english teacher’s classroom management in …
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ENGLISH TEACHER’S CLASSROOM MANAGEMENT IN
TEACHING ENGLISH AT JUNIOR HIGH SCHOOL
SMP ISLAM AL-FALAH JAMBI
THESIS
SITI ROSNANI
TE.151628
ENGLISH EDUCATION STUDY PROGRAM
FACULTY OF EDUCATION AND TEACHER TRAINING
THE STATE ISLAMIC UNIVERSITY SULTAN THAHA
SAIFUDDIN JAMBI
2019
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ENGLISH TEACHER’S CLASSROOM MANAGEMENT IN
TEACHING ENGLISH AT JUNIOR HIGH SCHOOL
SMP ISLAM AL-FALAH JAMBI
THESIS
Submitted as partial fulfillment of requirement to obtain an
undergraduate (S1) Degree in English Education
SITI ROSNANI
TE.151628
ENGLISH EDUCATION STUDY PROGRAM
FACULTY OF EDUCATION AND TEACHER TRAINING
THE STATE ISLAMIC UNIVERSITY SULTAN THAHA
SAIFUDDIN JAMBI
2019
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ABSTRACT
Name : Siti Rosnani
Major : English Education Study Program
Title : English Teacher’s Classroom Management in Teaching English at Islamic
Junior High School SMP Al-Falah Jambi
Classroom management is one of the keys to success in teaching and learning activities
conducted in the classroom. Well designed classroom management by teachers will have
a positive effect on students learning outcomes. Teacher is one of the most important
people that can make a good classroom management; it is about how the teachers can
organize the classroom in English learning process. Every teacher must have method to
present some skill of their student with always up to date the knowledge. The purpose of
this research was to investigate classroom management applied by English teacher at
eight grade in the state Islamic junior high school SMP Al-Falah Jambi City. The design
of this research was descriptive qualitative.With the data methods such as observation,
interviews and documentation. The results of the research show that the English teacher
has been going well and has made a plan based on the lesson plan implementation plan
(RPP) that has been formulated before, then preparing the material and the media will be
taught, then the teacher enchances the positive atmosphere by providing motivation and
physical arrangements of the class that need to support the teaching and learning process
in the classroom such as, ventilation, lighting and storage in the classroom all perfectly
organized to create a quiet and comfortable classroom. So, that the process of teaching
and learning activities in Islamic junior high school SMP Al-Falah Jambi city runs
effectively and efficiently.
Keywords: classroom management, English teacher, classroom management in
classroom.
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ABSTRAK
Nama : Siti Rosnani
Jurusan : Pendidikan Bahasa Inggris
Judul : English Teacher’s Classroom Management in Teaching English at Islamic
Junior High School SMP Al-Falah Jambi
Manajemen kelas merupakan salah satu kunci keberhasilan dalam proses kegiatan belajar
mengajar yang dilakukan di dalam kelas. Manajemen kelas yang dibuat dengan baik oleh
guru akan memberikan efek positif pada hasil belajar siswa. Guru adalah salah satu orang
penting yang dapat membuat manajemen kelas yang baik; yaitu tentang bagaimana guru
dapat mengatur kelas dalam proses pembelajaran Bahasa Inggris. Setiap guru harus
mempunyai metode untuk menunjukkan beberapa keterampilan siswa mereka dengan
selalu menambah wawasannya. Penelitian ini bertujuan untuk mengetahui manajemen
kelas yang diterapkan oleh guru bahasa inggris di kelas VIII A SMP Islam AL-Falah
Kota Jambi pada tahun akademik 2018/2019. Penelitian ini menggunakan penelitian
kualitatif deskriptif dengan metode pengumpulan data seperti observasi, wawancara dan
dokumentasi. Hasil dari penelitian menunjukkan bahwa guru bahasa inggris sudah
berjalan baik dan telah melakukan rencana berdasarkan pada rencana pelaksanaan
pembelajaran (RPP) yang telah di formulasikan sebelumnya, kemudian mempersiapkan
materi dan media akan diajarkan, lalu guru meningkatkan Suasana yang positif dengan
memberi motivasi serta pengaturan fisik kelas yang perlu sebagai penunjang proses
belajar mengajar didalam kelas seperti ventilasi, pencahayaan dan tempat penyimpanan
didalam kelas semuanya sudah teratur dengan sempurna untuk menciptakan ruang kelas
yang tenang,dan nyaman. Sehingga proses kegiatan belajar mengajar di SMP Islam Al-
Falah Kota Jambi berjalan dengan efektif dan efisien.
Kata Kunci: manajemen kelas, Guru bahasa inggris, manajemen kelas dalam
pembelajaran
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DEDICATION
This paper is dedicated to all people who always pray and give support
in finishing this paper for my success, they are:
First, In the name of Allah SWT the most gracious and the most
merciful, who has given the researcher mercy and blessing, health and ability to
finish thesis. Sholawat to the Prophet Muhammad SAW his coming really change
the world.
Seconds, my beloved father (H.Effendi) and my mother (Zuraida) who
always has honesty sincerity to grow me up, educate, accompany and pray for me
until getting success and their greatest live and support for me at all until I can
accomplish this script.
Third, my beloved sisters (Novrika Susanti S.Pd), (Najwa Ilmira) and
my brothers (M.Pajri Yansyah), (Amar Amirullah). Thanks for your love, help,
support, pray and advice, so I am better than before.
Forth, my beloved cousin (Kurniati S.Pd, Hayati, Nadia, Najmi Laili,
Fitrottun Wahida and M. Bhasir Ahkbar). Who love me very much and because
of their support and big love, so I can finish my paper well. Thanks you are
always beside me in certain condition.
My first advisor Mahyuzar, M.Ag and My second Advisor Juliana Mesalina,
M. Pd who guided me, advised me and supported me to finish this thesis.
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All of my lecturer who teach me since I don’t know anything till I graduated.
My Close friends (Baseng Kadak ) Tasmia, Septi Duwi Yanti, Sara
Desmayani, Syariful Huda, Fauzan Saputa, Saputra, Thabrani Aziz. Special
thanks for you all who always guidance, always besides me when happiness,
sadness and all condition.
All of my beloved classmate in D class of English Department, I thank them
for the spirit, motivation and togetherness.
And also big thanks to all my friends English Education Program academic
year 2015, thanks for your sharing and participant.
The entire school apparatus
who guidance, motivation and allowing me to research and all students
thanks for your participant.
All of people who keep supporting me wherever you are.
May Allah SubhanahuWaTa’ala bless us.
Aameen.
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MOTTO
اإِ اوَ مَ أَ ؤَدُّوا الْ نْ تُ مْ أَ كُ رُ مُ أْ ا نَّ اللَّهَ يَ ذَ إِ ا وَ هَ لِ هْ ىٰ أَ لَ تِ إِ
عِمَّا لِ ۚ إِنَّ اللَّهَ وِ دْ عَ الْ مُىا بِ حْكُ نْ تَ هَ الىَّاسِ أَ يْ مْ بَ تُ مْ حَكَ
ا صِيرً ا بَ يعً مِ انَ سَ هِ ۗ إِنَّ اللَّهَ كَ مْ بِ كُ ظُ عِ يَ
Verily, Allah tells you to deliver the message to those who have the right to
receive it, and (tells you) if you establish a law among men so that you determine
it fairly. Surely Allah gives you the best teaching. Allah is All-Hearing, All-
Seeing. (QS. An-Nisa‟ : 58)
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ACKNOWLEDGEMENTS
By saying Alhamdulillahirabbil‟aalamiin all veneration to Allah SWT. The
beneficence and merciful, who has given us the mercy, and blessing and guidance
to complete writing this thesis. May peace and salutation always be given to our
prophet Muhammad SAW who has given his life moral improvement and to be
mercy to universe.
The goal of this thesis is a partial requirements for the undergraduate
degree (S1) in English Education Study Program at The State Islamic University
of Sulthan Thaha Saifuddin Jambi which is entitled “English Teacher’s
Classroom Management in Teaching English at Junior High School SMP
Islam Al-Falah Jambi City”.
The writer would like to express my sincere gratitude to Mahyuzar
Rahman M,Ag as the first advisor and Juliana Mesalina, M. Pd as the second
advisor who have given me support, guidance for accomplishing this thesis. Then
writer also would like to express many thanks to the following people who
provided me helps in finishing this thesis, namely:
1. Prof. Dr. H. Suai‟di Asy‟ari, MA, ph. D as the Rector of The State Islamic
University of Sulthan Thaha Saifuddin Jambi.
2. Dr. Hj Armida, M.Pd.I as the Dean of Faculty of Education and Teacher
Training of The State Islamic University of Sulthan Thaha Saifuddin
Jambi.
3. Amalia Nurhasanah, M. Hum as Chief of English Education Study Program
of Education and Teacher Training Faculty in The State Islamic University
of Sulthan Thaha Saifuddin Jambi.
4. All lecturers at of Tarbiyah Science and Teacher Training Faculty in The
State Islamic University of Sulthan Thaha Saifuddin Jambi who gives
knowledge to writer.
