first research problem. On the
other hand, the interview was used to answer the second research problem. After
distributing the questionnaire to 44 respondents and analyzed what the practice
teaching students’ classroom management problems were, the researcher
conducted an interview with 4 interviewees in order to find the solutions to the
problems found.
Based on the data gathered, most of the practice teaching students gave
positive responses on the close-ended statements. From the four classifications of
classroom management components, the researcher found that management of
discipline was the only classification received negative responses. Besides, the
open-ended question generated other problems. As a result, a total of eight
problems were found based on the questionnaire analysis and were categorized
into teacher factors, student factors, and school factors. Furthermore, the major
solutions to the problems were setting rules, designing interesting learning
activities, approaching directly, and giving caution and reward. Finally, the
researcher also gave recommendations for ELESP lecturers, future practice
teaching students, and future researchers.
Keywords: classroom management, practice teaching student, School Practice
Program
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ABSTRAK
Parasdya, B. E. (2015). Classroom Management Problems during the School
Practice Program. Yogyakarta: English Language Education Study Program,
Sanata Dharma University.
Program Pengalaman Lapangan (PPL) merupakan mata kuliah wajib di
Pendidikan Bahasa Inggris (PBI), Universitas Sanata Dharma. Program tersebut
mewajibkan para siswa praktikan untuk menjalankan manajemen kelas secara
nyata yang menantang. Alasan utama mengapa penelitian ini dilaksanakan
adalah siswa-siswa praktikan sebagai guru pemula mempunyai kemungkinan
untuk mengalami masalah-masalah manajemen kelas. Menemukan masalah-
masalah dan solusinya tentu akan membantu para siswa praktikan menjalankan
latihan pengajaran yang lebih baik dan lebih cepat siap menjalani profesinya
sebagai guru.
Oleh karena itu, penelitian ini bertujuan untuk menjawab dua rumusan
masalah. Dua rumusan masalah tersebut adalah (1) apa masalah-masalah
manajemen kelas yang dialami para siswa praktikan PBI selama menjalani
Program Pengalaman Lapangan? (2) apa solusi-solusi untuk menyelesaikan
masalah-masalah manajemen kelas yang dialami para siswa praktikan PBI
selama menjalani Program Pengalaman Lapangan?
Guna menjawab rumusan masalah tersebut di atas peneliti menerapkan
metode kuantitatif berbentuk penelitian deskriptif. Instrumen dari penelitian ini
adalah kuesioner dan wawancara. Kuesioner yang terdiri dari close-ended
statements dan open-ended question pada penelitian ini digunakan untuk
menjawab rumusan masalah yang pertama. Di samping itu, wawancara
digunakan untuk menjawab rumusan masalah yang kedua. Setelah membagikan
kuesioner kepada 44 responden dan menganalisis masalah-masalah manajemen
kelas apa saja yang dialami para siswa praktikan, peneliti melaksanakan
wawancara kepada 4 narasumber guna menemukan solusi-solusi untuk masalah-
masalah yang ditemukan.
Berdasarkan data yang terkumpul, kebanyakan siswa praktikan
memberikan respon positif pada close-ended statements. Dari empat klasifikasi
komponen manajemen kelas, peneliti menemukan bahwa manajemen kedisiplinan
adalah satu-satunya klasifikasi yang memperoleh respon negatif. Di samping itu
open-ended question memperoleh masalah-masalah yang lainnya. Pada hasilnya,
sebanyak 8 masalah ditemukan berdasarkan analisis kuesioner dan dikategorikan
menjadi faktor guru, faktor siswa, dan faktor sekolah. Kebanyakan dari solusi
untuk masalah-masalah tersebut adalah membuat aturan-aturan, mendesain
aktivitas-aktivitas pembelajaran yang menarik, mendekati secara langsung, dan
memberikan peringatan serta penghargaan. Peneliti juga memberikan saran-
saran bagi dosen PBI, calon praktikan, dan calon peneliti.
Kata kunci: classroom management, practice teaching student, School Practice
Program
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ACKNOWLEDGEMENTS
First of all I would like to thank Jesus Christ for making all things
possible. I thank Him for giving me blessing and salvation in doing my thesis.
Secondly, I would like to express my greatest gratitude to my thesis
advisor, Barli Bram, M.Ed., Ph.D for his feedback, suggestions, corrections,
support, kindness, patience, and time. I thank him for all his guidance in my
process of working on my thesis.
Thirdly, I dedicate this thesis to my parents, FL. Sumidi and Valentina
Sukasmi and my three younger brothers, namely Anggung, Krisfian, and Arga. I
would like to thank them for supporting me, especially my parents who provide
me what I needed to finish my thesis.
Fourthly, I do not forget to express my special gratitude to my beloved
girlfriend, CL. Sinta. I would like to thank her for telling and encouraging me to
work on my thesis and do consultation with my thesis advisor during the holiday.
I thank her for her encouragement, support, and love that motivate me.
Lastly, I would like to express my gratitude to all my friends in PBI 2011,
especially my classmates for sharing the spirit to finish my study soon. Besides, I
would like to express my gratitude to all people who helped me in doing my thesis
that I could not mention them one by one. I thank them for every contribution,
both direct and indirect, to my thesis.
Bonaventura Estu
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TABLE OF CONTENTS
Page
TITLE PAGE ......................................................................................................... i
APPROVAL PAGES ............................................................................................ ii
STATEMENT OF WORK’S ORIGINALITY .................................................. iv
PERNYATAAN PERSETUJUAN PUBLIKASI .................................................... v
ABSTRACT .......................................................................................................... vi
ABSTRAK ............................................................................................................. vii
ACKNOWLEDGEMENTS ............................................................................... viii
TABLE OF CONTENTS ..................................................................................... ix
LIST OF TABLES ............................................................................................... xi
LIST OF APPENDICES .................................................................................... xii
CHAPTER I. INTRODUCTION ......................................................................... 1
A. Research Background ..................................................................................... 1
B. Research Problems ......................................................................................... 4
C. Problem Limitations ....................................................................................... 4
D. Research Objectives ....................................................................................... 5
E. Research Benefits ........................................................................................... 5
F. Definition of Terms ........................................................................................ 6
CHAPTER II. REVIEW OF RELATED LITERATURE ................................ 8
A. Theoretical Description .................................................................................. 8
1. Effective Teacher ........................................................................................ 8
2. Classroom Management ........................................................................... 12
3. Recent Research on Classroom Management........................................... 21
B. Theoretical Framework ................................................................................. 22
CHAPTER III. RESEARCH METHODOLOGY ........................................... 25
A. Research Method .......................................................................................... 25
B. Research Setting ........................................................................................... 26
C. Research Subject .......................................................................................... 26
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D. Research Instruments and Data Gathering Techniques ................................ 27
1. Research Instruments ................................................................................ 27
2. Data Gathering Techniques ...................................................................... 29
E. Data Analysis Technique .............................................................................. 30
F. Research Procedure ...................................................................................... 31
CHAPTER IV. RESEARCH RESULTS AND DISCUSSION ....................... 34
A. The Classroom Management Problems ........................................................ 34
1. Data Presentation ...................................................................................... 34
2. Discussion ................................................................................................. 39
B. The Solutions to the Classroom Management Problems ............................. 47
1. The Solutions to the Problems Arising from Teacher Factors ................. 49
2. The Solutions to the Problems Arising from Student Factors .................. 50
3. The Solutions to the Problems Arising from School Factors ................... 54
4. Important Things in Dealing with Classroom Management Problems .... 56
CHAPTER V. CONCLUSIONS AND RECOMMENDATIONS .................. 58
A. Conclusions .................................................................................................. 58
B. Recommendations ........................................................................................ 60
REFERENCES ..................................................................................................... 62
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LIST OF TABLES
Table Page
1.1 The Percentage Results of Questionnaire Number 1-4 …………..….………35
1.2 The Percentage Results of Questionnaire Number 5-8 ………..…….……....36
1.3 The Percentage Results of Questionnaire Number 9-11 ……..……….……..37
1.4 The Percentage Results of Questionnaire Number 12-15 …………..….……38
1.5 The Classroom Management Problems based on the Questionnaire. ……….47
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LIST OF APPENDICES
APPENDICES ....................................................................................................... 64
Appendix A: Questionnaire Blueprint ................................................................... 65
Appendix B: Questionnaire .................................................................................... 67
Appendix C: Questionnaire Results ....................................................................... 69
Appendix D: Interview Questions .......................................................................... 74
Appendix E: Interview Results .............................................................................. 75
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CHAPTER I
INTRODUCTION
This introductory chapter consists of six sections, namely the research
background, the research problems, the problem limitation, the research
objectives, the research benefits, and the definition of terms. In the research
background, the researcher discusses the introductory section why this research is
conducted. In the second section, the researcher generates two research problems
in order to limit the study. The problem limitation is also included to avoid a
wider discussion of problem. In the next section, the research objectives are
discussed to understand the major objectives of this research. Moreover, the
researcher also explains the benefits of this research. The last section, the
definition of terms, is purposed to avoid ambiguous meaning in this research.
A. Research Background
School Practice Program is a compulsory subject for all students of the
English Language Education Study Program of Sanata Dharma University. After
accomplishing Micro Teaching subject, students can take this subject in the next
semester. However, it is very different from Micro Teaching subject in which
students practice teaching their classmates and lower grade students. School
Practice Program requires practice teaching students to teach real students in a
certain Junior or Senior High School. From the difference between School
Practice Program and Micro Teaching subject, it can be seen that School Practice
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Program is a kind of new challenge for ELESP students since it requires them to
practice teaching in the real context called classrooms.
Despite this new challenge, the researcher believes that School Practice
Program is not enough for ELESP students to acquire real teaching management.
While teacher preparation programs are dedicating more time to the study of
classroom management and working with challenging students, such programs
alone cannot successfully address the myriad issues that teachers face in
motivating students and addressing student behavior problems (Wiseman & Hunt,
2014). Practice teaching students have to spend more time after they have entered
the profession. Teachers themselves must remain active learners and continue to
develop their skills in working with their students to develop classrooms that are
active, positive, safe, and successful learning environments (Wiseman & Hunt,
2014).
In addition, motivating students and managing students’ behavior are
challenges of critical importance to today’s teaching profession. Therefore, it is
important for practice teaching students to be ready with their profession as early
as possible. In relation to the issue, the researcher aims to find out the classroom
management problems during the School Practice Program. The reason why
focusing on classroom management is that it is an important aspect to succeed
learning goals in teaching. As stated in Olive and Reschly (2007), the ability of
teachers to organize the classroom and manage behavior of their students is
critical to achieving positive educational outcomes. They state that although it
does not ensure effective instructions but it establishes the environmental contents
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that make good instructions possible. It is also stated in Hue and Li (2008) that
how a teacher manages the classroom will have an important influence on whether
most of the time is spent on promoting learning or on confronting management
and discipline problems.
Despite the crucial term of classroom management, as beginner teachers,
practice teaching students have to deal with real teaching management such as
managing learning, managing discipline, and other teaching activities they are not
accustomed to. As stated in Quanglia (1989), classroom management is the most
seriously perceived problems of the beginning teacher. As a result, practice
teaching students who can be considered as beginner teachers will certainly
experience problems and it is important for them to be capable of managing
classroom to make effective instructions possible.
Since practice teaching students who can be considered as beginner
teachers are likely to experience problems in dealing with classroom management,
the researcher aims to find out the problems. Besides finding the problems, the
researcher also aims to find the solutions to the problems. Finding the classroom
management problems during the School Practice Program and the solutions to
the problems will surely help practice teaching students increase their readiness on
their teaching profession as well as enable them to do a better practice. Therefore,
the aims of this research are to find the classroom management problems during
the School Practice Program and the solutions to the problems.
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B. Research Problems
In order to specify what the researcher aims to find out, two research
problems are generated:
1. What are the ELESP practice teaching students’ classroom management
problems during the School Practice Program?
2. What are the solutions to the ELESP practice teaching students’ classroom
management problems during the School Practice Program?
C. Problem Limitations
In relation to the two generated research problems, this research focuses on
the English Language Education Study Program of Sanata Dharma University
practice teaching students’ classroom management problems when they had the
School Practice Program. To limit a wider discussion, the researcher only focuses
on the classroom management problems and the solutions to the problems. In
addition, the researcher also limits this research by choosing the students of the
English Language Education Study Program batch 2011 who have taken the
School Practice Program, as the research subjects. Moreover, since the classroom
management problems and the solutions can be very general and cultural, the
researcher contextualizes them on the English Language Education Study
Program of Sanata Dharma University environment and the surroundings.
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D. Research Objectives
The researcher conducts this research in order to answer two research
problems. The first one is to find the English Language Education Study Program
practice teaching students’ classroom management problems during the School
Practice Program. Moreover, in regard to the second research problem, the
researcher tries to suggest the solutions to the problems found based on the first
research question.
E. Research Benefits
The research is expected to provide many significant benefits that will
enable to make better and efficient learning.
1. For lecturers of the ELESP, it will contribute to the learning and teaching
materials that enable students to do a better practice during their Micro
Teaching class regarding the problems found to improve their readiness before
taking the School Practice Program subject. The problems will increase
lecturers’ awareness in giving good and appropriate examples for students
regarding classroom management problems.
2. For practice teaching students, it will be a reference to make them aware of the
problems that they found during the School Practice Program and be a better
teacher in the future. Since they have taken the School Practice Program
subject, therefore it can be their time to reflect their experiences during their
past School Practice Program that will also increase their awareness to the
problems they had encountered.
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3. For future practice teaching students, it will enable them to prepare for
predictable problems that can possibly happen and occur in their future School
Practice Program. This research can be a reference to study those predictable
problems and it is expected that the same problems will no longer be problems
for future practice teaching students because this research also provides the
solutions.
4. For future researchers, this research can be used as a reference to conduct the
other research to find a more detailed finding as this research is a preliminary
study. Future researchers can use this research to gain findings about changing
of classroom management problems.
F. Definition of Terms
The researcher provides some definition of terms in order to make some
terms on this research clear and to avoid ambiguity and misinterpretation.
1. School Practice Program
School Practice Program is a compulsory subject for all students of the
English Language Education Study Program of Sanata Dharma University. It is
the continual subject from Micro Teaching subject. Through this subject, students
will experience real teaching management in a certain Senior or Junior High
School, which is done as the form of teaching practice.
2. Practice Teaching Students
Practice teaching students in this research refer to the students of the
English Language Education Study Program who have taken or are taking the
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School Practice Program subject. They are eighth semester students of the English
Language Education Study Program of Sanata Dharma University batch 2011.
Practice teaching students are the subjects of this research.
3. Classroom Management
Classroom management refers to teachers’ ability to organize the
classroom teaching and learning. It consists of two major abilities. The first one is
to manage what is done in the classroom and the second one is to manage
students’ behavior in teaching and learning activities. In this research, classroom
management is considered as the most important aspect in teaching because it
enables to make effective instructions possible.
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CHAPTER II
REVIEW OF RELATED LITERATURE
This chapter which consists of the theoretical description and theoretical
framework provides some theories related to this research. The theoretical
description provides some relevant theories and similar research. Meanwhile, the
theoretical framework provides a description about the contribution of the theories
on the theoretical description to the research.
A. Theoretical Description
This section reviews three parts. Those parts are the theories on an
effective teacher, the theories on classroom management, and the summary of
recent and similar research on classroom management problems.
1. Effective Teacher
The first part of the theoretical description is about an effective teacher.
The theories on an effective teacher are divided into three categories. Those
categories are: a) the definition of an effective teacher, b) the characteristic of an
effective teacher, and c) what makes an effective teacher effective.
a. Definition of an Effective Teacher
The definition of an effective teacher may vary because experts have their
own view to define how and what an effective teacher is. As cited in Darhim
(n.d.), an effective teacher is a teacher who can motivate students to learn and
increase their motivation to learn based on students’ willingness. In another
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definition, an effective teacher is a teacher who is obviously able to increase
his/her students’ knowledge (Clark, 1993). Moreover, as stated in Vogt (1984), an
effective teacher is a teacher who has the ability to provide instructions to
different students of different abilities while incorporating instructional objectives
and assessing the effective learning mode of the students. Therefore, an effective
teacher is needed just like what stated in Tauber (2007), no classroom
management technique will be effective for long if effective management and
engaging teaching are absent.
According to Stronge, Tucker, and Hindman (2000), an effective teacher is
a teacher who can adapt the changing in the school and navigate successfully
complexities of the classroom. The changing can be some changes in terms of
students, curriculum, building issues, colleagues, administrators, finances, health
and safety concerns, families, communities, and a host of other influences on the
daily lives of a teacher. Although those four definitions vary, the main point of an
effective teacher is alike. An effective teacher, from those definitions can be
concluded to be a teacher who can make students successfully achieve the goals of
learning using his/her own ways of teaching. Even the definitions of an effective
teacher are certainly different one to another, those definitions yield the same
general ability of what an effective teacher possesses, which is the ability to
enable students to achieve the goals of learning. Therefore, an effective teacher
can be defined as a teacher who can make students learn and understand what they
are progressively learning with his/her way and effectiveness of teaching.
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b. Characteristics of an Effective Teacher
From the various definitions of an effective teacher, the characteristics of
an effective teacher are also variant. According to Collins (1990), an effective
teacher is mentioned as having five characteristics. Those characteristics are an
effective teacher: 1) is committed to students and learning, 2) knows the subject
matter, 3) is responsible for managing students, 4) can think systematically about
their own practice, and 5) is a member of the learning community. Those
characteristics show that an effective teacher does not only master the subject to
teach but also needs to develop his/her competency by being a member of the
learning community. Other characteristics also show that an effective teacher is
the one who shall be responsible for managing students. Therefore an effective
teacher should think of two aspects, which are the mastery of the subject and
his/her students.
In addition, Stronge, Tucker, and Hindman (2002) suggest that an effective
teacher has six qualities. Those qualities are categorized into: 1) prerequisites of
an effective teacher, 2) a teacher as a person, 3) classroom management and
organization, 4) organizing for instruction, 5) implementing instruction, 6)
monitoring students’ progress and potential. One of the qualities is prerequisite of
an effective teacher. It is related to a professional teacher because it defines that
an effective teacher should have prerequisites which also include verbal ability,
content knowledge, educational coursework, teaching certification, and teaching
experience. However, the other qualities show the identical characteristics of an
effective teacher as stated previously.
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Similarly, Muijs and Reynolds (2005) mention an effective teacher is to
have these following characteristics: 1) having a positive attitude, 2) developing a
pleasant social/psychological climate in the classroom, 3) having high
expectations of what pupils can achieve, 4) communicating lesson clarity, 5)
practicing effective time management, 6) employing strong lesson structuring, 7)
using a variety of teaching methods, 8) using and incorporating pupil ideas, 9)
using appropriate and varied questioning.
Furthermore, according to Hue (2005), an effective teacher has common
approach to promoting classroom discipline. It includes these following features:
1) adopting effective approaches to teaching and learning, 2) having plans for
avoiding disruption, 3) establishing a positive relationship with students, 4) using
knowledge of individual students and the class to develop appropriate strategies
for discipline 5) being sensitive to the influence on classroom management factors
such as the student seating plan, the arrangements for floating classes, and the
examination schedule.
Moreover, Jones, Jenkin, and Lord (2006) have their own view about an
effective teacher. They find that an effective teacher has these characteristics: 1) a
professional but relaxed appearance, 2) using of exaggerated facial expressions,
e.g. a gaze or raised eyebrows, 3) confident and relaxed non-verbal behaviors, e.g.
relaxed shoulders, resting on one leg, sitting down when a pupil is standing, hands
loose – not clenched, 4) illustrative gestures to show how the class should
respond, 5) kneeling or getting down to the level of the child, 6) controlling
gestures, 7) smiling face, 8) self-pointing gestures, 9) calm and relaxed quality of
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voice for the majority of the time, and 10) resistance to pupil-instigated
interruptions.
c. What Makes an Effective Teacher Effective
An effective teacher can be effective or can be less effective. According to
Muijs and Reynolds (2005), there are factors influencing the teacher’s
effectiveness. They state that teaching methods are context specific, what is
needed for a teacher to be effective can vary depending upon factors such as: 1)
the type of activity in the lesson, 2) the subject matter, 3) the pupil backgrounds
(such as age, ability, gender, socio-economic status and ethnicity), 4) the pupils’
personal characteristics (such as personality, learning style, motivation and self-
esteem), and 5) the culture/organization of the department, and school . It can be
seen that the teacher’s effectiveness is influenced by some factors. The factors can
come from the students, the organization, and the teacher himself/herself.
2. Classroom Management
The second part of the theoretical description is about the theories on
classroom management. It includes six categories of classroom management.
Those categories are: a) the definition of classroom management, b) the
importance of classroom management, c) the goals of classroom management, d)
the factors influencing classroom management success, e) the issues on classroom
management, and f) the specific problems in managing classroom.
a. Definition of Classroom Management
Classroom management can also be defined differently from one to
another. As cited in Oliver and Reschly (2007), classroom management is the
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ability of a teacher to organize the classroom and manage behavior of his/her
students that is critical to achieving positive educational outcomes. Moreover, in
Yasar (2008), classroom management is defined as all efforts that a teacher takes
in order to maintain classroom activities including learning, social interaction, and
students’ behavior. Hue (2005) also mentions that classroom management refers
to the teacher’s actions which lead to the creation of a learning environment where
positive interpersonal interaction is promoted and effective learning is facilitated.
It aims to enhance the cognitive, personal and social growth of students,
developing in particular their self-motivation, self-understanding, self-control,
self-evaluation, and self-management.
Moreover, Hue (2005) characterizes classroom management into three
basic concepts. The first concept is managing classroom behavior which refers to
managing the actions or reactions of classroom participants. It is true that the
behavior of an individual is complex as it is controlled not just by the nervous
system but also by the social context in which she/he participates. The actions of
individual teachers and students form particular patterns of classroom behavior
that may need to be organized and control to create positive classroom behavior.
The second concept is disciplining which means the act of responding to
misbehaving students in an effort to restore and maintain order, authority, and
control. It is also considered to be a form of training, aimed at influencing
students’ moral and mental development in ways which promote self-control, self-
discipline, and self-management. The last concept is managing misbehavior which
refers to managing behavior that interferes with teaching, violating the right of
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other students to learn, and sometimes makes them feel psychologically
uncomfortable and physically unsafe. Nevertheless, Hue and Li (2008) also say
that classroom management is concerned not just with discipline and students’
behavior but, in a wider sense, can be considered a mean by which the broader
purposes of classroom life can be achieved.
Hue and Li (2008) also specify the term of classroom management into
smaller components. They state that classroom management can be very taxing,
especially for novice teachers and will be much easier to learn if it is broken down
into smaller components which include: 1) management of physical environment,
2) managing of learning, 3) classroom procedures and rules, 4) management of
discipline. Those components refer to what a teacher needs to manage in the
classroom. In other words, what a teacher needs to manage based on the four
components includes the class, the learning, the procedures and rules, and the
students. The description of four components of classroom management by Hue
and Li (2008) can be seen as follows:
1) Management of Physical Environment
Teachers need to create the best possible physical environment to ensure
that their students have a comfortable and pleasant atmosphere in which to learn
such as ensuring appropriate heating and ventilating, ensuring a good classroom
condition, enabling active participation from students by setting a good seating
arrangement.
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2) Management of Learning
Teachers must prepare learning objectives, select content, prepare teaching
and learning materials, and design activities with the goal of devising a curriculum
that meets their students’ diverse needs. It includes an effective planning, making
enjoyable and challenging learning, and giving effective instructions. In other
words, this management includes the ability to select appropriately what to teach
and how to teach.
3) Classroom Procedures and Rules
Teachers have to set guidelines for the smooth and efficient running of
classrooms as these are important for conveying their expectations, for
establishing classroom norms, and for “house-keeping” purposes. The house-
keeping purposes include entering and leaving the classroom, accessing to the
materials, talking and listening in the classroom, and passing out the exercise
books.
4) Management of Discipline
Apart from such guidelines, teachers need to set up a discipline system to
deal with difficult and bad behavior. It includes the need of direct intervention,
giving appropriate praise or reinforcement, and tolerating certain behavior.
Teachers do not only need to handle what disrupts the classroom activities but
also manage the students’ behavior that causes the disruption than ignoring the
misbehavior and let it happen.
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b. Importance of Classroom Management
Each individual has different characteristics, needs, and ability to learn. It
has been noted that classroom management skills are essential in the classroom
for a teacher to get anything done (Brophy & Evertson, 1976). Poplin et al. (2011)
also mention that classroom management skills are important factors in enhancing
students’ achievement and in schools successfully serving very diverse students.