5. The official administration staffs at The State Islamic University of Sulthan
Thaha Saifuddin Jambi.
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TABLE OF CONTENT
PAGE TITTLE ...................................................................................... i
OFFICIAL NOTE ................................................................................ ii
ORIGINALITY THESIS STATEMENT ........................................... iii
DEDICATION ....................................................................................... iv
MOTTO ................................................................................................. v
ACKNOWLEDGEMENT .................................................................... vi
ABSTRACT ........................................................................................... viii
ABSTRAK ............................................................................................. ix
TABLE OF CONTENT ........................................................................ x
LIST OF TABLE .................................................................................. xii
LIST OF APPENDICES ...................................................................... xiii
CHAPTER I INTRODUCTION
A. Background of the Study .................................................................... 1
B. The Formulation of Research Problem ............................................. 5
C. The Limitation of Problem ................................................................. 5
D. The Purposes of the study .................................................................. 5
E. Significances of the study ................................................................... 6
CHAPTER II REVIEW OF LITERATURE
A. Classroom Management ................................................................................... 7
1. Definition of Classroom Management ......................................................... 7
2. Purpose of Classroom Management ............................................................ 9
3. The activities of classroom management ..................................................... 10
4. The function of classroom management ...................................................... 12
5. The principles of classroom management .................................................... 16
6. Components of Classroom Management ..................................................... 18
7. Classroom Management Approaches .......................................................... 19
8. Factors Influencing the Classroom Management ........................................ 20
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B. Teaching English ............................................................................................. 21
1. The Definition of Teaching English ............................................................ 21
2. Components of Teaching ............................................................................ 23
3. Teaching Strategy ........................................................................................ 24
4. Procedure of Teaching Learning Process .................................................... 27
5. Teaching Four Skills of English .................................................................. 27
6. English Teaching and Learning Process ...................................................... 29
7. Managing the Teaching and Learning Process in the
Classroom Management ............................................................................. 31
1) The Teacher Roles .................................................................................. 31
2) Grouping Students .................................................................................. 31
3) Giving Feedback..................................................................................... 32
8. Factors influences Teachers Succeed in the Classroom .................................... 32
9. Scope of Teaching English ............................................................................... 35
10.Relevant Studies ............................................................................................... 36
CHAPTER III RESEARCH AND METHODOLOGY
A. Research Design ............................................................................................... 37
B. Setting .............................................................................................................. 37
C. Subject of the Research .................................................................................... 37
D. Data and Data Source ....................................................................................... 38
E. Technique of Collecting Data ........................................................................... 38
F. Instrument of Collecting Data........................................................................... 39
G. Technique of Analysing Data........................................................................... 42
1. Data Reduction .......................................................................................... 42
2. Data Display .............................................................................................. 42
3. Conclusion/Verification ............................................................................ 43
H. Triangulation of Data ....................................................................................... 43
CHAPTER IV FINDING AND DISCUSSION
A. Research Finding
a. The physical classroom management ........................................................ 46
b. The Process Of The Classroom Management ........................................... 49
B. Discussion
1. The summary of the data finding .............................................................. 53
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CHAPTER V CONCLUSION AND SUGGESTION
A. Conclusion ....................................................................................................... 59
B. Suggestion ........................................................................................................ 61
REFERENCES
APPENDIX
CONSULTATION CARD
CURRICULUM VITAE
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LIST OF APPENDICES
Appendix I : Interview transcript first teacher ................................................ 59
Appendix II : Interview transcript second student ........................................... 61
Appendix III: Observation field note teacher................................................... 63
Appendix IV: Observation sheet ...................................................................... 66
Appendix V : Photo documentation teaching and learning process ................ 67
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CHAPTER I
INTRODUCTION
A. Background of the Study
In the process of teaching and learning, the teacher is a motivator. One
of the important parts in education the teacher must take part and put good
position as a professional educator. He has to be ready as a mediator in
every situation of teaching and learning process.
Classroom management is one of the important aspects in teaching
English. Classroom management that used by the teacher can influence the
teaching English. So, the English teachers are challenged should be able to
manage the classroom, including creating and maintaining of the optimal
learning conditions.
Classroom management is needed in every teaching and learning
process, including the English teaching and learning process. The English
classroom management is a form or support in order that the English
teaching and learning process is going efficiently and effectively.
Classroom management influences the teaching-learning process,
including English in the class. Nunan (2000: 189) says that in the teaching
and learning process, classroom management plays an important role to
establish and maintain workable system in the classroom. Furthermore, he
states that classroom management can be used to organize and manage the
class. Levin (1996: 32) explains that classroom management will enable
the teaching-learning process to take place effectively. It is clear from the
explanation above that classroom management refers to the actions and
strategies of the teachers to maintain, to organize and to control the pupils‟
behavior, movement and interaction to keep them constructively engaged
in English teaching-learning process. Management also is a science and an
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art. Art is a skill knowledge gained from experience, observation and
learning and the ability to use knowledge management (Sardiman, 2004).
Management education is one of the management classes. A room is
used for effective teaching and learning processes and to motivate students
to learn well within your means. Learning park for formal student is in the
class. In this place student can grow and develop their intellectual and
emotional potential. Therefore, it is needed that teacher try to make a place
that is really comfortable and fun to learn.
In a class all aspects of learning to meet and precede, teachers, pupils,
methods, media, materials, learning resources interact in the classroom.
Meanwhile, the learning outcomes determined also everything that
happens in the classroom. Therefore, it is fitting to Be in a good class,
professional, and sustainable.
Fauziati (2015:79) proposed that classroom management is the way
teacher organizes what goes on in the classroom. As a controller,
prompter, and observer, the teacher has duty to make a joyful
environment, strong motivation, and good influence, thus that the students
can accept the lesson well and the process of input taking and out the
output in the students‟ mind is optimum.
McCreay (2013:5) stated that classroom management is as the
methods and strategies an educator uses to maintain a classroom
environment that is conducive to students‟ success and learning. Together
with the methods, the techniques, and the topics, the way teacher manages
the classroom influences the teaching learning process. The teacher should
manage the class well to make the students following the instructional
tasks and not misbehaving. Successful teachers are often very effective
managers of the classroom environment. They create a positive learning
community where students are actively involved in their own learning and
the management of the classroom. Teacher with all competence is
expected to maintain positive situation and change negative situation to be
positive situation in learning in the class. So that, teacher have to know
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and understand with principles of learning and then have skill to teach in
the class. The important sides in developing student capability are teacher
cares with their students and have capability in relationship with another
teacher so that it will create conductive environment. So, their students
will be fun in teaching learning English. According to Munif Chatib
(2012), teacher is a profession, professional teacher certainly concerned
with their works in making lesson plan, then applying their lesson in the
class, after that make evaluation day.
From the above it can be concluded the opinion that classroom
management is an attempt to leverage the potential of classroom teachers
to organize learning activities and motivate the students to the learning
effective and enjoyable. Effort of classroom management is viewed as the
effort to maintain classroom order. According to the modern conception of
classroom management is the selection process that uses a tool that fixed
the problem and classroom management situations.
Purpose of classroom management as follow: realizing the situation
and condition of the positive class, removes obstacles that could hamper
the teaching learning interactions, providing and arranging facilities and
furnishings learning, fostering and guiding students. The purpose of
classroom management is the provision of facilities for a variety of student
learning activities in a social environment, emotional, and intellectual in
the classroom, so that every child in the class can work in an orderly
manner so as soon achieved the goal of teaching effectiveness and
efficient.
As a profession ,teachers have a very complex task. Especially if a
teacher already in a class. He will face a lot of students who have a diverse
character. When interacting with students in the classroom, sometimes he
fiends a good thing and a bad thing, finding learners industrious and lazy,
and fiend students who are good and less intelligent. Certainly a positive
work will facilitate the work of teachers in organizing learning activities
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for their students, while the negative circumstances that will surely make
teachers feel difficulty in teaching their students.
Teachers with all its competence in demand o as to maintain the
positive state of the study and demanded to change the negative situation
in the classroom. That is why a teacher in charge to be able to know and
understand how to manage the class so the learning to be effective.
As that happened at this Islamic junior high school SMP Al-Falah
Jambi, there were several classes in this school which according to most
teachers were difficult to condition, but there was one class that had the
highest learning outcomes than other classes. Therefore, the authors are
interested in conducting research in one of the classes that is learning the
most up to date related to classroom management problems.
This research was conducted because the writer wanted to be as good
as where the teacher used the management class to create and maintain the
class in supporting effective teaching and learning activities and allowing
students to be able to learn safely and comfortably.
The English class at this junior high school SMP Al-Falah Jambi eight
grade especially in the academic year of 2019/2020 is considered as a
class, consisting of 30 students. In such a class, the learners have different
characteristics, learning styles, motivations, knowledge and interests. The
teacher then have to think carefully about what teacher is going to do in
class teachers and plan how teachers is going to organize the English
teaching-learning process.