Having good classroom management is important to enhance students’
achievement due to the fact of diverse students. As stated in Oliver and Reschly
(2007), the ability of a teacher to organize the classroom and manage behavior of
their students is critical to achieving positive educational outcomes. It becomes
clear that classroom management is an important aspect to enable students to
achieve the goals of learning. Moreover, from the importance of classroom
management, it can also be concluded that students’ success depends greatly on
how effective a teacher manages the classroom.
c. Goals of Classroom Management
Defining the goals of classroom management can also vary. It depends on
the focuses. According to Hue and Li (2008), there are two specific goals of
classroom management. Those specific goals are listed as follows:
1) Creating a Positive Learning Climate in the Classroom
Effective teaching and learning can take place only if there is good order
and a positive learning climate in the classroom which include supportive
students, respectful relation between students and a teacher, and between students
and students. Therefore, the goal of classroom management is to make effective
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teaching and learning in the classroom as it attempts to create a positive learning
climate in the classroom.
2) Promoting the Growth of Students
Classroom management is to promote the growth of students, in terms of
their personal, social, and emotional selves. There is a commonly held perception
that classroom management, particularly when it refers to discipline and
punishment, is related to reactive control and sterile practices. However,
classroom discipline shall never be considered in isolation from the students’
academic, personal, and social growth. This is because positive classroom
management has enormous potential to increase students’ motivation, learning,
self-esteem, and more specifically, positive disciplinary practices can give
students a sense of achievement and of control over their classroom behavior.
As indicated above, classroom management has two basic goals which
include creating and maintaining a positive learning climate and promoting
students’ whole-person growth. Moreover, it is also mentioned that positive
classroom management can increase students’ motivation, learning, and self-
esteem. A teacher has the ability to determine students’ success through his/her
classroom management. In other words, good classroom management can
maximize students’ achievement and learning opportunity and the maximization
will be based on how good a teacher manages the classroom and creates a
supporting learning climate.
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d. Factors Influencing Classroom Management Success
Some factors can influence classroom management success. The factors
can be either student or teacher factors or both factors. As mentioned in Kapalka
(2009), there are two factors that can influence classroom management success.
Those two factors are student factors and teacher factors. The description of the
factors can be seen as follows:
1) Student Factors
Some personality factors can exhibit students a difficult behavior. Of these,
impulsivity is the most notable. The more prone students to quick reactions
without much forethought, the more likely they are to misbehave. A teacher often
experience negative reactions when dealing with impulsive students. Those who
are not particularly impulsive possess the ability to think through the situation,
evaluate response choices and the consequences of each option, and select a
behavior that results in the most desired consequences. Unfortunately, individuals
who are impulsive spend little time thinking through the consequences of their
behaviors and act too quickly. Often, those actions result in negative
consequences that the individual does not anticipate, and the result is a negative
reaction, including frustration and anger. Impulsive students require exposure to
consistent consequences before they eventually begin to think before they act and
start to learn from previous experience. Dealing with impulsive students is often
difficult for a teacher to manage.
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2) Teacher Factors
The overwhelming majority of teachers are educator professionals who
want to help their students become smart and successful. When students’ behavior
interfere with teaching, this makes teachers frustrated because they feel that it
prevents them from accomplishing the goals of learning. When frustrated, many
teachers lose control over their own reactions and a conflict ensues. Consequently,
helping teachers manage their own reactions is an important component of
effective students’ behavior management.
e. Issues on Classroom Management
Discussing classroom management problems, it is closely related to
classroom discipline and students’ misbehavior. Both classroom discipline and
students’ misbehavior can influence classroom management success and create
classroom disruption (Pagliaro, 2011). It has been reported consistently that 95
percent of all classroom behavior problems consistently fall into the category of
class disruptions (Jones, 2000). Of these, 80 percent are talking problems such as
chatting with a friend, speaking out of turn, whispering, speaking loudly, or
calling out. The remaining 15 percent are movement problems such as passing
notes, tossing or shooting objects (paper airplanes, rubber bands, spitballs),
fooling around, gesturing, and getting out of the seat to go to the pencil sharpener
or the lavatory without permission.
The other 5 percent of problems in order of least to most severe include: 1)
goofing off. Students may be off tasks, daydreaming, doodling, sleeping, or doing
work not related to the lesson, 2) defying authority. Students refuse to do what the
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teacher wants, and may even become hostile in not cooperating with any school
activity, 3) moral issues. Students may be involved in stealing, cheating, lying, or
improper sexual activity, 4) aggression/violence. Students may physically or
verbally attack the teacher or another student. Carrying lethal weapons to the
school and dealing in or taking drugs are serious misbehavior that could disrupt
the entire school. Many of these students are subjected to severe problems. These
problems include homelessness, depression, tendency toward suicide, eating
disorders, alcoholic parents, attention deficit and hyperactivity disorder,
incarcerated parents, poverty, sexual and physical abuse, and the statistics
associated with these problem areas are shocking (Marzano, 2003).
Research has indicated that new teachers especially may lack the training
to handle more severe behavior and their causes as described above (Smart & Igo,
2010). Even if the teachers are experienced, they may not be able to handle more
serious problems as discussed above. A teacher therefore needs to consult with the
more experienced teacher in the school. From the issues discussed, it can be seen
that the primary or the more serious classroom management problems refer to
managing discipline than managing physical environment, learning, and also
procedures and rules of learning.
f. Specific Problems in Managing Classroom
In regard to classroom management, there are some common classroom
management problems that have been most frequently identified by teachers
(Veenman, 1984). Those common problems include: 1) classroom discipline, 2)
motivating students, 3) dealing with individual difference, 4) assessing students’
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works, 5) relationships with parents, 6) organization of class work, 7) insufficient
and/or inadequate teaching materials and supplies, and 8) dealing with problems
of individual students. These problems occur because of student factors and
teacher factors. Some problems occur outside of the teacher’s classroom
management ability such as students’ relationship with parents and different
students, while the other problems occurring is related to the teacher’s classroom
management ability.
3. Recent Research on Classroom Management
The third part of the theoretical description is about recent research on
classroom management. It includes a) the classroom management problems for
teaching assistants and b) the classroom management in Japanese EFL classroom.
a. Classroom Management Problems for Teaching Assistants
This research was conducted by Luo, Bellows, and Grady (2000). This
research aimed to find four research questions in which, one of them, included the
term of common classroom management problems. The respondents of this
research were 749 graduate students working as teaching assistants at the
University of Nebraska-Lincoln (UNL). A mailed survey questionnaire was used
in order to collect the data. Moreover, from the 749 respondents, the survey
yielded 304 usable responses. From those responses the researchers found some
common problems experienced by teaching assistants.
The problems themselves differed from different teaching assistants’
disciplines. Teaching assistants in soft pure disciplines (that includes such
disciplines as English, history, communication studies, classics, philosophy,
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psychology, sociology, and political science) reported the most problems than the
teaching assistants in hard disciplines. Nevertheless, those responses yielded
approximately the same problems which included: 1) the students challenge the
teacher’s comments or lecture, 2) the students are eating and/or drinking during
the class, 3) the students question or contradict the teacher during lecture, 4) the
students arrive late for the class, 5) the students monopolize the class discussions,
6) the students promote their own political/social agenda each time they speak, 7)
the students miss the class frequently, 8) the students make comments that are
offensive to the teacher/peer in the class, and 9) the students come to the class
unprepared.
b. Classroom Management in Japanese EFL Classroom
This research was conducted by Sakui (2007). One of the aims of this
research was to find teachers’ difficulties in managing Japanese EFL classroom
when teachers tried to teach English communicatively. All the participants chosen
for this research were members of a self-study group consisting of 30 Japanese
teachers of English. Interviews were used to collect the data. From the interviews,
some difficulties could be found included: 1) the spatial arrangement of the
classroom, 2) the students’ and the teachers’ expected roles, and 3) the cognitive
complexity activity.
B. Theoretical Framework
This research aims to find the English Language Education Study Program
practice teaching students’ classroom management problems during the School
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Practice Program and the solutions to the problems. The researcher explains the
theoretical framework as follows to show the contribution of each theory on the
theoretical description to the research.
The theory of an effective teacher is included on the theoretical description
to strengthen the sight of what an effective teacher looks like and should be in
relation to classroom management problems. The theory includes the definition of
an effective teacher, the characteristics of an effective teacher, and what makes an
effective teacher effective. It gives a general background of some characteristics
and criteria needed to possess by a teacher in order to be a successful classroom
manager. It is also described to compare briefly between the problems faced by
the practice teaching students and the relation to what extend an effective teacher
can make teaching become more effective.
Since this research is about classroom management problems, the
researcher includes the theory of classroom management. The definition of
classroom management is explained to give readers view about the basic concept
of classroom management. In addition, the researcher uses four components of
classroom management on the definition of classroom management to construct
the questionnaire of this research. The researcher also includes the theory about
the importance of classroom management, the goals of classroom management,
the factors influencing classroom management success, the issues on classroom
management, and the specific problems in managing classroom to give more
additional background for readers regarding the basic of classroom management,
its often-occurring problems, the factors of the problems, and the term that
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classroom management is important to the process of teaching and learning
activities.
Besides giving an additional background of classroom management, the
researcher notes the issues on classroom management, the specific problems on
classroom management in the theoretical description in order to understand
common problems on classroom management. Furthermore, the recent research
on classroom management is described and summarized on the theoretical
description to help the researcher understand common problems on classroom
management as well. In other words, the issues, the specific problems, and the
summary of the recent research on classroom management give the researcher
additional knowledge about common problems on classroom management before
the researcher constructs the questionnaire using four components of classroom
management.
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CHAPTER III
RESEARCH METHODOLOGY
This chapter discusses the methodology used in this research. It consists of
six sections, namely the research method, the research setting, the research
subject, the research instruments and data gathering techniques, the data analysis
technique, and the research procedure.
A. Research Method
This research aims to find the English Language Education Study Program
practice teaching students’ classroom management problems during the School
Practice Program and the solutions to the problems. Therefore the researcher used
descriptive research. As mentioned in Gall, Gall, and Borg (2003), descriptive
research is a type of quantitative research that involves in making careful
descriptions of educational phenomena. It is also stated that a research question
“what is” is very concerned with the term of descriptive study. Furthermore, the
researcher used a survey as the research design. Survey research is a type of
research in which a researcher can gain respondents’ opinion, belief, experience,
and perception (Fraenkel & Wallen, 2009). Considering the objectives of this
research, descriptive research that used a survey as the research design was the
most appropriate one to gain those insights. Moreover, the survey used in this
research was a cross-sectional survey because it collected information from
samples that have been drawn from a predetermined population.
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B. Research Setting
The research was conducted in the even semester of the 2014/2015
academic year. It took place at the English Language Education Study Program of
Sanata Dharma University and online by using a Google form questionnaire. The
researcher opened an online questionnaire on 26th
of June 2015 up to 2th
of July
2015. Since it received low responses, the researcher also distributed printed
questionnaires on 29th
of June up to 4th
of July 2015 at the English Language
Education Study Program environment and in the library of Sanata Dharma
University. Moreover, interviews were conducted on 4th
and 5th
of July 2015 at
PGSD Student Hall and the interviewees’ house.
C. Research Subject
In this research, the researcher selected the students of the ELESP who
have ever experienced the School Practice Program subject as the intended
subjects. In addition to the following requirement, therefore, the subjects of this
research were the students of the English Language Education Study Program
batch 2011 as the School Practice Program is offered in both seventh and eighth
semester. In choosing the respondents, the researcher used a convenience
sampling method. The reason why the researcher used a convenience sampling
method was because the students in the batch 2011 were in the last semester
which meant that most of them had not had credits left on subjects to take. It was
not doable for the researcher to use either a random sampling or a systematic
nonrandom sampling method.
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According to Fraenkel and Wallen (2009), at such time when it is
extremely difficult or sometimes even impossible to select either a random or a
systematic non-random sampling, a researcher may use a convenience sampling.
Nevertheless, before deciding to use the convenience sampling method, the
researcher also opened an online questionnaire on Google form which was shared
on the Facebook group of the ELESP students in the batch 2011. However, it
received low responses. In such impossibility to use either a random sampling or a
systematic nonrandom sampling method, the researcher decided to select the
convenience sampling as the sampling method along with the online questionnaire
which received low responses.
D. Research Instruments and Data Gathering Techniques
This section describes two research instruments used in this research and
the data gathering techniques. The research instruments are a questionnaire and an
interview. In addition, the data gathering techniques explain how the researcher
collected the data from the intended research subjects using the selected sampling
method.
1. Research Instruments
The instruments used in this research were a questionnaire and an
interview. The questionnaire was to answer the first research problem while the
interview was to answer the second research problem. The detailed description of
the instruments can be seen as follows:
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a. Questionnaire
The questionnaire in this research was to answer the first research problem.
As mentioned in Gall, Gall, and Borg (2003), a questionnaire can be used to
collect data about observable and indirectly observable phenomena. Moreover, a
questionnaire was effective enough to be used in survey research because it was
not time-consuming. The questionnaire to be used in this research consisted of
close-ended statements and an open-ended question. The close-ended statements
were designed based on the four components of classroom management by Hue
and Li (2008). It consisted of fifteen items to respond by ticking on a scale of
respondents’ preferences.
The scales on the close-ended statements were strongly disagree (SD),
disagree (D), agree (A), and strongly agree (SA). In addition, the part 2
questionnaire or an open-ended question was designed for respondents to write
other classroom management problems experienced that might not be listed in the
close-ended questionnaire or statements. It consisted of one question only.
The questionnaire was distributed into two forms. The first form was the
online questionnaire on Google form and the second one was the printed. The
validation of the online questionnaire was as high as the printed one. The
researcher made every item on the online questionnaire as “required question”. It
would make respondents not miss any item to respond. As a result, respondents
were required to include their names in filling in the online questionnaire.
Moreover, none of respondents would fill in the online questionnaire using fake
names as their names would be kept confidential.
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b. Interview
The second instrument used in this research was an interview. The use of
an interview on this research was to answer the second research problem, which
was the solutions to the problems found based on the first research problem. The
interview consisted of four questions. The first two questions were to recall
interviewees’ experience on their past School Practice Program. The other two
questions were to find the solutions to the problems found based on the
questionnaire.
2. Data Gathering Techniques
In order to investigate the English Language Education Study Program
practice teaching students’ classroom management problems during the School
Practice Program and the solutions to the problems, the researcher used a
questionnaire and an interview as the research instruments. The researcher opened
an online questionnaire which were responded by 10 random respondents as the
members of the intended research subjects. Despite the low responses on the
online questionnaire, the researcher also distributed printed questionnaires to 34
eighth semester students of the English Language Education Study Program of
Sanata Dharma University batch 2011 who have taken the School Practice
Program subject. The total respondents of the printed and the online questionnaire
were therefore 44 students.
Furthermore, the researcher also conducted an interview with four students
who were the members of 44 respondents who had filled in the questionnaire. The
researcher selected the interviewees based on their responses on the questionnaire.
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In other words, the questionnaire aimed to answer the first research problem,
which was about the classroom management problems, whereas the interview
aimed to answer the second research problem, which was about the solutions to
the problems found based on the first research problem
E. Data Analysis Technique
In analyzing the data based on the close-ended questionnaire, the
researcher used frequency agreements of strongly disagree (SD), disagree (D),
agree (A), strongly agree (SA). The researcher calculated the responses into
percentage in order to generate conclusion from the responses. In addition, the
researcher also calculated the average of the percentages had been calculated to
make generalization of each classification on the questionnaire. The researcher
calculated the response percentage using the formula .
RA represented the response average. Meanwhile, ∑responses represented the
total responses on the item and N represented the total respondents.
Nevertheless, the researcher also divided the statements on the close-ended
questionnaire into two types. The first type was a positive statement while the
second one was a negative statement. In the positive statement, the highest score
was strongly agree (SA) while in the negative statement was strongly disagree
(SD). Therefore, in each of the items, the point was ranged from 1 up to 4, in
which the score was 1 point if the answer was SD and 4 point if the answer was
SA for the positive statement and vice versa the negative statement. The results of
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the close-ended questionnaire were presented on tables to enable easier further
analysis and readers to understand the findings.
Differently, in analyzing the data based on the open-ended question, the
researcher presented them into a list of problems and selected the problems which
were experienced the most by the respondents. After analyzing the questionnaire,
the researcher combined all the problems found based on the close-ended
statements and the open-ended question to identify the major problems
experienced by the respondents. Moreover, in analyzing the data based on the
interview, the researcher used an audio recorder to keep the data when doing the
interview. From the audio recordings, the researcher listened to them and read a
list of an interview form before noting down the information and the data. In
addition, the researcher presented the results of the interview into description
forms.
F. Research Procedure
In conducting this research, the researcher followed six major steps. Those
six major steps are: 1) planning, 2) defining population, 3) sampling, 4)
constructing the instruments, 5) conducting the survey, and 6) processing the data.
The detailed procedure of this research could be seen as follows:
1. Planning
The researcher selected issues in education, especially, issues which were
related to the English Language Education Study Program. After finding some
issues, the researcher decided to choose the issue about classroom management.
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Having selected the issue, the researcher formulated two research problems in
order to make it specific.
2. Defining Population
In defining the population, the researcher chose the eighth semester
students of the English Language Education Study Program of Sanata Dharma
University as the main population. The eighth semester students were the relevant
population as the research aims were to find the practice teaching students’
classroom management problems during the School Practice Program and the
solutions to the problems.
3. Sampling
After the population had been decided, the researcher chose the sampling.
The first sampling method was an online questionnaire. However, since it was
likely to receive low responses, the researcher also used a convenience sampling
method because it was not doable to use either a random sampling or a systematic
nonrandom sampling method. The samples were 44 ELESP students in the batch
2011 who have taken the School Practice Program subject.
4. Constructing the Instruments
In constructing the close-ended questionnaire, the researcher used the
theory about four classroom management components by Hue and Li (2008). The
researcher did some consultations with the thesis advisor in order to gain feedback
for the questionnaire. Moreover, the researcher constructed the interview based on
the problems found on the questionnaire results.
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5. Conducting the Survey
The researcher conducted the survey on 26th
of June up to 4th
of July 2015.
The researcher distributed the questionnaire to the total of 44 respondents. 10
random respondents filled in the online questionnaire while there rest filled in the
printed one. Moreover, the interview was conducted on 4th
and 5th
of July 2015.
The selected interviewees were four students as the members of 44 respondents
who filled in both the printed and online questionnaire.
6. Processing the Data
In processing the data, the researcher used a table to cover the information
based on the close-ended statements. After creating the table, firstly, the
researcher calculated the response percentage to make easier analysis. Secondly,
the researcher made the description of the data in the discussion to make it easier
for readers to understand the findings of the research. Besides, in processing the
open-ended question the researcher selected the problems that were mostly
experienced by the respondents while in the interview, the researcher summarized
the data and presented them into description.
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CHAPTER IV
RESEARCH RESULTS AND DISCUSSION
This chapter describes the research results obtained from the questionnaire
and the interview. From the data presentation, the researcher discussed and
analyzed the obtained results to answer the research problems. The research
problems are what the ELESP practice teaching students’ classroom management
problems during the School Program are and what the solutions to the problems
are.
A. The Classroom Management Problems
In order to answer the first research problem, which is about the practice
teaching students’ classroom management problems during the School Practice
Program, the researcher used a questionnaire as the research instrument to collect
necessary data. The questionnaire consisted of close-ended statements and an
open-ended question.
1. Data Presentation
Since the questionnaire consisted of close-ended statements and an open
ended question, the researcher divided the data presentation into two parts. The
first part would be the data presentation of the close-ended questionnaire and the
second part would be the data presentation of the open-ended questionnaire. The
data presentation of each part on the questionnaire was as follows:
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a. Data Presentation of the Close-Ended Questionnaire
The close-ended questionnaire consisted of 15 items that were classified
into four major classifications. The classifications were based on Hue and Li’s
theory about four classroom management components which included the
management of physical environment, the management of learning, the classroom
procedures and rules, and the management of discipline. The researcher presented
the results of the close-ended questionnaire as follows:
1) Management of Physical Environment
The first classification of classroom management components was about
the management of physical environment. It included the ability of the teacher to
create the best possible physical environment to ensure comfortable and pleasant
atmosphere for the students to learn. The researcher set four statements to find the
problems experienced in this classification. The results are presented as follows:
Table 1.1. The Percentage Results of Questionnaire Number 1-4
No Statements Agreement Frequency Points
SD (1) D (2) A (3) SA (4)
1. I always have my students feel
comfortable about the classroom
during the learning activity.
1
(2.3%)
6
(13.6%) 26
(59.1%)
11
(25%)
2. I always adjust the classroom
condition, such as turning on the lamp
when it is dark, adjusting the
classroom ventilation.
1
(2.3%)
3
(6.8%) 18
(40.9%)
22
(50%)
3. I always have my students avoid sitting
in the front row when it is empty.
12
(27.3%)
20
(45.4%) 9
(20.5%)
3
(6.8%)
4. I always have a clean classroom before
starting the class.
4
(9.1%)
9
(20.4%) 23
(52.3%)
8
(18.2%)
Average 10.25% 21.55% 43.20% 25%
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From the table above, there were 43.2% “agree” responses and 25%
“strongly agree” responses. As a result, the responses in this classification were
positive since “agree” and “strongly agree” responses were mostly selected. It
showed that most of the practice teaching students did not have problems in
managing the physical environment.
2) Management of Learning
The second classification of classroom management components was about
the management of learning. It included the ability of the teacher to manage
learning which was well-prepared, appropriate to the students’ needs, and
challenging as well as motivating the students. The researcher set four statements
to find whether the practice teaching students experienced problems in this
classification. The results are presented as follows:
Table 1.2. The Percentage Results of Questionnaire Number 5-8
No Statements Agreement Frequency Points
SD (1) D (2) A (3) SA (4)
5. I start the class immediately after
the bell rings.
1
(2.3%)
5
(11.3%) 19
(43.2%)
19
(43.2%)
6. I always have my students feel
motivated during learning activity.
0
(0%)
11
(25%) 26
(59.1%)
7
(15.9%)
7. I always give my students good
instructions so that there is no need
of several repetitions.
1
(2.3%)
4
(9.1%) 34
(77.3%)
5
(11.3%)
8. I always finish all teaching
activities I have prepared as the
class over.
0
(0%)
8
(18.2%) 28
(63.6%)
8
(18.2%)
Average 1% 16% 61% 22%
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Based on the responses, 61% of the respondents answered “agree” while
22% of them answered “strongly agree”. The percentage showed that there were
positive responses on the management of learning classification. As a result the
problems related to the management of learning were not likely to be experienced
by most of the practice teaching students.
3) Classroom Procedures and Rules
The third classification of classroom management components was about
the classroom procedures and rules. It included the ability of the teacher to set
procedures and rules in the classroom such as the way students entered or left the
class, the way learning material was distributed, and talking and listening rules.
The researcher set three statements to find whether the practice teaching students
experienced problems in this classification. The results are presented as follows:
Table 1.3. The Percentage Results of Questionnaire Number 9-11
No Statements Agreement Frequency Points
SD (1) D (2) A (3) SA (4)
9. I always have my students ask
permission before entering or
leaving the class.
0
(0%)
1
(2.3%)
19
(43.2%) 24
(54.5%)
10. I always have my students raise
their hand before asking or
answering questions.
0
(0%)
8
(18.2%)
18
(40.9%) 18
(40.9%)
11. I always have my students help me
distribute the material for learning
and teaching activity.
0
(0%)
8
(18.2%)
20
(45.4%) 16
(36.4%)
Average 0% 12.90% 43.17% 43.93%
The table showed that most of the responses were positive. 43.17% and
43.93% of the respondents answered “agree” and “strongly agree”. As a result, the
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problems related to the classroom procedures and rules were not likely to be
experienced by most of the practice teaching students.
4) Management of Discipline
The fourth as well as the last classification of classroom management
components was about the management of discipline. This management included
the ability of the teacher to deal with difficult and bad behavior. The need of
direct intervention and giving appropriate praise or reinforcement were the parts
of this classification. The researcher set four statements in order to find whether
the practice teaching students experienced problems in this classification. The
results are presented as follows:
Table 1.4. The Percentage Results of Questionnaire Number 12-15
No Statements Agreement Frequency Points
SD (1) D (2) A (3) SA (4)
12. I have some of my students in my
class not pay attention to the
learning and teaching activity.