Besides, after the researcher did an observation, the teaching learning
process in SMP Al-Falah Islam Jambi very nice especially the teachers
managing the students, and also it has good facilities, students Islamic
junior high School Al-Falah Jambi. The other side, academic achievement
of students from year to year always increasing. In fact the graduation rate
is always 100% and always occupied the top five of the graduation rate of
junior high school SMP Islam SMP Al-Falah around Jambi, always be a
champion in very joined the competition in Jambi area, among the
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competition which has attended by students, namely: quiz competitions,
speech English, speech Arabic, Indonesian and others. If students follow
competition they always got the champion and pride the school. Based on
the above Islamic junior high School Al-Falah Jambi is great for managing
knowledge in the classroom. Thus, it becomes an interesting thing to be
investigated.
Discussing about teacher‟s Classroom management at Islamic Junior
High School Al-Falah Jambi, the researcher found that some teacher at
Islam Junior High School Al-Falah Jambi, had implemented learning
action that where useful for developing students create. It is a very
interesting phenomenon to be investigated further. To know how is
English teacher‟s classroom management in the teaching learning process.
So far, based on those explanation, the researcher is interested taking
a research entitle is “English Teacher‟s Classroom Management in
Teaching English at Islam Junior High School Al-Falah Jambi. The reason
of choosing entitle because of the importance of classroom management in
the learning process that is able to create and maintain classroom
conditions in order to create an effective and efficient learning
environment and atmosphere.
B. Limitation of the problem
This research is limited only on the English teacher classroom
management in teaching English in eight grade of Islamic Junior High
School AL-Falah Jambi.
C. Formulation of the problem
Based on the background above, the problems of the study are as
follow:
1. How is the English Teacher‟s Classroom Management in Teaching
English by the eight grade students of Islamic Junior High School
Al-Falah Islam Jambi the academic year 2019/2020?
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D. Purpose of the study
Based on the formulation of the problem above, the purpose of the
research is to describe the classroom management applied in teaching
English by the eight grade students of Islamic junior high school Al-Falah
Jambi the academic year 2019/2020.
E. Significance of the Research
This research is expected to give some contribution to the success of
the teaching and learning English at the junior high school.
The contribution can be seen as follow:
1. Theoretically
a) The results of the research can be used as input in English
teaching process especially about classroom management
b) The results of the research can be used as the references for
who want to conduct the research in English teaching
learning process.
2. Practically
a) For the teacher
They give some information and knowledge about the
classroom management in managing a class in teaching English.
b) For the students
They can get motivation and interest to study in teaching
English. The result of this research can motivate the student to
use English in their English language.
c) For the researcher
1) To make a thesis as partial requirement for the undergrad
uate degree (S1) in English education study program Faculty
of education and teachers training State Islamic university of
Sultan Thaha Saifuddin Jambi.
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2) Many new valuable experience and can apply all the
technique of teaching and efforts to solve the problem of
teaching learning when the researcher be an English Teacher in
future.
F. Relevant studies
Research usually refers previous research. Because it can serve as
references in a study there are: three relevant studies that the research take
about English Teacher Classroom Management In Teaching English.
First, from Agata Retno Palupi (Universitas Muhammadiyah
Surakarta), entitled “Classroom Management Applied By the Eighth Grade
Teacher in Teaching English in SMP Muhammadiyah 1 Surakarta in
2012/2013 Academic Year”. The difference was the researchers using
descriptive analysis in the thesis and the researchers described classroom
management in English teaching learning process. The similarities were in
the object, Palupi‟s research object is jumior High School, in this research
was junior High school.
Second, from kociyama (2010) “Classroom Management is in
structure II at the second semester of English education study program
Faculty of education and teachers training State Islamic university of Sultan
Thaha Saifuddin Jambi. Result of kociyama‟s research is shown the
implementation of classroom management of structure to aspect that is
aspect of interaction classroom management and physical classroom
management. Interaction classroom management taken exchange of thought,
feeling, or idea between lecture and students, and physical classroom
management taken is arrangement of settlement of student chair, hygiene of
classroom, and number of students in classroom. The difference between
kociyama thesis and this research are first, kociyama analyzed aspects of
classroom management are interaction classroom management and physical
classroom management, while in this research analyzed aspect of English
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Teacher‟s classroom management in Teaching English. The similarities
were in the object the same analyzed classroom management.
Third, from Indri Setyowati (2017). Classroom management applied
in teaching English by the tenth grade English teacher of SMA N 1
wonosari in the academic year 2015/2016. Thesis English Education
Department, Islamic Education and Teacher Training Faculty IAIN
Surakarta. The result of this research show (1) that classroom management
divided into five aspects. There were physical design of classroom orderly
rows and separate table, rules and routines, relationships, engaging and
motivating instruction, and discipline. (2) The problem faced by English
teacher was habit of the students and class discipline. To solve the problem,
the teacher gave a punishment and a treatment. The difference was in the
object, Indri‟s research object is senior High School. In this research was
junior High school. The similarities were in the object the same analyzed
classroom management.
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CHAPTER II
REVIEW OF RELATED LITERATURE
In this chapter, the researcher will elaborate about some theories connected
to the thesis. Further description in this following:
Management education is a process of management in the implementation
educational tasks by using its resources efficiently to achieve the goals
effectively, management education is an arrangement in the field of education is
conducted through planning, staffing, organizing, coordinating, controlling,
monitoring, assessment and reporting systematically to achieve the goals of
quality education.
A. Definition of Classroom Management
Classroom management is a multifaceted concept that encompasses a
whole array if distinct tasks, from designing an appropriate physical setting
and building an atmosphere of caring and respect to teaching standards for
behavior and responding to violation of classroom norms M. Cooper et, al
(2011: p 221). According to Ade Rukmana and Asep suryana (2014, p, 107)
classroom management is variety of activities deliberately done by teachers
with the aim of creating and maintaining optimal conditions for the
occurrence of teaching and learning process (M.Entang:1), Alam (S: 1B)
state classroom management is the activity of teachers to cultivate and
maintain effective classes, which include: teaching objectives, time
unification, learning room arrangements and equipment, and grouping of
students in learning, Classroom management is all the activities of teachers
in the classroom that creates and maintains optimal conditions for the
learning process (Raka Joni:1).
Managing a classroom full of students is one of the biggest challenges
faced by teacher. If the teacher do not have an effective plan in place, there
will not be much opportunity for students to engage in meaningful learning
experiences.
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Evertson and Weinstein (2006) refer in their definition of classroom
management to the actions teachers take to create supportive environment
for the academic and social emotional learning of students. They describe
five type of actions. In order to attain a high quality of classroom
management, Teachers mush (1) develop caring, supportive relationships
with and among students and (2) organize and implement instruction in
ways that optimize students access to learning. Such management is an
essential technique that teachers must use and is a daily focus during class.
Successful teaching often defends on the ability of the teacher to
manage the classroom. Frequent occurrence of deciplinary problems in the
classroom can have a considerable affect on the effectiveness of teaching
and learning. Teacher are responsible for managing and monitoring students
learning and therefore losing control of the classroom can be one of the
must frustrating experiences for them.
Successful teaching often depends on the ability of the teacher to
manage the classroom. ( Emmer & Stough, 2001) in ( Oliver & Reschly, p.I)
“The ability of teachers to organize classroom and manage the behavior of
their students is critical to achieving positive educational outcomes.
Although sound behavior management does not guarantee effective
instruction, it establishes the environmental context that makes good
instruction possible, reciprocally, highly effective instruction reduces, but
does not eliminate, classroom behavior problems”. Frequent occurrence of
disciplinary problems in the classroom can have a considerable affect on the
effectiveness of teaching and learning teachers are responsible for managing
and monitoring student learning in the classroom.
According to Djamarah and Zaini in Yamin and Maisah (2012, p.34)
in a simple meaning of classroom management is the actives of classroom
setting in teaching. While according to Mulyasa (2007:91) classroom
management is skills of teachers to create a conductive learning
environment and control the classroom\if something bad happens in
learning.
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From the definitions of classroom management above can be understood
that classroom management refers to all the teacher behavior and
classroom organizational factors that lead to an orderly learning
environment. This includes the established routines, school and classroom
rules, teacher response to student behaviors and the instruction that
promotes a climate conducive to student learning. Some of the principles
to be considered in classroom management in Yamin Martinis & Maisah
(2009, p,34) is:
1. Warmly and enthusiastic
2. Challenge
3. Varies
4. Flexibility
5. The emphasis on positive things
6. Discipline
2. Purpose of Classroom Management
Generally, the purpose of classroom management is to create comfort
of classroom atmosphere as a place learning and process take place. So, that
activity run effectively and guided until the purpose of learning which has
been determined can be achieve. Specifically, According to Djamarah in
(Wiyani, 2013, p.64) stated that purposes of classroom management are:
1. For students
a) Encourage the students to develop individual duty toward students‟
behavior and needs to self control.
b) Help the students to know the behavior which appropriate with
classroom rules and comprehend if the teacher‟s reprimand is a
warning not anger.
c) Arouse the students‟ duty to involve in task and activity.
2. For teacher
a) Evolve comprehending in provide material with opening fluently and
appropriate celerity
b) Aware with students‟ duty to give instruction clearly to the students.
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c) Study how to give respond effectively toward the students‟ behavior.
d) Has remedial strategy which more comprehensive and it can use
which relate the students‟ behavior problem that appears in classroom.