0
(0%)
6
(13.6%) 31
(70.5%)
7
(15.9%)
13. I have some students in my class
busy with themselves, talking to
friends and playing with their
gadgets.
1
(2.3%)
6
(13.6%) 29
(65.9%)
8
(18.2%)
14. I always ignore students who do
disruptive behavior in the class.
17
(38.6%)
23
(52.3%) 3
(6.8%)
1
(2.3%)
15. I always get impatient when dealing
with disruptive students and directly
give them negative reinforcement.
20
(45.5%)
19
(43.2%) 3
(6.8%)
2
(4.5%)
Average 22% 31% 38% 10%
Management of discipline as the last classification of classroom
management components received negative responses on the negative statements
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number 13 (70.5%) and 14 (65.9%). Conversely, the negative statements number
14 (52.3%) and 15 (43.2%) received positive responses. The table showed that
even the practice teaching students experienced problems which occurred because
of the students’ disruptive behavior, the problems management was positive.
b. Data Presentation of the Open-Ended Questionnaire
The open-ended questionnaire consisted of one question only. The question
was to mention the other classroom management problems that were not listed in
the close-ended questionnaire but experienced by the practice teaching students
during their School Practice Program. After summarizing the responses, the
researcher classified the problems experienced into two different classifications.
Those classifications were internal problems and external problems. The
researcher noted that the internal problems were the problems that occurred
because of the teacher factors, which were the practice teaching students
themselves. Conversely, the external problems were found to be the problems that
occurred because of other factors outside of the practice teaching students, such as
the students’ disruptive behavior and the school facility.
2. Discussion
After presenting the close-ended and open-ended questionnaire results, the
researcher analyzed the data in order to answer the first research problem about
the ELESP practice teaching students’ classroom management problems during
the School Practice Program. From the four classroom management components
which included the management of physical environment, the management of
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learning, the classroom procedures and rules, and the management of discipline,
the researcher analyzed the results as follows:
The first classification of classroom management components by Hue and
Li (2008) was about the management of physical environment. In this category,
there were four items to discuss. The first item was about whether the practice
teaching students ensured their students had a comfortable learning class. Based
on the responses, the majority of the respondents (59.1%) answered “agree” and
(25%) answered “strongly agree”. It indicated that the majority of the practice
teaching students always ensured a comfortable learning class for the students.
The second item was about adjusting the classroom condition. The responses for
this item were positive since 40.9% “agree” and 50% “strongly agree” were
selected. It meant that the majority of the practice teaching students realized the
importance of adjusting the classroom condition.
The responses for the third negative item were also positive. The responses
were 45.4% “disagree” and 27.3% “strongly disagree” which meant that the
students were not likely to be the factor of problems on the seating arrangement.
The last item received “agree” (52.3%) and “strongly agree” responses (18.2%)
which also indicated that the majority of the practice teaching students were aware
of their class’ cleanness before starting the lesson. Based on the highest average
(43.20%) from the statements number 1-4, it could be clearly seen that the
problems regarding the management of the physical environment were not likely
to be experienced by the majority of the practice teaching students since the
importance was understood.
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The second classification of the close-ended questionnaire was about the
management of learning. Four items in this classification received positive
responses. The majority of the respondents answered “agree” for every item in
this classification with an average percentage of 61%. It showed that the problems
regarding the management of learning were not likely to be experienced by the
majority of the practice teaching students. Most of them answered “agree”
(43.2%) and “strongly agree” (43.2%) for the first item on this classification. The
majority of the practice teaching students always started the class immediately
after the bell rang. In other words, there were no problems such as the students’
lateness and learning media preparation to start the class as the bell rang. For the
second item, as many as 59.1% of the respondents answered “agree”. It proved
that the majority of the practice teaching students could motivate their students
very well in the learning and teaching activity.
The third item on the management of learning classification received
positive responses. Good instructions were always delivered by the majority of the
practice teaching students. It was proved since the majority of the respondents
answered “agree” (77.3%). For the last item in this classification, positive
responses were also received. A total of 63.6% “agree” responses were selected
by the majority of the respondents. It showed that the majority of the practice
teaching students had good time management and planning on the teaching
activity. Since four items received positive responses on this classification, the
problems regarding the management of learning were not likely to be experienced
by the majority of the practice teaching students.
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The third classification of the close-ended questionnaire was about the
classroom procedures and rules. In this classification, three items received
positive responses. The majority of the practice teaching students applied
classroom procedures. A total of 43.2% “agree” and 54.5% “strongly agree”
responses were selected by the majority of the respondents. It indicated that the
majority of the practice teaching students set procedure on the way the students
left and entered the class whether directly or indirectly.
For the second item, there were 40.9% “agree” and the same 40.9%
“strongly agree” responses. It indicated positive responses for the item. The
majority of the practice teaching students had the students raise their hand when
asking and answering questions. In the third item, the majority of the practice
teaching students used the method of distributing the learning materials by the
help of the students while the rest used other methods. It was proved since 45.4%
“agree” and 36.4% “strongly agree” responses were selected. As a result, the
problems regarding the classroom procedures and rules were not likely to be
experienced by the majority of the practice teaching students.
The last classification of the close-ended questionnaire was about the
management of discipline. In this classification, two out of four items received
negative responses. For the first item, the majority of the practice teaching
students answered “agree” (70.5%) and “strongly agree” (15.9%). It showed that
there were problems regarding the students’ attention in the classroom. For the
second item, it could be concluded that the majority of the practice teaching
students also had problems regarding the students’ behavior, such as talking to
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friends and playing with their gadgets. The responses for the second item were
65.9% “agree” and 18.2% “strongly agree”. Nevertheless, the other two
statements for number 14-15 received positive responses. The responses were
positive even the selected responses were mostly “strongly disagree” and
“disagree”. It was because those two items were negative statements.
The first negative statement on this classification (number 14) received a
total of 52.3% “disagree” and 38.6% “strongly disagree” responses. The second
negative statement (number 15) also received the same positive responses with a
total of 43.2% “disagree” and 45.5% “strongly disagree” responses. The responses
showed that the majority of the practice teaching students did not ignore the
students who did disruptive behavior in the class and remained in control by being
patient in dealing with them. It also showed that they did not give negative
reinforcement to the disruptive students. In other words, the majority of the
practice teaching students experienced problems regarding the students’ disruptive
behavior but did not experience problems in disciplining the students.
Having discussed the results of the close-ended questionnaire, the
researcher found that the problems experienced by the majority of the practice
teaching students were about the students’ disruptive behavior. The problems
were not about the practice teaching students but more to the student factors. In
addition, the open-ended questionnaire generated more classroom management
problems. The problems found were selected based on the problems which were
experienced the most by the practice teaching students. Based on the analysis the
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researcher made, the problems generated from the open-ended question could be
classified into two major classifications. The classifications were as follows:
1) Internal Problems: the internal problems were the problems that occurred
because of the teacher factors or the practice teaching students’ classroom
management ability.
2) External Problems: the external problems were the problems that occurred
outside of the teacher factors, but occurred because of other factors such as the
student factors and the school factors.
From those two classifications, it could be seen that the problems in each
classification had its own factors to occur. While the internal problems occurred
because of the teacher factors, the external occurred because of the student and
school factors. The researcher explained the problems based on the open-ended
question starting from the internal problems and followed by the external
problems.
In the internal problems classification, the cause of the problems was the
teacher factors. Based on the open-ended question, the problems occurred because
of the teacher factors were related to the practice teaching students’ unclear
instructions and difficulty in enabling the students’ active participation and
encouraging them to speak in English. For instance, it was mentioned that the
teacher spoke too fast which made the students confused and when the practice
teaching students used English instructions, sometimes the students did not
understand. Moreover, the respondents also mentioned that it was difficult to
build an English environment. If the practice teaching students spoke in English,
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the students always responded by using Bahasa Indonesia. Some of the students
also did not want to speak in English when asked to perform a certain task.
Differently, the source of the external problems classification was divided
into the student factors and the school factors. The problems arising from the
students happened when the students misbehaved and did disruptive activities
such as being busy with themselves, not paying attention, talking to friends,
walking around the class, working on a task of another subject, and playing with
their gadgets. Those disruptive behavior problems were often mentioned in the
open-ended questionnaire. Moreover, some of the students entered the class lately.
It was mentioned that the students still stayed in the canteen even the bell had
rung. The students were often late in entering the class especially when having a
morning class and after doing an outdoor activity such as having a break, sport
course, and other outdoor activities.
It was also mentioned that the students did not submit take-home
assignments. The students often gave some reasons for not submitting their take-
home assignments. In addition, some respondents mentioned that the close-
relation between the students and the teacher could affect the learning activity.
The problems happened when the misunderstanding made the classroom become
not conducive. It was mentioned that the students considered the practice teaching
student as a friend and acted whatever they wanted in the class. In other words,
the students could not place themselves and misunderstood their close-relation
with the teacher in the classroom learning.
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The second source of the external problems was the school factors. Some
respondents mentioned that the school facility could be problems in the
management of learning such as when the practice teaching students were to use a
projector to deliver the learning material using a PowerPoint presentation. The
problems happened when the school had either an incomplete facility or the
school had a complete facility but not in good condition. It was mentioned that the
practice teaching students experienced an error when using a projector. When the
practice teaching students were about to teach, the projector did not work.
In addition, it was also mentioned that the school’s inconsistent time
allocation became problems for the practice teaching students. It could disturb the
time management that had been planned. In other words, the practice teaching
students could not finish all the learning activity as expected. The problems
happened when the school reduced the time allocation in every meeting on a
certain day because the teachers had to have a meeting or other school activities.
When the learning activity in the class was on going, the bell as a sign of the end
of the learning session rang earlier. As a result, the learning activity was
unfinished and the goals of learning were not fully accomplished.
Having described the problems generated from the open-ended question,
the researcher analyzed and combined all the problems generated from the close-
ended statements and the open-ended question. The problems were categorized
into three categorizations. Those categorizations included the teacher factors, the
student factors, and the school factors. Thus, the overall problems found based on
the questionnaire were as follows:
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Table 1.5. The Classroom Management Problems Based on the Questionnaire
Source Specific Problem
Teacher Factors
1) The teacher’s instructions were not clear enough.
2) The teacher had difficulty to encourage the students to speak in
English.
Student Factors
3) The students did disruptive behavior in the classroom such as
talking to friends, playing with gadget, walking around the
class, working on a task of another subject, and other disruptive
activities.
4) The students did not submit take-home assignments.
5) The students were always late in entering the classroom.
6) The students misunderstood the teacher-student close relation in
the classroom learning.
School Factors
7) The school had inconsistent time allocation on certain special
days.
8) The school had an incomplete facility or had a complete facility
but not in good condition.
A total of eight classroom management problems were found based on the
close-ended statements and the open-ended question. The first two problems
occurred because of the teacher factors. The next four problems occurred because
of the student factors. Moreover, the last two problems occurred because of the
school factors. After finding those eight problems above, the researcher explored
the solutions in the next section.
B. The Solutions to the Classroom Management Problems
In regard to the eight classroom management problems during the School
Practice Program that had been identified and found based on the questionnaire,
the researcher conducted an interview with four English Language Education
Study Program students who were the members of the 44 respondents who had
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filled in both the online and printed questionnaire. The interview consisted of four
questions that the interviewee needed to response. The first question was about the
interviewee’s experience on their School Practice Program. The second was about
the most difficult problem experienced by the interviewee and how the problem
was managed. These two questions aimed to reflect and recall interviewee’
experience before answering the third and the fourth question, which were to find
the solutions to the classroom management problems during the School Practice
Program.
The third question itself consisted of eight questions to find the solutions to
the eight classroom management problems found which had been categorized into
three categorizations. Meanwhile, the fourth question was about the important
things needed in dealing with classroom management problems in general. The
fourth question was relevant to answer the second research problem since it
attempted to find important things in dealing with classroom management
problems. It suggested what should be ensured and prepared in overcoming the
problems. Therefore, these two questions contributed to answer the second
research problem about the solutions to the eight classroom management
problems.
Through the interview process, the researcher got some solutions to each
problem and also the important things in dealing with classroom management
problems. The researcher explained the solutions based on the factors of the
problems followed by the specific problems on each factor. The solutions and the
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important things in dealing with the classroom management problems found based
on the interview were elaborated in order as follows:
1. The Solutions to the Problems Arising from Teacher factors
The problems in this category included the teacher’s unclear instructions
and difficulty in engaging and encouraging the students to speak in English. The
solutions to those problems were as follows:
a. Teacher’s Unclear Instructions
Clear instructions were important to achieve the goals of learning. To
maintain good instructions, there were some solutions the interviewees suggested.