B. The activities of Classroom Management
Classroom have a considerable influence on the process and students
learning outcomes. Teachers need to conditioned classrooms capable of
supporting the development of learners optimally, because most of time
students spend in the classroom is. Comfortable classrooms need to be set
by the teacher in such a way for students to avoid the boredom.
Classrooms are created by teachers need to fulfill the requirements of
education in accordance with the growth and development of the potential
physical, intellectual, social, emotional, and the psychological learners
with regard cognitive, affective and psychomotor.
In the classroom management, teacher do a process or stages of
activities starting from planning, implementing and evaluating, so that the
activities carried are interrelated. The activities carried out are also
effective and on target to be achieved, and efficient, the end point of the
management have a purpose with high productivity, Ade Rukmana &Asep
Suryana (2014, p.108-110) classroom management activities in general
consist:
1. Setting of Student
Students are people doing the activity and the activities in is
placed as an object and arena of development of science and
human consciousness, the learners move then occupy the function
as a subject. Learners are objects that have the potential to move.
The function of the teacher has a large proportion to be able to
guide, direct and guide every activity that must be done of learners.
Setting of learners are arranged and put learners in the classroom in
accordance with the potential intellectual and emotional
development. Learners are given the opportunity to acquire a
position in study in accordance with the interests and desires.
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2. Setting of Facilities
The activities of teachers and students in the classroom are
influenced by the condition and situation of the classroom
environment. According to Mcleod Joyce (2003, p.14) other
important areas are those in which you store materials: bookcases,
closed cabinets, bins, and any other creative storage systems you
may have, placing storage systems near the area where they are
frequently used minimizes lost time. So that classroom
environment be facilities and basic facilities must can support the
interaction.
Facilities in the classroom consisted of students tables and chairs,
teacher tables and chairs, a cupboard, long boards, the media of education
and other equipment required in accordance with the interests of the
classroom. According to (Arikunto & Yuliana, 2008) in Mustari Mohamad
(2014-119) Educational facilities are all the necessary facilities in the
learning process both moving and immovable in order to achieve
educational goals can learn smoothly, effectively, regularly and efficiently
(Arikunto & Yuliana, 2008). For example: building, classroom, desk chair
and teaching media tools.
The purpose of the management of facilities and infrastructure is to
provide services in a professional manner related to educational facilities
and infrastructure so that the learning process can take place effectively
and efficiently. In connection with this objective, Bafadal (2003) describes
in detail the objectives of the management of educational facilities and
infrastructure as follows: (1) to seek the procurement of school facilities
and infrastructure through careful planning and procurement system
carefully so that schools have the facilities and infrastructure in accordance
with the needs, (2) to seek the proper and efficient use of school facilities.
(3) to seek the maintenance of educational facilities and infrastructure, so
that the situation is always in a state of ready – made in any required by all
school personnel. The management of facilities and infrastructures can be
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defined as organizing activities, ranging from planning (needs analysis),
procurement, inventory, distribution, utilization, maintenance, destruction
and accountability to movable and immovable goods, school furniture,
learning tools, and etc.
The classroom is a room with the main activities of reading and
writing, so that the specious the room that is comfortable for the learners
are expected according to the standard that is 9 meters x7 meters with a
width of 1.8-2 meter terrace.
In the classroom management, teacher do a process or stages of
activities starting from planning, implementing and evaluating, so that the
activities carried are interrelated. The activities carried out are also
effective and on target to be achieved, and efficient, the end points of the
management have a purpose with high productivity.
According to Karwati & Priansa (2014, p.25) for the detailed activities
that need to be undertaken by teachers in classroom management as
aspects that exist in the instructions for classroom management are:
1. Check student attendance
2. Collect the students‟ work, checking and appraise
3. Distribution of materials and learning tools
4. Delivering course material
5. Give the task or home work.
C. The Function of Classroom Management
Function of management can be seen in two major classifications, are
organic functions and complementary functions. Organic functions related
with all the functions that is absolutely run by the management, while the
complementary functions associated with all functions that though not
absolutely run by the organization, but should be implemented, because
the implementation of complementary function well, it will improve
of\organizational performance. Functions of management related to each
other and can not separated. Usually the function of management is not
implemented in a specific order, but adjusted to the interests. To wage a
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new organization, usually starting with the planning, followed by other
functions.
Terry 1997 in Kawati & Priansa (2014, p.18) stated that the basic
function of management is planning, organizing, actuating and controlling;
1. Planning in Classroom
Planning involves the teacher deciding what activities will best suit
the material to be covered, what sequence of activities will have the
most impact on learning, and thoroughly preparing to execute those
activities. Planning also includes structuring of activities to ensure
harmony of communication and student teacher interaction.
2. Organizing of Classroom
Organization requires the teacher to think through the most
appropriate use of resources such as physical space, physical materials,
time, layout of classroom and placement of individual students either
physically or groups for a particular activity and overall scheduling of
instruction over time to accomplish goals. Organizing is (1) define
resources and activities required to achieve the organization, (2)
designing and developing a working group that includes people who
are able to bring the organization to the objectives, (3) assigning a
person or group of people in one of responsibility.
3. Actuating in Classroom
The process of influencing others to achieve organizational goals.
Actuating requires the teacher to actively model those behaviors which
are imperative for learning. Ultimately, students must be responsible
for their own learning and teachers can greatly end chance the success
of students by illustrating through their actions the skills needed for
learning and for social interaction.
Students are more apt to learn about professionalism, commitment and
high standards of performance by observing these traits in their
professors. In addition, skills such as the ability to communicate
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respect individuals, to diffuse conflicts, and to share ideas in as
egalitarian manner can best be taught by modeling.
4. Controlling in Classroom
Controlling is the segment of classroom management which is most
associated with the topic, but which actually refers to discipline in the
classroom. Just as students must ultimately motivate themselves to
learn, students are also responsible for their own behavior. But while
professors are not responsible for adult student behavior in a classroom
they must learn methods to be responsive to behaviors in order to
achieve positive results for all students in the class.
There are techniques which can be used to respond to inappropriate
behavior in the classroom (i.e. discipline problems) which can have
positive results and prevent more extensive conflicts or behaviors to
make sure that the result of appropriate activities with the draft.
Controlling process can involve several elements: a) set work standard.
b) Measuring the performance. c) Comparing performance with
standards that have been set. d) Corrected if an error occurred.
According to M.Cooper et,al (2011: p 12) within the instructional
role, teachers must make decisions related to the three basic teaching
functions (1) planning, (2) implementation, and (3) evaluation. The
planning function requires that teachers make decisions about: their
students‟ needs the most appropriate goals and objectives to help meet
those needs the content to be taught the motivation necessary to attain
their goals and objectives and the instructional modes and teaching
strategies most suited to the attainment of those goals and objectives.
The planning function usually occurs when teachers are alone and
have time to reflect and consider long and short-range plans, the
students‟ progress toward achieving objectives, the availability of
materials, the time requirements of particular activities, and other such
issues. Some teaching skills that support the planning function include
observing pupil behavior, diagnosing pupil needs, setting goals and
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objectives, sequencing goals and objectives, and determining
appropriate learning activities related to the objectives, the
implementation function requires that teachers implement the decisions
that were made in the planning stage, particularly those related to
instructional modes, teaching strategies, and learning activities. While
much of the planning function is accomplished when teachers are
interacting with students. Research indicates that teachers make an
average of one interactive decision every two to six minutes. These
decisions frequently must be made rapidly in response to classroom
situations. Often, teachers have to make adjustments in their plans
based on student question and how the teachers perceive the lesson to
be going. Teaching skills that support the implementation function
include presenting and explaining, questioning, listening, introducing,
demonstrating, eliciting, student responses, and achieving closure.
The evaluation function requires decisions about the suitability of
chosen objectives as well as the teaching strategies keyed to those
objectives, and ultimately, whether or not the students are achieving
what the teacher intended. To make the necessary decisions, teachers
must determine what kind of information they need and then gather it.
Teaching skills that support the evaluation function include specifying
the learning objectives to be evaluated; obtaining, analyzing, and
recording that information, and forming judgments.
The feedback and reflection dimension of the decision making
model simply means that you examine the results of your teaching,
consider their meaning, and then decide how adequately you handled
each of these three teaching functions. On the basis of this examination,
you determine whether you have succeeded in attaining your objectives
or whether you need to make new plans or try different implementation
strategies, feedback and your reflection on the feedback, then, is the
new information you process in your decision making to adjust your
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planning, implementation, or evaluation functions or to continue as
before. It is the decisison-making system‟s way of correcting itself.
D. The Principles of Classroom Management
In order for management objectives can be achieved effectively,
efficiently, and directionallyso applied the principles in conducting
classroom management, classroom management principles according to
Daryanto & Suwardi (2016-148-150) consists of :
1. Warmly and enthusiastic
Warmly and enthusiastic is necessary in the learning process,
teachers who are familiar with the learners always shows
enthusiastic in his work, and activity will be successful in
implementing the classroom management.
2. Challenge
Using words, actions, ways of working, or challenging material will
increase the passions learners to learn, thus reducing the possibility
of the advent deviant behavior.
3. Varies
The use of tools or media, teaching style, pattern of interaction
between teachers and learners will reduce the appearance of
interference, increase the learner‟s attention, so as to achieve
effective classroom management and avoid saturation of learners.
4. Flexibility
Behavioral flexibility teachers to change their teaching strategies can
create an effective learning climate. Flexibility of teaching can
prevent the occurrence the loudness of learners, no attention, no
assignment, etc.
5. The emphasis on positive things
Basically in teaching and educating teachers should emphasize the
positive things and avoid focusing and negative things. The
emphasis on the positive things that repression by teachers to
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students positive reinforcement and awareness of teachers to avoid
mistakes that could interfere with the learning process.
6. Discipline
The final goal of the management of the classroom is students can
develop self- discipline and teachers should be examples of self-
control and implementation responsibilities. So, teachers should
discipline in every way if want their students to participate
disciplined in all respects.
Some of the principles to be considered teachers and school parties
organizing classes according to Djabidi Faizal (2017.p,46) is ; (1)
visibility (Breadth of views) visibility is the placement and
arrangement of items in the classroom does not bother the learners,
that students can freely be able to look at the teacher/ ongoing
activities. And teachers should be able to look at all students when
learning takes place. (2) Accessibility (Easily Achieved) classroom
setting should facilitate learners to pick up the items needed during
the learning process. And spacing between the seat should be enough
to be passed by the learners, so that students can move easily without
disturbing other learners, (3) Flexibility, the items in the classroom
should be easy to set up and moved accordance with the needs of the
learning process. Such as the arrangement of seats need to be
changed if the learning process using the method of discussion and
working groups. (4) Convenience, convenience with regard to
lighting, temperature, acoustic and density classes. According to
each is described as follows:
a) Lighting
Lighting can affect the physiology and the beauty of classroom
lighting classroom that lack can cause fatigue in the eye that
can affect the learners in the learning process in the classroom
good lighting can be obtained from the windows and adequate
ventilation.
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b) Temperature
Temperature of classroom is very influential on concentration
of learners. If learners feel less comfortable in the room
temperature, the concentration and their attention will be
diverted by their physical discomfort. If this happens so the
learning process becomes ineffective, therefore the circulation
of air and the condition of windows is essential.
c) Acoustic
Quiet learning environment is a basic need in education not
only for of learners but also for teachers. Classroom are noisy
causing learners who are learning feel tired because of the
influence of hearing and difficult to concentrate.
d) Density classes
Regard to the number of learners in the classroom can affect
the learning process.
e) Magnificence
Classroom are beautiful and enjoyable be able positive effect
on the attitudes and behavior of learners the learning process
implemented.
3. Components of Classroom Management
According to Marzano (2003:13) there are five components of
Classroom management:
a. Physical Design of Classroom
The physical design lies in how the classroom is laid out, where the
students‟ desks are, where the teacher‟s desk is, where learning centers
and material are located, where heavily used items such as the pencil
sharpeners are, and so on.
b. Rules and Routines
Teachers establish class rules and routines such as handing back
papers and taking attendance to keep the class activities running
smoothly with as little disruption and loss of time as possible.
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c. Relationships
Effective classroom manager develop caring, supportive
relationship with students and parent and promote supportive relation
among students.
d. Engaging and Motivating Instruction
Effective manager develop instruction that engages learners, and
they carefully plan their instruction so that each learning activity is well
organized and runs smoothly.
e. Discipline
Discipline revolves around teacher focused on preventing and
responding to students‟ misbehavior. Discipline does not mean
punishment, nor does it only mean the actions that teachers take after
misbehavior occurs. Discipline also includes teacher actions that
prevent misbehavior.
4. Classroom Management Approaches
Classroom management is a multifaceted concept and views about
classroom and its styles can be categorized in various ways. Writers
categorize different classroom management approaches based on the
different aspects of classroom management. Nevertheless, most generally
degree of teacher-control over classroom issues and students take as the
organizer for classification by researchers. According to Burden (1995) in
Yasar (2008:8) stated that the most useful organizer for classroom
management is the degree of control that teacher exerts on the students and
the classroom. A continuum showing a range of low to high teacher control
illustrates the educational views. Burden (2000:46) grouped the different
classroom management approaches under three main headings:
a. The Intervening Model which consists of high control approaches
includes Behavior Modification, Assertive Discipline, Positive
Discipline, and Behaviorism and Punishment
b. The Interacting Model which is medium-control approaches includes
Logical Consequences, Cooperative Discipline, Positive Classroom
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Discipline, Noncorrosive Discipline, Discipline with Dignity, and
Judicious Discipline.
c. The Guiding Model which can also be called as low-control
approaches include Congruent Communication, Group Management,
Discipline as Self-Control, Teaching with Love and Logic, Inner
Discipline and from Discipline to Community.
E. Factors Influencing the Classroom Management
Classroom management success in supporting the achievement of
learning objectives Djamarah (2006: 184) in Karwati & Priansa (2014:
28-28). Some important factors influencing are.
1. Physical condition
Physical environment of learning place has an important influence
on learning outcomes. Physical environment which supports is a
minimal requirement achievement of learning goals. Physical
environment includes:
a) Classroom where the course learning process
Classroom should allow for students to move freely, no crowded,
and do not disturb each other between students and other students
during the learning process.
b) The seating arrangements
According to Daryanto & Suwardi (2016-165) in arranging the
seating that matters is face to face between teachers and students.
So the teacher can control student behavior, the seating
arrangements will affecting the smooth running of the learning
process.
c) Ventilation and lighting settings
The temperature, ventilation and lighting is an important asset for
creating a comfortable learning environment.
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d) Itemssaving settings
The items should be kept in somewhere special that is easily found
when needed for the sake of learning, which needs to be kept such
as: textbooks, curriculum guidelines etc:
2. Socio-emotional Condition
Socio-emotional conditions in the classroom will have a great impact
on student learning, student enthusiasm and effectiveness to achieve
teaching objectives. The condition socio-emotional are:
a) Type of leader
b) The attitudes of teacher
c) Sound teacher
d) Development of a good rapport
3. Organizational Conditions
In general factor organizational condition that influence classroom
management be two classification:
a) Internal factor of student
The internal factor of learners related to problem emotions,
thoughts, and behavior, individually learners have different
personalities, biological diversity, intellectual and psychological.
b) Extern factor of students
External factors relating to problems atmosphere conducive of
learning, placements of students, grouping learners, the number
learners and others. More number of learners in the classroom, it is
conflict between the students will easily occur, it can cause
uncomfortable when the.
F. Teaching English
1. The Definition of Teaching English
Tomlinson (1998:3) stated that teaching is used to refer to
anything done by materials developers or teachers to facilitate the
learning of the language. This could include the teacher standing in
24
front of the classroom explaining the conventions of direct speech in
English; it could include textbook providing samples of language use
and guiding learners to make discoveries for them, it could include
textbook inviting learners to reflect on the way they have just read a
passage or it could the teacher providing the language a learner need
whilst participating in a challenging task. Education consists of teaching
and learning. Teaching is a process involves the teaching learning
process, (Yusuf, 2009:4).
Mulyasa (2006:100) explains that teaching is an interaction
process done by students and the environment in order that the
human/student behavior changes to be better. In teaching process, there
will involve the interaction between people, material, facilitates, tools,
and the procedure that all of them are influence each other in getting the
teaching goal (Hamalik, 2004:57). In short, teaching is an effort to use
optimally the component of teaching to from the students who have
skill and knowledge. Teaching is an active process in which one person
shares information with others to provide them with the information to
make behavioral changes. Learning is the process of assimilating
information with a result change in behavior.
Teaching learning process in a planned interaction that promotes
behavioral change that is not a result of maturation of coincidence. It
means that teaching is a systematic way, teacher as an organizer should
be creative to make learner interested in following the subject. Teaching
is not only activities of guiding student activities but also those which
aim at helping student develop themselves and be able to adapt
themselves in the group to which they are belong. At the result of
teaching the student should be able to interest in their group. They are
learning to think, feel, and act in harmony through social groups of
which they are a part. In teaching activities, teachers absolutely have
significant roles and close relationship with student in delivering
messages or knowledge.
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According to Stephen N. Elliot (1999: 396) “Teacher acts as
Curriculum facilitator and not Curriculum planners”. It can be conclude
that teacher as the center of education is faced by a number of decisions
to be made in the classroom. As a manager classroom, a teacher must
control the student in determining what the students supposed to do and
acquire. The respond abilities of teacher in managing favorable
atmosphere and media to support learning are important.
Based on definitions above, it can be concluded that teaching is
interactive process between teacher and student. The teacher helped the
student to learn, give materials, and providing anything to know or
understand. Teacher can teach by use combine of art, science and skill.
I. Components of Teaching
In teaching process, there are some components of teaching, the
components are:
a. The objective
Objective is the goal of education that interprets from the vision,
mission, owned by an institution (Sanjaya, 2010:10). According to
Hamalik (1995:6), the objective is a goal which will be reached after do
the teaching process. Therefore, this is important as a component of
teaching.
b. The students or participant
Students or participants are human being without way any
limitation and certain characteristic. In the other world, all of human
being is a student without limited by time and place (Aziz, 2003:30). In
teaching learning process, the learners have significant roles.