The first one was to make sure whether the students understood the instructions
by asking them directly. If the students did not understand the instructions, the
practice teaching students needed to repeat the instructions and could possibly
simplify the instructions into the easier one and slow down the instructions. When
the students still did not get it, frequent translation could be done. The last
solution was to plan effective instructions for the students. It could be concluded
that the practice teaching students should both make sure and clarify unclear
instructions to the students. In other words, repetitions were needed but the
effective one should be maintained.
b. Engaging and Encouraging the Students to Speak in English
Based on the interview, there were some suggested solutions to the
problems. The first one was to give chances for the passive students to speak in
English. The practice teaching students needed to know who were the active
students as well as who were the passive students to mix a turn. It would enable
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the students to have equal participation. Another solution was to make learning
activities that encouraged the students to speak in English. The activity would
indirectly increase the students’ motivation to speak in English. The next solution
was to encourage the students by telling them how to say in English certain
sentences the students spoke in the class by using Bahasa Indonesia. The solution
could shape the students’ concept in speaking English. Another solution was to
make a kind of agreement between the teacher and the students. The agreement
for example would be “if the students did not speak in English, they had to pay for
their fault for every word not spoken in English”. What should be paid for the
fault could be based on the agreement.
The solutions to the problems were mainly about exposing and motivating
the students more to speak in English. It could be done by ensuring students’
equal participation in the classroom learning. The practice teaching students
should not focus only on the students who were active. Moreover, setting up an
agreement and designing learning activities that encouraged the students to speak
in English would also be useful since it indirectly motivated the students to speak
in English more. On the other hand, it was also important to shape the students’
concept of English by giving them examples through their daily conversation.
2. The Solutions to the Problems Arising from Student Factors
The problems in this category included the students’ disruptive behavior,
the students’ not submitting take-home assignments, the students’ lateness in
entering the classroom, and the students’ misunderstanding of the teacher-student
close relation. The solutions to those problems were as follows:
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a. Students’ Disruptive Behavior
The first problem in the student factors categorization was mainly about
the students’ not paying attention and doing other activities that disrupted the
learning activities such as playing with their gadgets, talking to friends, and
working on a task of another subject. To solve the problems, there were several
solutions suggested by the interviewees. The first one was to approach them
directly and asked what they were doing. If the students were playing with their
gadgets, the practice teaching students could ask whether to give the gadget to the
teacher or keep it in the bag. When the students were still doing the same, the
practice teaching students could take the gadget and gave it to the real teacher. In
other words, several levels of caution should be made in order to control behavior.
Another solution was to keep silent for what the students had done wrong.
The practice teaching students could be silent and look at the students and wait
until they realized what faults they made. It would enable the practice teaching
students to control the class. In another case, if the students worked on a task of
another subject, the practice teaching students could take the book and give it
back after the class ended. Moreover, setting up rules also became one of the
solutions to the problem. By setting up rules, it could make the students
understand that certain behavior was not acceptable in the classroom. The practice
teaching students could tell the students what was acceptable and was not in the
classroom according to the school rules and the learning importance.
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b. Students’ Not Submitting Take-Home Assignments
The second problem in the student factors categorization was about the
students’ not submitting take-home assignments. To solve the problem, each
interviewee gave different solutions. However, it was basically to make the
students realize they were doing wrong by not scoring them, setting up a rule
about not accepting late submission, giving high expectations, and giving advices
as well as additional information such as their assignments would be accumulated
as their final remark. The practice teaching students could either tell the
information to the students by themselves or ask for help to the practice teaching
students’ advisors. It would give the students a sense of fear of not having a good
score in their final remark.
In addition, the practice teaching students could also give rewards for the
students who finished and submitted their take-home assignments. The rewards
were not necessarily to be something big and expensive but that of motivation
boost for the students. It could be candies, stars, or even an extra score. Those
solutions would motivate those who did not finish and submit take-home
assignments to work on them better. From those solutions, it could be said that the
practice teaching students needed to motivate the students through giving rewards,
expect them to do better, and also tell them the importance of submitting their
take-home assignments.
c. Students’ Lateness in Entering the Classroom
The third problem in the student factors categorization was about the
students’ lateness in entering the class especially when they were having a
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morning class, sport course, and break. To solve the problem, the solution was
basically to facilitate the students to change their lateness habits. There were
several solutions to solve the problem. The first one was to ask the late students to
tell the reason of their lateness in front of the class and let the other students
decide whether they could join the class. The second one was to make an
agreement that the students would have an extra assignment for their lateness. It
would make them think twice for coming late to the class.
The third solution was to ask the captain of the class or another random
student to call their friends who were still outside the class. However, before
doing so, the practice teaching students needed to make sure that the student to
call their friends was not he or she who were likely to join those who were
outside. Moreover, to deal with the late students’ understanding of the missed
lesson, the practice teaching students could approach them when the other
students worked on the assignment and asked whether they understood. If they did
not understand, the practice teaching students could explain the material to them
in a brief.
Dealing with the students’ lateness, the practice teaching students needed to
ensure two things. The first one was to facilitate the late students to change their
lateness habits while the second one was to ensure that they could follow the
learning material in the class. By giving them an extra assignment, and asking
them to tell the reason of their lateness to the whole class would facilitate them to
change. Moreover, asking and explaining the material to the late students while
the other students were working on the assignment were effective since the
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practice teaching students did not need to repeat the missed explanation to the
whole class.
d. Students’ Misunderstanding of the Teacher-Student Close Relation
The fourth and the last problem in the student factors categorization was
about the students’ misunderstanding of the teacher-student close relation in the
classroom learning. The misunderstanding could affect the learning activity when
the students acted as if they were a friend with the practice teaching student in the
classroom learning. The solution to this problem was to set up a rule from the
beginning of the first meeting. Setting up a rule and communicating them with the
students how they should behave in the class and should not would minimize the
close-relation misunderstanding and enable the students to set their position.
Another solution was that the practice teaching students needed to place
themselves and be firmer to the students who misunderstood the close relation. By
being firmer and setting up a rule, the students would know the distance between
the teacher and the students in the classroom learning. In other words, if the
practice teaching students could place themselves, the students would also be able
to place their position. Although having close relation with the students was
important, the practice teaching students needed to maintain the positive one.
3. The Solutions to the Problems Arising from School Factors
The problems in this category included the school’s inconsistent time
allocation and the school incomplete facility. The solutions to those problems
were as follows:
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a. School’s Inconsistent Time Allocation
The first problem in the school factors categorization was about the
school’s inconsistent time allocation on certain special days that made the learning
activity planned disturbed. Based on the interview, the solution to this problem
was mainly about having a plan A and plan B. For instance, the plan A would
spend a whole time learning while the plan B would only spend a half from the
whole time learning. Thus, whenever the school reduced the time allocation for
the teaching on the day, it could be anticipated by using the plan B.
Another solution was that the practice teaching students could change the
learning activity into homework. When it was not possible to change the learning
activity into homework, the practice teaching students could take an initiative by
giving the students homework of the related material. This kind of unpredictable
problem occurred because of the school factors could be managed by having a
plan A and B and changing the learning activity into homework.
b. School Incomplete Facility
The second problem in the school factors categorization was about the
school incomplete facility or the school not in good condition facility that could
not be used to enhance the learning and teaching activity. To solve this problem,
several solutions were suggested by the interviewees. The first one and the most
important was to check whether the facility the practice teaching students was
going to use was available and in good condition. If the practice teaching students
were unsure, a changing of plan was still manageable.
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The second solution was to maximize the use of traditional facilities such
as blackboard or whiteboard, books, and handouts. The practice teaching students
could turn the material delivered using the traditional facilities into something
interesting for the students. From the traditional facilities, the practice teaching
students could design and make interesting learning activities and media using
games, pictures, and real examples or even the students’ close environment for
learning. For instance, the practice teaching students could ask the students to find
some signs in the parking area. In other words, the practice teaching students
should not rely on technology to create interesting learning activities, since as
long as it was effective, it could replace the importance of technology.
4. Important Things in Dealing with Classroom Management Problems
Based on the interview, there were some important things the practice
teaching students needed to do and ensure in dealing with classroom management
problems during the school Practice Program. The first one was to make a
comfortable class. If the students felt comfortable, they would follow the
instructions and learning better. The second one was to have good attitude that
would make the students trust the practice teaching students. When the students
trusted the teacher, they would set their rule as nice students. The third one was to
have authority. The practice teaching students needed to be close to the students
but aware with the role as their teacher.
The fourth was that the practice teaching students needed to know their
students very well and differentiate who were the disruptive students. It included
knowing the students’ names and characteristics. After knowing the students very
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well, the practice teaching students needed to pay more attention to the disruptive
one and encouraged them to be better students. The fifth was about time
management. The practice teaching students needed to have good time
management that would not make the students bored. The last one was about
designing interesting learning activities. Interesting learning activities could make
the students pay more attention to the practice teaching students as well as making
enjoyable learning for them.
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CHAPTER V
CONCLUSIONS AND RECOMMENDATIONS
This chapter presents the conclusions of the research. Moreover, there are
also some recommendations for ELESP lecturers, for future practice teaching
students, and for future researchers.
A. Conclusions
Having discussed the research results in the Chapter IV, it was proven that
the ELESP practice teaching students in the academic year of 2011 experienced
eight major classroom management problems during the School Practice Program.
The researcher classified all the problems found into two major classifications,
namely internal and external problems. The researcher categorized the internal
problems into one category, teacher factors; and categorized the external problems
into student factors and school factors. In addition, the total of the problems in all
the two classifications and all the three categorizations were eight problems.
The first one was the teachers’ unclear instructions. To solve this problem,
the practice teaching students could check the students’ understanding, repeat the
instructions, and give necessary translation. The practice teaching students could
also plan the instructions to make sure effectiveness. The second problem was
encouraging the students to speak in English. Dealing with this problem the
practice teaching students could give examples in the daily conversation about
certain sentences spoken in English, mix a turn between the passive and active
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students, and designing learning activities that would encourage and motivate the
students to speak in English
The third problem was about the students’ disruptive behavior. To solve
the problem, the practice teaching students could approach the students and being
silent to make the students realize what faults they made. The fourth problem was
about the students’ not submitting take-home assignments. Experiencing this
problem, the practice teaching students could motivate the students by giving
notice and high expectations, rewards, and also information about the importance
of submitting their assignments. The fifth problem was about the students’
lateness. Dealing with this problem, the practice teaching students could ask other
students to find them outside the class, and give an extra assignment for those
who were late more than the expected time. It would give sense of fear of being
late and facilitate them to change.
In the sixth problem, when the students misunderstood the teacher-student
close relation, the practice teaching students could communicate rules and be
firmer to the students. The seventh problem was about the school’s inconsistent
time allocation. The problem about the inconsistent time allocation could be
managed by having a plan A and plan B. The practice teaching students could
always switch the activity into homework. The last problem was about the school
facility. The solution to this problem was to maximize the traditional facility to
create an interesting learning activity. The practice teaching students could also
check the facility first before planning the lesson.
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B. Recommendations
Based on the research findings, the researcher wants to give some
recommendations for:
1. ELESP Lecturers
Based on the findings, there were eight major classroom management
problems. From the problems, the researcher recommends that ELESP lecturers
always remind students, who are future practice teaching students, the importance
of classroom management. The lecturers can give more examples on managing
students’ behavior in the class based on the problems found in this research such
as student’s playing with gadget, talking to friends, and working on a task of
another subject. Moreover, ELESP lecturers can also give students more
references on how to make and design an interesting learning activity since it can
minimize classroom management problems arising from students. From the
examples and references given, students are expected to be more prepared to face
their School Practice Program, especially to face problems arising from student
factors and school factors.
2. ELESP Future Practice Teaching Students
The researcher recommends that future ELESP practice teaching students
read this research carefully and other research, books, articles, and journals about
classroom management problems. Reading about classroom management issues
will give indirect experience about classroom management problems. Having the
indirect experience can give additional understanding how to prevent and solve
the classroom management problems. Moreover, it will give benefit and enable to
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be more prepared to face the problems. The researcher also recommends that
future practice teaching students always design innovative and interesting learning
activities for students so that problems can be minimized.