Nowadays, students are demanded to be more active and innovative in
learning process. The learners should actively look for meaning and try
to find regularity and order to the events of the world in the absence of
full complete information.
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c. The teacher
In the teaching learning process, teacher not only doing/holding the
teaching process technically, but also realizing his/her work and
responsibility as well as possible (Gulo, 2008:14). Therefore, the
electiveness of the teaching learning process based on the teacher roles.
The success of teaching is also based on teacher quality. Michael in his
book entitled The Process and Experience in the Language Classroom
argues some teacher roles in the classroom, namely:
1. Teacher as coordinator and facilitator
2. Teacher as manager and organizer
3. Teacher as instructor
4. Teacher as investigator and researcher
Michael added that there are some components in teaching learning
process: Curriculum, Method, Facilities or Educational tool,
Environment, Evaluation. Thus components complete each other in the
teaching learning process and the function is significant to reach the
education goal.
3. Teaching Strategy
The teacher should make design or select good strategy in teaching
learning process. An instructional strategy is defined something a
teacher arranges that is designed to establish interaction between
teacher, students and subject matter, or combination these three
dimensions. Teacher as a selector instructional strategy, according to
Singh (2004:3), the effective teacher will:
a. Plan to influence directly or indirectly the learning process by
varying his/her behavior.
b. Tailor the subject matter to meet the needs and interest of each
individual.
c. Arrange a variety of media including book, lecture notes,
homework visual aids, program, discussion, and laboratory
experiences.
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This model of effective teaching places the students in the center
completely surrounded by multisensory media arrange by the teacher
who the function as prescriber organizer. The teacher should act as a
prescriber organizer, studies each students‟ physical and mental
characteristics as well as his/her previous achievement record.
According to Sanjaya (2009:128), there are some learning
strategies that can be used:
a. Strategy Submission (exposition)
Expository learning strategies are learning strategy which
emphasize the process of verbal material delivery a teacher to a
group learners with the intention that students can master the
subject matter in an optimal unlike the strategy discovery, which
teaching materials sought and found by the learner thought a
variety of activities, so the task of educators as facilitators and
mentors. Because it is so often referred to this strategy as well as
indirect learning strategies or it could be in small groups.
b. Strategy on Group
This strategy is not attended to individual learning place, all
are considered equal. Therefore, the study group can occur to
learners who have high ability. The learners will be hampered
by the mediocre ability. Likewise, the learners who have less
ability would feel displaced by the participant of high learner
ability.
c. Individual Learning Strategies (group individual learning)
Individual learning strategies are conducted by learners
independent. Pace, delay and success of the student is vey
determine by the ability of individual learner concerned.
Learning materials and how to learn are designed to learn by
themselves. Example of this learning strategy is learning
through module or through audio tapes.
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Learning strategy is an activity chooses by teacher or
lecture in the learning process which can help and facilitate the
learners towards the achievement of the objective of teaching
particular. The types of learning strategies can be sorted by the
following characteristics:
a. Based on the ratio of teachers and students involved learning,
there are five types of learning strategies, namely:
1) Learning by teacher with large group (one class) learners.
2) Learning by teacher with small group (5-7 peoples) learners.
3) Learning by teacher to participant learners.
4) Learning by a team of teacher in large group (one class)
learners.
5) Learning by a team of teacher in small group (5-7 peoples)
learners.
b. Based on pattern of relations teacher and learner in the learning,
there are three types of learning strategies, namely:
1) Learning face
2) Through media learning
3) Face to face and through the media of learning
c. Be reviewed based on the role of teacher and learner in
management of learning in general, there are two types of
learning strategies, namely:
1) Centered teacher learning (teacher center)
Centered teacher learning are that the teacher is the most
level strategy, also called strategy traditional learning. Teacher
act as a source has a very dominant position. Teacher must try to
divert knowledge ad convey formation as possible to students.
2) Centered students learning (students center)
Teaching is an attempting to create an environment
optimizes the system of teaching learning process. In the
learning process the students attempted actively to develop
29
themselves under the guidance of teacher. Parallel technique in
this learning strategies are an inquiry technique, techniqual
discussion, group work techniques, non-directive techniques and
case presentation techniques. After the teacher knows about
teaching strategy then the teacher has to know about the
procedure of teaching learning process.
4. Procedure of Teaching Learning Process
According to Ahmadi et al (2011:42), basically there are three
components of procedures applied in teaching learning process, namely:
Introduction component, presentation/content component and closing or
conclusion component. The three components can be described as
follow:
a. Opening activity/Introduction
This component which is the activity to improve the students‟
motivation, to inform objective learning, to improve students‟ brain
storming.
b. Main activity/Presentation
This component consists of delivering the material, helping to explore
the information of the mind, accompanying students to doing exercise.
In this component, teacher should use interest method in order to
students get the point material.
c. Closing activity/Conclusion
In this component, teacher giving conclusion about the material,
questioning the students to evaluate, giving feedback and motivation.
5. Teaching Four Skills of English
Language teaching aims to improve students‟ four skills of listening,
speaking, reading and writing, and also to improve the ability of vocabulary
mastery and good grammar. The final expectation is to let the pupils‟ be
able to implement the language in the real life. So, the students need to
know all the abilities of the four skills. According to Brown (2000:34) in
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Palupi (2015) there are some principles of micro skill of listening, speaking,
reading and writing:
a. Listening
1) Discriminate among the distinctive sounds of English.
2) Recognize reduced forms of words and English stress pattern, words
in stressed and unstressed position, rhythmic structures, intonation
contours and their roles in signaling information.
3) Distinguish word boundaries, recognize a core of words and
interpret word order patterns and their significance.
4) Process speech containing pause, errors, correction and other
performance variable.
5) Recognize communicative function of utterance according to
situations, participants and goals.
6) Use facial kinesics, body language, and other non verbal clues to
decipher meaning.
b. Speaking
1) Produce differences English phonemes and allophonic variant.
2) Produce English stress pattern, words in stressed and unstressed
position, rhythmic structures, intonation contours and their roles in
signaling information.
3) Use an adequate number of lexical unit (words) to accomplish
pragmatic purposes.
4) Use grammatical word classes (nouns, verbs, etc), systems word
order, patterns, rules, and elliptical forms.
5) Accomplish appropriately communicative function according to
situations, participants and goals.
6) Use facial features, kinesthetic, body language, and other non verbal
clues along with verbal language to convey meaning.
c. Reading
1) Discriminate among distinctive graphemes and orthographic
pattern of English.
31
2) Recognize a core of words and interpret word order patterns and
their significance.
3) Recognize grammatical word classes (nouns, verbs, etc), systems,
patterns, rules, and elliptical forms.
4) Recognize the communicative functions of written texts according
to form and purpose.
5) Distinguish between literal and implied meanings.
6) Develop and use a battery of reading strategies such as scanning
and skimming, detecting discourse markers, guessing the meaning
of words from context and activating schemata for the
interpretation of text.
d. Writing
1) Produce graphemes and orthographic patterns of English
2) Produce an acceptable core of words and use appropriate word order
patterns.
3) Use acceptable grammatical systems, patterns and rules.
4) Use theoretical forms and conventions o written discourse.
5) Appropriately accomplish the communicative function of written text
according to form and purpose.
6) Develop and use a battery of writing strategies such as accurately
assessing the audience‟s interpretation, using prewriting device,
writing with fluency in the first drafts, using paraphrase and
synonym, soliciting peer and instructor feedback and using
feedback for revising and editing.
5. English Teaching and Learning Process
According to Kimble and Garmezy in Brown (1987: 6), learning is a
relatively permanent change in a behavior tendency and result of reinforced
practice. In order to be easier to understand, this definition is then classified by
Brown (1987: 6) in the following notions:
a. Learning is acquisition or “getting”
b. Learning is retention of information or skill.
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c. Retention implies storage system, memory, cognitive organization.
d. Learning involves active, conscious focus on and acting upon event
outside or inside the organism.
e. Learning is relatively permanent but subject to forgetting.
f. Learning involves some form of practice, perhaps reinforced practice.
g. Learning is a change in behavior.
Related to second language and foreign language learning, Krashen
in Hutchingtion and Waters (1987: 49) makes a distinction between
language acquisition and language learning. He proposes that acquisition
is taking a language naturally and it takes places in an informal setting.
The process is a subconscious one, and it occurs because there is a real
need to use the language whereas learning happen when one is taught in a
formal setting, and language is acquired when the learner receives
comprehensible input. The language age is acquired when the learner
receives comprehensible input the language may be understandable
because of a strong and supportive context or because the learner and the
speaker share knowledge and experience. For language growth to cur it is
important that the learners receive input just slightly beyond his or her
current level of competence. Teaching cannot be defined a part from
learning. An understanding of how the learners will determine the
philosophy of education, the teaching style, the approach, methods, and
classroom techniques used by someone (Brown, 1987: 7).
According to Kimble and Garmezy in Brown (1987: 6), teaching is
showing or helping someone to learn how to do something, giving
someone in the study of something, providing someone with knowledge,
and closing someone to how or know or understand. Meanwhile, Brown
(1987: 7) states that teaching as guiding and facilitating learning, enabling
the learner to learn, and sitting the condition for learning. It is in
accordance with Gage in Altman 91981: 7), who defined teaching as any
causing learning on the part of another.
33
6. Managing the Teaching and Learning Process in the Classroom
Management
1) The Teacher Roles
Brown (2001: 67-168) suggests the following teachers roles,
which are more conductive to creating an interactive classroom. First, a
teacher is as controller. The teachers determine what the students do, when
they should speak, and what language forms they should use. To make
interaction, the teacher must create the climate in which spontaneity can
thrive, in which unrehearsed language can be performed, and which the
freedom of experience given over to students. Second is a director. This
role will enable students eventually to engage in the real-life drama of
improvisation as each communicative even bring its own uniqueness.
Third is as a manager. In this, the teacher is one who plan lessons, modules
and courses, and who structures the larger segments of classroom time, but
who them always each individual player to be creative within those
parameters. Fourth is as a facilitator. The teacher makes learning easies for
students: help them to clear away roadblocks, the find shortcuts, to
negative cough terrain. The last is as a resource. The teacher is available
for advice and counsel when the students seek it.
2) Grouping Students
Spratt, Pulverness, and Williams (2005: 148) state the key concept of
grouping students and the language teaching classroom. Teachers need to
consider a number of different factors bellows:
a. The teaching aim
It is much easier to choose how to group students when we have
decided on the aims of the lesson and the aim of each activity.
b. The learning styles of the students
For example, some students prefer to work as individual, others in
groups.
c. The ability and level of the students
34
Most classes are „mixed ability‟ i.e. the include students of different
abilities. Teachers can group‟s students for some activities so that
students of the same ability work together, and for some activities so
that students of different abilities work together.
d. The personalities of our students.
Most of the time students will work together, but the sometime there
are students who do not work together positively.
e. The class size.
With a class of between 20 and 30 students, teachers can manage
pair and group work quite easily. With classes of more than 30
students, pairs and group work are possible, but need more careful
planning.
3) Giving Feedback
According to Spratt, Pulverness, and Williams (2005: 157), giving
Feedback is giving information to learners about their learning. Feedback
can focus on leaner‟s language or skills, the ideas in their work, their
behavior, their attitude to learning or their progress. Furthermore, they state
key concepts of giving feedback in the language teaching in the classroom.
They are:
a) Students can organize small group feedback sessions, where the
teacher and the learners can give and receive feedback on the
classes and their learning.
b) Learners will need training is how to give feedback to each other.
c) Feedback which is particularly personal or sensitive should be
given to learners in individual meetings and not in front of the
whole class.
7. Factors influence teachers succeed in the classroom
Fauziati (2015:80-85) stated that there are some crucial
factors which influence the kind of interaction that goes on in the class:
a. Teacher Talk
35
Chaudron (1999:54-59) summarizes the research on teacher talk
in language classrooms which shows the following modifications: (1)
rate of speech appear to be slower; (2) pauses, which may be evidence of
the speaker planning more, are possibly more frequent and longer; (3)
pronunciation tends to be exaggerated and simplified; (4) vocabulary use
is more basic; (5) degree of subordination is lower; (6) more declaratives
and statements are used than questions; and (7) teachers may self-repeat
more frequently.
b. Teacher Talking Time
Krashen‟s (1982) stated that good TTT may have beneficial
quality; students can get a chance to hear language which is above their
own productive level but comprehensible input. In speaking classroom,
however, teachers should ensure themselves to minimize the TTT and
maximize the STT (Student Talking Time). The most effective use of the
target language is when they are actively using it in the classroom
through drills or a meaningful conversational activity.
c. Voice Management
With regard to the use of voice, Harmer (2005:16-17) presents
three issues to consider: audibility, variety, and conservation.
1) Audibility
Teachers need to be audible. They must be sure that students at the
back of the class can hear them just as well as those at the front.
2) Variety
It is important for teachers to vary the quality of their voices and the
volume they speak at, depending on the type of the lesson and the type
of activity. The sound should change naturally according to the
situation.
3) Conservation
Conserving the voice is one thing teachers should take into account
when planning a whole day‟s or a whole week‟s work. Just like opera
singers, they have to take great care of their voices.
36
d. Physical Presence
The physical presence of teacher in the class is important for the
proper management of the class. Qureshi in Fauziati (2010:3) stated that
teachers should take care of their physical position and movement during
the following lesson stages;
1) During language presentation, teachers like the attention of all the
students at this stage; therefore standing is the best position. When
giving instructions they like the attention of whole class, so standing is
the best position.
2) During reading activities (when students are reading) then there is no
need to be dominant so much; so sitting and occasional monitoring is
enough.
3) During activation control, teachers can allow the students freedom to
carry this stage. The teacher should be at a distance from the activity,
preferably be seated. However teacher should be available when
needed.
e. Seating Arrangements
Seating arrangement has necessary role in teaching-learning activities.
Its arrangement depend on class size, number of students, type of chairs
and tables in the room, goals of teaching, or type of activity to take place
in the classroom. There are several ways to arrange the seating in English
classroom presented by Harmer (2005:18-20).
1) Orderly Rows
This might be best done for certain types of choral drills or so that
everyone can see the teacher and the board during a content course.
Advantages of this are that the teacher can see all students, more
freely around the classroom and can gain the attention of all the
students.
2) Circle/Square
This arrangement is best used for discussions and for activities where
students are answering more open-ended questions.
37
3) Horseshoe
This arrangement is characterized by the equal status of all students
and teacher, just as in the circular/square arrangement. Students can
see each other‟s faces, and they can interpret others‟ body language as
they speak to get a better understanding of what is being said.
4) Back to Back
When two chairs are placed back to back, students working in pairs
are able to practice their listening skills.
8. Scope of Teaching English
According to Wiyani, N.A. (2013), teaching English in Indonesia is
not easy activity because it is foreign language and it is not the second
language trough it is in of the compulsory subject at school. There four
English teacher should help the student to improve their knowledge and
ability of English. Here one of the teacher‟s tasks are they should know the
technique and methods of teaching and learning process.
Teachers are the important factors which influence the students
English mastery. They have great function to success and failure students
therefore, the teacher should be able to help students master their
knowledge and ability of English subject.
The purpose of teaching English is to get the four language skills:
reading, writing, speaking and listening. The teacher should have the
students to able to master the language skills.
Beside that, they used elements of language are important in the
element of language which are used to support the abilities in language
are: sentence pattern, vocabulary, intonation and speaking. Those are used
together in teaching.
Students expected to improve their ability of English and they should
realize that English is one of the important subjects for them in the future,
webster‟s new collegiate dictionary reveal that in general the majority of
38
the teachers still reject most usage the published information tends to
support acceptable.
Therefore, English is the important subject and it is something useful
for the students and people in the future. The most vital thing in
developing English or tittle good will result from teaching efforts,
teacher‟s must used every possible device to relate the activities of the
classroom to the basic goals of each students.
39
CHAPTER III
METHODOLOGY OF RESEARCH
A. Design of Research
The design of this research is qualitative research in a descriptive
form. In this research, the researcher will be observe teaching learning
process for English teacher‟s classroom management in teaching English
at eight grades at Islamic Junior High School Al-Falah Jambi by using
descriptive qualitative method. Nawawi (2000) state that descriptive
methods are a problem solving procedure by describing the condition of
the subject or object of the research at a certain time base on the visually
real facts. Sugiono (2012) state that qualitative research concern for the
text or subject or object of the research in natural setting which produce
descriptive data. Descriptive data is used to describe how English teacher‟s
classroom management in teaching English learning process.
B. Setting
This research was conducted at Islamic Junior High School Al-Falah
Jambi. The research is located in Jl. HOS Cokroaminoto Simp. Kawat
Jambi, Kec. Danau Sipin, Jambi City, Prov. Jambi. The reason of choosing
Islamic junior high school SMP Al-Falah is because this school is one of
school who have good teacher in teaching English and Islamic Junior High
School SMP Al-Falah Jambi city has many advantages around Jambi.
C. Subject of the Research
Subject of this research were the English teacher and students at eight
grade. there are four classes of students in eight grade Islamic Junior High
School Al-Falah, but this research was conducted in one class only. The
researcher got the information that the class A has an average value is high
among other classes, and even this classroom become a model classroom
for other classes.
40
D. Data and Data Source
1) Primary Data
In this research, primary data was the main data to get information
about teacher‟s classroom management are used by the English
teacher in teaching English at the eight graders at Islamic Junior High
School Al-Falah Jambi. The data was collected by observation,
interview and documentation of the teachers English.
2) Secondary Data
Secondary data is the supporting data of this research. The data
source is subject where data is found. The source data in this research
is the students of eight grades at Islamic Junior High School Al-Falah
Jambi. Secondary data was collected from the students‟ responses
toward the implementation of teacher‟s classroom management in
teaching English at eight grades at Islamic Junior High School Al-
Falah Jambi.