3. Future Researchers
Classroom management has a wider domain. This research only focuses on
classroom management problems experienced by the practice teaching students
during the School Practice Program and the solutions. The solutions are based on
the practice teaching students’ point of view. The researcher recommends that if
future researchers conduct the same research, the solutions can be based on
experienced teachers’ point of view. The researcher also recommends that future
researchers can explore more on a certain problem found in this research than
focus on classroom management in wider domain. It will enable to focus more on
a certain problem and its best management.
Since this research found eight problems on classroom management.
Therefore, the researcher also recommends that future researchers would explore
on the specific problem such as managing students’ discipline, managing
students’ active participation, and managing students’ misbehavior. The problem
can be related to a certain learning approach or strategy so that it will enable
effectiveness in managing a certain classroom management problem using a
certain learning approach or strategy. This research can also be a reference to
direct the same or even new research on classroom management.
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Appendix A
Questionnaire Blueprint: Based on Hue and Li’s Theory about Four
Components of Classroom Management
Statement
No. Category Description
1-4
Management of Physical
Environment
(Teachers need to create the best
possible physical environment to
ensure that students have a
comfortable and pleasant atmosphere
in which to learn such as ensuring
appropriate heating and ventilating,
ensuring a good classroom condition,
enabling active participation from
students by setting a good seating
arrangement).
These four statements
gathered information
whether practice teaching
students have problems
in managing physical
environment during the
School Practice Program.
5-8
Management of Learning
(Teachers must prepare learning
objectives, select content, prepare
teaching and learning materials and
design activities with the goal of
devising a curriculum that meets their
students’ diverse needs. It includes
effective planning, making enjoyable
and challenging learning, and giving
effective instructions).
These four statements
gathered information
whether practice teaching
students have problems
in managing learning and
teaching activity during
the School Practice
Program.
9-11
Classroom Procedures and Rules
(Teachers have to set guidelines for
the smooth and efficient running of
classrooms as these are important for
conveying their expectations, for
establishing classroom norms and for
“house-keeping” purposes. The house-
keeping procedures include entering
These three statements
gathered information
whether practice teaching
students have problems
in the classroom
procedures and rules
during the school
practice program.
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and leaving the classroom, access to
materials, talking and listening in the
classroom and passing out exercise
books).
12-15
Management of Discipline
(Apart from such guidelines, teachers
need to set up a discipline system to
deal with difficult and bad behavior. It
includes the need of direct
intervention, giving appropriate praise
or reinforcement, and tolerating certain
behaviors).
These four statements
gathered information
whether practice teaching
students have problems
in managing discipline
during the School
Practice Program.
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Name :________________
Std. # :________________
Appendix B
Questionnaire
This questionnaire aims to gather data of research about classroom
management problems during the School Practice Program. Put a thick (√) whether
you strongly disagree (1), disagree (2), agree (3), or strongly agree (4) for every
statement corresponds to you.
No. Statement (s) 1 2 3 4
1. I always have my students feel comfortable
about the classroom during the learning activity.
2. I always adjust the classroom condition, such as
turning on the lamp when it is dark, adjusting
the class ventilation.
3. I always have my students avoid sitting in the
front row when it is empty.
4. I always have a clean classroom before starting
the class.
5. I start the class immediately after the bell rings.
6. I always have my students feel motivated during
the learning activity.
7. I always give my students good instructions so
that there is no need of several repetitions.
8. I always finish all teaching activities I have
prepared as the class over.
9. I always have my students ask permission
before entering or leaving the class.
10. I always have my students raise their hand
before asking or answering question.
11. I always have my students help me distribute
the material for learning to other friends.
12. I have some of students in my class not pay
attention to the learning and teaching activity.
13. I have some of students in my class busy with
themselves, talking to friends and playing with
their gadgets.
14. I always ignore students who do disruptive
behavior in the class.
15. I always get impatient when dealing with
disruptive students and directly give them
negative reinforcement.
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Mention other problem(s) that you experienced during your School Practice
Program and give a brief explanation about it/them.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
____________________________________________________
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Appendix C
Questionnaire Results
No Statement Agreement Frequency Points
(SD) 1 (D) 2 (A) 3 (SA) 4
1. I always have my students
feel comfortable about the
classroom during the
learning activity.
1
(2.3%)
6
(13.6%) 26
(59.1%)
11
(25%)
2. I always adjust the
classroom condition, such
as turning on the lamp
when it is dark, adjusting
the class ventilation.
1
(2.3%)
3
(6.8%)
18
(40.9%) 22
(50%)
3. I always have my students
avoid sitting in the front
row when it is empty.
12
(27.3%) 20
(45.4%)
9
(20.5%)
3
(6.8%)
4. I always have a clean
classroom before starting
the class.
4
(9.1%)
9
(20.4%) 23
(52.3%)
8
(18.2%)
5. I start the class
immediately after the bell
rings.
1
(2.3%)
5
(11.3%) 19
(43.2%)
19
(43.2%)
6. I always have my students
feel motivated during the
learning activity.
0
(0%)
11
(25%) 26
(59.1%)
7
(15.9%)
7. I always give my students
good instructions so that
there is no need of several
repetitions.
1
(2.3%)
4
(9.1%) 34
(77.3%)
5
(11.3%)
8. I always finish all teaching
activities I have prepared
as the class over.
0
(0%)
8
(18.2%) 28
(63.6%)
8
(18.2%)
9. I always have my students
ask permission before
entering or leaving the
class.
0
(0%)
1
(2.3%)
19
(43.2%) 24
(54.5%)
10. I always have my students
raise their hand before
asking or answering
question.
0
(0%)
8
(18.2%) 18
(40.9%)
18
(40.9%)
11. I always have my students
help me distribute the
material for learning to
other friends.
0
(0%)
8
(18.2%) 20
(45.4%)
16
(36.4%)
12. I have some of students in
my class not pay attention
0
(0%)
6
(13.6%) 31
(70.5%)
7
(15.9%)
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to the learning and
teaching activity.
13. I have some of students in
my class busy with
themselves, talking to
friends and playing with
their gadgets.
1
(2.3%)
6
(13.6%) 29
(65.9%)
8
(18.2%)
14. I always ignore students
who do disruptive
behavior in the class.
17
(38.6) 23
(52.3%)
3
(6.8%)
1
(2.3%)
15. I always get impatient
when dealing with
disruptive students and
directly give them
negative reinforcement.
20
(45.5%)
19
(43.2%)
3
(6.8%)
2
(4.5%)
Mention other problem(s) that you experienced during your School Practice
Program and give a brief explanation about it/them.
1. I had a problem with coming early to the school and gathering students’
take-home assignment. Most of them were forgetful or maybe too lazy to
submit their assignment to me.
2. Time management, sometimes I could not finish the class on time. I found
difficulty on finishing the material just at one meeting.
3. I did not really memorize all the students' names. At the first time
teaching, I did not really pay attention to them, I ignored the students who
did not pay attention to the teaching and learning activity. I did not always
know what the students' needs.
4. When the time was almost up and I gave them homework, the students did
not submit it the next day.
5. One of the students did not pay attention, sleeping in the class, being
absent, and never working on any tasks.
6. Sometimes the bell rang not in the right time and I had not finished the
teaching.
7. My students were always late after finishing outdoor activities, such as a
ceremony, an art subject, and a sport activity. So, I could not start my class
early.
8. Some students were not really friendly with their friends. When they
worked in a group, sometimes they fought and made the learning
atmosphere become not conducive.
9. Sometimes the situation of the other classes were noisy. It made my
students not pay attention to me. There was one student who was really
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active and hard to concentrate and disturbed the other students. The
discipline of the school was not really good. My students were often late
and disturb my teaching activity.
10. There was a student who interrupted when the teaching and learning
activity ran and it made the situation in the classroom change.
11. For me, the school's condition could also influence my performance. My
PPL School was located near the main roadway where noisy motorcycles
and car as well as public transportations always passed. Sometimes I got a
problem with my voice to handle the class. On the other hand, the total of
the students in the class was not balance with the size of the class and the
class was not provided with enough ventilation or a fan that made some
students easily get bored and look less motivated in the class.
12. Sometimes, my students complained that I spoke too fast. I gave all the
instructions in English that made my students confused. It might be
because they were Junior High School students. They haven't been
familiar enough to speak in English.
13. Teaching language is hugely different from teaching other subjects. We
need our class to be "noisy" but in a purposeful way. Sometimes it was not
easy to drive them to the purposeful noise.
14. The students did not finish their homework assignments. They always
gave some reasons for doing it.
15. The main problem in my class was that I had difficulty to get my students’
attention
16. When the students had a class after a sport subject, the condition in the
classroom is not conducive, they were often late.
17. I could not teach well at that time. I never prepared everything well for my
teaching and learning process.
18. Since I thought SMK students, their motivation to learn English was not
good. As a practice teacher I should create a good method to increase
students' interest in English.
19. At the beginning of my school practice program, some students did not
pay attention to me because they thought that I was not their real teacher. I
was just a student of School Practice Program.
20. The facility, for example, sometimes the projector did not work. The
students always walked around the class.
21. I was always asked to teach some classes suddenly and as a result, I could
not prepare my media to teach them. I had limited chance to use my own
teaching media.
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22. Some of my students were lazy to open their dictionary when having
translation assignment. I had difficulty to start the class if the students still
took more on the previous lesson or after having a break.
23. There were some students who asked permission to be absent from the
class at the same time because they chose to prepare a school event
activity.
24. The students were lazy to do the task and they did not have confidence to
speak in English in front of people or even their friends.
25. Most of the time, my students had not been ready to study in the class.
They did not recognize if the bell had rung. They still had a break in the
canteen.
26. It was always hard to force them to speak in English. Even when I talked
in English, they still responded using Bahasa Indonesia. Sometimes, they
also did not understand when I gave instructions in English so that I had to
repeat the instructions in Bahasa Indonesia. It was very hard to build an
English environment. I also faced a problem in managing the students to
pay attention to me. They used not to pay attention to me since I was only
doing my teaching practice. They did not give much respect to me. I had to
wait for them to be quiet, then I could continue the learning process.
27. The school facility. The students still had a low understanding in the
material given.
28. Students' motivation to learn English was very low. Sometimes the school
reduced the time allocation because of meeting and other activities.
29. The amount of the students was too big. There were 36-38 students in one
class. It was difficult for me to control them sometimes. They were busy
with themselves, their friends, and their gadgets.
30. Getting my students' attention when they were busy/crowded. Some of
them did not want to come in front of the class, even though most of their
friends had done it. One of them was shy and almost cried in the
classroom when she should come in front of the class.
31. The lack of facilities in school. It challenged me when I had to set learning
materials. The students were always late in entering the classroom. It was
hard to handle the students which had different abilities. Time
management was difficult to manage especially when the school had to
finish early.
32. My close relation with the students sometimes affected the teaching and
learning activity which made less conducive learning.
33. I think that sometimes my students and I were too close and the students
could not differentiate their role inside and outside the class. It made my
students acted whatever they wanted in the class. Sometimes the projector
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in my school didn't work well while in every meeting I provided
PowerPoint to explain the material.
34. Sometimes it was just quite hard to motivate the students and to engage
them in the teaching and learning process. They sometimes tended to be
busy with themselves.
35. I got a bad facility. The LCD in my class did not work well whereas it was
very important to help deliver the material.
36. The students were not motivated to learn English. The time allocation was
not consistent. The school always had activities during the learning
process.
37. The students considered me as a friend in the classroom and also outside
the classroom which affected the learning and teaching activity.
38. The students did not understand my instructions quickly. They did not
want to speak in English even I asked them to.
39. When I entered to the classroom to teach, sometimes it was still dirty and I
had to ask my students to clean it first and sometimes I had to change my
lesson plan because of it. Another case in my PPL, I taught 2 classes, class
7B and 7J. Both of the classes totally had different characters. Most
students in 7B were good, diligent and smart; they always paid attention
on me but it was not in 7J. The way I taught both classes was different. I
had to adjust according to their characters.
40. There were some unmotivated students and unsupported learning media
prepared by the school. It’s difficult to control the students.
41. When I did my school practice program, I experienced a student's offense.
The student always did not pay attention to the lesson and after I asked
him to go in front of the class to perform a conversation he did not do the
conversation appropriately. Then I gave him advice but he refused my
advice and gave offensive words.
42. The students made useless activities during the learning process.
43. The students did not like to take note for the materials I gave, it caused me
to repeat and repeat the materials because they did forget what I had
explained.
44. I experienced students' rejection upon approaching them when they were
doing disruptive behavior.
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Appendix D
Interview Questions
1. Please tell a brief about your experience on your School Practice Program!
2. What was the biggest and most difficult problem you experienced during your
School Practice Program on classroom management? How did you manage it?
3. In your opinion, what are the solutions to these classroom management
problems?
a. The students do disruptive activities, not paying attention to the learning
activity and doing other activities such as playing with their gadgets,
talking to friends, working on a task of another subject, and other
disruptive activities.
b. The students do not submit take-home assignments.
c. The students are often late entering the classroom especially in the
morning class, after the sport course, and after the break that disrupt the
classroom activities.
d. The students misunderstand the teacher-student close relation in the
classroom learning.
e. The practice teaching students’ instructions are not clear for the students
which need several ineffective repetitions.
f. The practice teaching students find difficulty in enabling the students’
active participation and exposing them to the English environment in the
classroom learning.
g. The school’s time allocation is not consistent in certain special days
which makes the learning activities planned by the practice teaching
students disturbed.
h. The school as the place of the School Practice Program either does not
have a complete facility or does have a complete facility but not in good
condition, such as an error projector, that can/cannot not be used by the
practice teaching students to enhance the learning and teaching activity.
4. In general, what are the essential as well as important things the practice
teaching students need to do in handling and dealing with classroom management
problems?
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Appendix E
Interview Results
1. Please tell a brief about your experience on your School Practice Program!
Participant 1
It was great. I learnt not only to teach and to handle the students but also a lot
of things such as administrative works and also helping the school to register
new students.
Participant 2
In my School Practice Program, I followed the students’ orientation, and we
observed the English classes, then we began to teach the students. I thought
for about 8 times. Sometimes the teacher asked me to teach her class
whenever she had to go outside such as going to Yayasan Pusat. I thought in
the eighth grade.
Participant 3
I thought two classes which had different characteristics. I had to teach them
differently by using different approach.
Participant 4
It was really useful for me because I could learn how to increase my ability in
teaching and how to manage administrative works of teacher.
2. What was the biggest and most difficult problem you experienced during
your School Practice Program on classroom management? How did you
manage it?
Participant 1
The students had different background of English. Some of them were
cooperative, the rest was not. I really tried to use English but it did not really
work because they were not accustomed to use English actively. I spoke in
English and translated it.
Participant 2
It was hard to expose the students to speak in English. Whenever I spoke in
English they responded in Bahasa Indonesia. To solve the problem, I always
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spoke in English and I tried my best in the class. At least they were exposed to
English even though they did not speak in English.
Participant 3
In 7 G class, there were naughty students. It was difficult to deal with them. I
should be patient and firm so that I would not be underestimated. I set some
rules that were agreed together.
Participant 4
How to handle students’ different abilities in the classroom was the most
difficult problem. I just took the students who had a better understanding in
English with the students who had less understanding in English in a group so
that they could learn in a group together.
3. In your opinion, what are the solutions to these classroom management
problems?
a. The students do disruptive activities, not paying attention to the learning
activity and doing other activities such as playing with their gadgets,
talking to friends, working on a task of another subject, and other
disruptive activities.
Participant 1
I usually come to the students and ask “what are you doing?” for example I
also ask “is your activity is more important than learning English?” For the
students who play with their gadgets, I take the gadgets. I also let them to use
their mobile phones to find useful information for the learning activity and
share the information to the whole class but if they cannot, they shall keep
their gadgets.
Participant 2
The students talked to their friend a lot in the class when I taught. I manage it
by being quite. When I am being quiet, just looking and staring at every face
of the students, the students will understand that I wait for them. For the
students who are playing with their gadgets, I give instructions to keep their
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mobile phones in their bags. That’s the first. If they do it twice or more, I just
take it and give it to the real teacher. For the students who do the task of
another subject, I take it and put it on my table and give it back after the class.
Participant 3
When the students misbehave, I look at them without talking at all and let the
students understand what fault they make. The second is to greet them “hello
class” so that they will answer back. After that I make them silent. For playing
with gadgets, I set a rule that the students shall turn off the gadget except for
learning importance.
Participant 4
I approach the students who play with their gadgets and ask how if I take your
gadget and give it to the teacher or may you keep it by yourself? Sometimes I
give a little smile and the students will understand their faults. For the students
who talk with their friends, I give a question for them to repeat what I have
explained “Can you tell me about the material?” For the students who work on
a task of another subject, I approach the students and take the book and put it
on my table, and give it back after the class.
b. The students do not finish and submit take-home assignments.
Participant 1
I ask the students to discuss together in the class. After discussing, I score it
and directly they will know their results. For the students who do not do the
homework, I do not give them score. I ask them to do better in the next
homework so that they do not do it again next time. I ask the teacher advisor
to tell that the homework score will be used in their final report.
Participant 2
Whenever I give a homework to the students, I will give award for the
students who do it. The students will be more motivated to do their
homework. The award can be candies, stars, or even extra score.
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Participant 3
I set an agreement from the beginning of the meeting that late submission is
not acceptable. If the students protest I will say “That’s for you, not for me”. I
also say using my expression that will let them understand that “I don’t like
it”. I pay attention to the students who do not submit their homework by
approaching them and I give high expectation to them such as saying “Hey,
you can do it”. I also offer them some extra learning time for the students.
Participant 4
I ask the students to submit the homework in the following day whenever they
meet me. I give information to them that they have to submit their work
outside the class because I will record their assignments as their score. I also
remind them that I will use the score as their final remark so that they will
have a good average score. In the next assignment they can do better for
submission.
c. The students are often late entering the classroom especially in the
morning class, after the sport course, and after the break that disrupt the
classroom activities.
Participant 1
It depends on the lateness. Let them in if the lateness is less than three
minutes. If the lateness is more than fifteen minutes, ask them to stand in front
of the class and tell the reason to the whole class and their friends in the class
will decide whether or not they can join the class. I keep going with my
material and when the students are working on worksheet, I approach them
and ask whether or not they can follow the learning material. If they say they
cannot, I will explain to them personally.
Participant 2
When the students come late, of course I cannot begin the activity, I ask the
captain of the class to call them in the canteen. If the captain is not available, I
ask the other students to call them but make sure that the students are good
students so that they will not join the other students in the canteen.
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Participant 3
I say to them “Can you make it faster the other days?” “You need to be
punctual”. For the students who come late more than ten minutes, I will give
another assignment for homework. I give positive reinforcement in order for
them to be more punctual. I also have a plan A and a plan B for the learning
activity so I can use the plan B if there are late students disrupt the learning
plan.
Participant 4
I allow the students to join the class and continue my teaching and learning
activity. When I give them assignment, I will approach the students and
explain the learning activity from the very beginning. If there are more than
four or five students, I will repeat the explanation but I will ask them to tell
their reason for their coming late to the class.
d. The students misunderstand the teacher-student close relation in the
classroom learning.
Participant 1
From the beginning of the meeting I ask them to call me “Miss” or “Bu” but
outside the class you can call me “Mbak”.
Participant 2
The thing that we should do is placing ourselves, so whenever we are outside
the classroom it can be like that, whenever outside the classroom we can make
a joke. We still have the position whether we are the teacher and you are the
students.
Participant 3
The teacher needs to have authority. I need to be firmer to them. I say to them
“Okay, outside the class we are friends but in the class, I am your teacher.
Please listen to me when I am speaking.” Making new rules and an agreement
if there is a new problem.
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Participant 4
I set our rules in the beginning of my teaching. I say to them that I am your
teacher, you can call me Miss, you have to be serious and cooperative in the
class, but outside the class you may call me Miss, Mbak and talk to me as a
friend.
e. The practice teaching students’ instructions are not clear for the students
which need several ineffective repetitions.
Participant 1
I usually translate it into Bahasa Indonesia. I ask them “What do you need to
do?” if the answer is wrong, I clarify the instructions.
Participant 2
I repeat the instructions in Bahasa Indonesia. For the students who do not
understand, I will repeat the instructions and speak slowly so that the students
can understand. I ask the students whether they understand the instructions,
“Do you understand?”, “Get it?” I make simple instructions.
Participant 3
I make sure that my students are ready to be instructed. I make them silent
first and start giving the instructions. When they still do not understand the
instructions, I will ask whether the instructions are clear and repeat them once
again for the last time. I also switch the language and simplify my words. I
also plan my instructions before teaching.
Participant 4
I simplify the instructions and then translate them into Bahasa Indonesia if
they still do not understand.
f. The practice teaching students find difficulty in enabling the students’
active participation and exposing them to the English environment in the
classroom learning.
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Participant 1
I mix a turn. A, B, C students are very often answering my question using
English. I will point the passive students. If they cannot speak in English, I ask
them to ask their friends. I just monitor and make some corrections if there is
something wrong with their grammar.
Participant 2
The teacher and the students shall make an agreement and the agreement is
that whenever the students do not speak in English they shall pay five hundred
rupiahs per word. We can also make a rule.
Participant 3
I ask them to come in front and give example to speak in English. I make the
learning by using cooperative approach that will enable them to speak in
English. I go around to check whether they speak in English. I create an
activity that can enable them to speak in English.
Participant 4
I encourage them by giving simple sentences, ask them to practice them with
their friends for example “Have you done your breakfast?” When the students
speak in Bahasa Indonesia, I always tell them how to say it in English by
giving real examples.
g. The school’s time allocation is not consistent in certain special days which
makes the learning activities planned by the practice teaching students
disturbed.
Participant 1
The teacher can provide some options like worksheet so that the students can
continue learning at home.
Participant 2
We can change the learning activity into homework that is related to the topic
of that day.
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Participant 3
We need to have plan A and plan B. For the plan B I make it into an hour
while the plan A, I make it a whole time.
Participant 4
I explain the material and give an assignment to be finished at home. I do not
make any plan because sometimes it’s not predictable and as a teacher we
have to be able to handle and manage any kind of problems.
h. The school as the place of the School Practice Program either does not
have a complete facility or does have a complete facility but not in good
condition, such as an error projector, that can/cannot not be used by the
practice teaching students to enhance the learning and teaching activity.
Participant 1
We don’t need to explain all the material using PowerPoint all the time. If the
students have the book, I think it is enough. For the listening activity, we can
ask some students who have netbook to listen to the listening section and
group them. If it is impossible to do, we can use our capability in English and
the students shall really pay attention.
Participant 2
We shall maximize the traditional media such blackboard, books, and
handouts. We use game for explaining the material, and the media we make by
ourselves. We should not rely on the technology, we shall have creative idea
we can share the information from the teaching process so that the students
can understand the material.
Participant 3
We can make learning activities which are close to the students, for example I
ask them to find signs in the parking area or the way they go to school. We
also need to have a material which uses technology such as PowerPoint and
the other materials that do not need technology so we can always be prepared.
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Participant 4
We have to make sure first whether the facility is in good condition before
teaching but if not, we can change the method. We can use any interesting
things such as pictures, real example, some games that can be used to make an
interesting learning activity.
4. In general, what are the essential as well as important things the practice
teaching students need to do in handling and dealing with classroom
management problems?
Participant 1
First of what we need is to make the classroom as comfort as possible. If the
students feel comfort with us, they will follow our instructions, our learning. It
is important to give them some games in the learning activity so that they will
not feel under pressure. Knowing students’ names is also important.
Participant 2
They shall know about time management. Every teacher shall know in
managing the time to make it on time so that the students will not be bored.
Making interesting activities so that the students can pay attention to our
learning process. We can use game in the learning process not to interest them
only but make them understand the material.
Participant 3
In my opinion, authority is important. I mean as a teacher we need to be close
to the students but we also have to be aware that we are as their teacher. We
have some distances to the students in order to make the students not
underestimate us. The second one, give them some high expectations and
encouragement. Do not frighten them, do not threaten them because it will
decrease their courage, their bravery to develop. The last, when we approach
the students, we need to know the students’ characteristics and differentiate
who is naughty and not. Pay attention to the naughty and give them
encouragement for them to be better.
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Participant 4
We need to have a good attitude so that the students will believe in us. After
the students have a good interest in us about our caring, attitude, then in the
class, the students can set their roles as nice students. The second is about
making an interesting teaching and learning activity in the classroom.
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