E. Technique of Collecting Data
Qualitative research can use many different techniques and instrument
(latief, A. M, 2012). The technique of collection data are observation,
interview, and documentation.
1. Observation
According Burke (2001: 147), an observation is defined as
the unobtrusive watching of behavioral patterns of people in
certain situation to obtain information about the phenomenon of
interest. The researcher was observe the teacher‟s classroom
management in teaching English. She was use an observation
sheet to make data about teacher‟s classroom management in
teaching English learning process. The researcher given a mark in
observation sheet. The researchers make a note about his
observation. The research was make conclusion by the data. The
subject is the teacher and students English in the school.
41
2. Interview
Interview is a question and answer in the research process
that takes place verbally in which two or more people face to face
hearing directly information (Narbuko & Achmadi 2010: 83). The
researcher was conduct face to face interviews to the participants
to get some information that are needed for this research. The
participants are the teacher and students. The interview was held
only once. The researcher was proposed some questions related to
the research title. To get information, the researcher was interview
the participant to explore their opinion more deeply. The research
used mobile phone as instrument to record the data from
interview.
2. Documentation
Documentation is writing material that can result qualitative
information in the form of photos, audio, text, or a monumental
work of someone (handcock : 2009).Method of documentation
that is looking for data about thing or variables in the form of
note, transcripts, books, newspaper, magazine inscription,
minutes of meeting, lingers, and so on (Arikunto, 2013 : 274)
and (Arikunto, 2006 : 231) this method is used to get
information of geographical historical, condition, facilities, and
student and teacher condition. The documentation used in this
research is the picture of the teaching and learning process.
F. Instrument of Collecting Data
There are some instruments used in collecting the data. They are
interview guide, observation sheet, and some documents. Those
methods are explained below:
42
1. Observation Sheet
Observation is conducted by learning the behavior, setting
and interaction and how connection of those meaning embedded in
the field (Ary, 2000; Sugiyono, 2010). Sugiyono added that there
are two kinds of observation, namely participant observation and
non-participant observation. Participant observation means the
researcher involves him/herself in the field and conversely for non-
participant observation. In this case, the researcher used participant
observation to dig up information about the specific area of second
grade classroom of Junior High School. It is important for the
researcher goes through by herself and be involved with the subject
directly in natural setting. Before doing observation, the researcher
necessarily arranged the concept of what the point would be
investigated. The researcher further monitored, noted, and recorded
of what being noticed. Observation sheet as the instrument is
needed to collect the appropriate data based on the topic area,
specifically English teacher‟s classroom management in teaching
english. Observation was the way the researcher conduct for first
run before doing interview.
2. Interview Guide
Interview is the way of asking or giving information or
exchanging idea of particular topic in a particular meeting that two
or more people gathered as the meaning of response to
communication (Sugiono, 2009). Sugiyono added that there are
three kinds of interview: unstructured interview, semi-structured
interview, and structured interview. In unstructured interview, there
is no specific systematical question to be asked toward the
respondent. Conversely, in doing structured interview, the direction
of interview is clear based on the prepared list-questions. The last,
semi-structured is the combination of both structured and
unstructured interview.
43
The researcher firstly arranges the set of questions to be
proposed and it is continued to the next unpredictable developed
question In this case, the researcher used semi-structured interview.
Before conducting interview, the researcher prepared some
different questions to be proposed to the respondents, teacher and
students. The point of interview reflected on the research problem
and observation. The researcher as the interviewer would ask some
information to English teacher about his English teacher‟s
classroom management in teaching English and also some students
who is taught by the teacher in the classroom to support the data
completion. In conducting interview the researcher needs an
interview guide as the instrument to make the data more vivid.
Interview guide is the list of question prepared before conducting
interview. The researcher made 10 questions proposed for teachers
and 10 questions for students. While doing interview, the
researcher took a note as well as recorded the conversation that
would be processed as data, namely interview transcript.
3. Documentation
Documentation is kinds of document, including written
form, physical or visual materials that classified into three types:
personal document, official document and popular culture
document (Ary, 2000). Personal document is about individual or
private, such as autobiographies and diaries. Besides, official
document is about organizational reports such as files and memos.
Next popular culture document is books, films, and videos. In this
part, the researcher took some official documents, including lesson
plan, syllabus, and other related document for example photos of
classroom activities.
44
G. Technique of Analysis Data
The qualitative research uses data analysis inductively ( Burhan
Bungin, 2001 : 261) therefore this research used and inductive data
analysis. Taylor and Bogdan (1984:127) said that building a
position or theory can be done with an inductive analysis.
According to Bogdan, “Data analysis is the process of systematically
searching and arranging the interview transcripts, field notes, and
other materials that you accumulate to increase your own
understanding of them and to enable you to present what you have
discovered to other”. Spradley (1980) state that analysis of many
kinds involves a way of thinking. It refers to the systematic
examination of some things to determine its part, the relation among
part, and the relationship to the whole. Analysis is a for patterns.
Based on Milles & Huberman (1995: 21-22),“ they consider that
analysis consists of three concurrent flows of activity: data reduction,
data display, and conclusion drawing/verification”. The steps of data
analysis are as follow:
1). Data reduction
Data reduction is summarizing, selecting, focusing, finding the
theme, and finding the pattern of the data. The researcher concluded
that data reduction is the first of three stages to eliminate the data, and
only taking the useful one. In this research, the researcher collected the
result of interview, questionnaire from the teachers, students and using
the only data that are needed.
2). Data display
Data display is displaying data in text, chart, relationship between
categories, flow chart and so on. Through displaying the data, the data
will be organized and are easier to be understood. The researcher
concluded that data display is the stages of data analysis where the data
is displayed in table, and text description. The researcher displayed the
45
data in the form of table and text as it is to be easily understood by the
reader.
3). Conclusion / Verification
Data conclusion and verification are the stage of data analysis to
conclude the data that has been collected. The conclusion in qualitative
research is the finding that has never been found previously.
Thus, the researcher concluded that verification is the last stage
where the data is concluded as the finding of the research by explain
them descriptively. The researcher explained the assessment result of
characteristics of Classroom management. Researcher was taken data
through two ways, its interview and questionnaire.
H. Triangulation of Data
Triangulation technique, meaning the research used a technique to
collect difference data to obtain data from the same source. The
research used participatory observation, in-depth interviews, and
documentation for the same data sources simultaneously (sugiono,
2013: 83).
So in this case to check the source of the data obtained in the field
with respect to this research. This study uses triangulation by
comparing the source and check to return the degree of confidence or
information that was obtained troughs time and different tools in
qualitative research.
46
CHAPTER IV
FINDING AND DISCUSSION
A. FINDINGS
1. Observation Result
a. Observation During Teaching and Learning Process
The researcher got the data through observation, interview and
documentation. The researcher conducted observation in two meetings to
get the data about classroom management. The researcher made an
appointment to the English teacher and came to the class as an observer.
In this observation, the researcher observed teaching and learning
process activity during English lesson in eight grade A students of SMP
Al-Falah Jambi. From the observation, the researcher gathered the data
about how the process of the teaching managing the class. The first
observation in the class was conducted on July 30 2019.
1) Pre Teaching
The teaching and learning process activity was started with greeting
the students done by English teacher. Mr. Persaulian Harapan. By the time
teacher came, class situation still neat, clean, no rubbish like paper, food
and drink waste. The formation of chair and desk of the classroom was
well regulated and orderly neat. The desk consisted of 30 and 30 of chair
arranged. The classroom looked vivid because there was sun light, not
stuffy and obscure. The windows consisted of 3, the color of the wall was
sky blue so that it looked clean, neat, and light, desk and chair arranged in
left corner of the entry door. On the wall there were some pictures they are
president picture, vice president picture and garuda picture.
Beside teacher‟s desk, there was a shelf to store the equipment of the
class. On the desk there was flower vase and box to store 2 board markers,
whiteboard equipped with eraser and board marker. Media for teaching
that used to teach students‟ guidance books from Airlangga, before
teaching the teacher always opened the class by greeting and praying a
47
started by saying assalamualaikum warohmatullahi wabarokatuh. Teacher
always said greeting expression like “good morning, students. How are
you today?” after that teacher always said “are you ready? Who are absent
today?” Next, teacher gave careful and loving motivations. Teacher gave
explanation regarding to the purpose of coming to school which is “study”.
Students looked motivated by teacher‟ explanation and be more ready to
follow teaching and learning activity.
2) Observing
Teacher asked students to take books out of their bags, then wrote the
material that would be learned and teacher explained it and asked students
to take notes in their books. While explaining the material, teacher first
used oral, the voice sound clear and loud, the pronunciation was
understandable enough, second teacher explained by using writing in the
whiteboard, when explained the material teacher used English then
translate it to Bahasa Indonesia. Next, the teacher gave assignment to
students in groups. Teacher was grouping the students randomly. After that
students sat in groups. Teacher gave the task to each group using the media
like a picture and gave 15 minutes time to finish the task. Students worked
seriously till the time ended. The teacher asked every group to present the
result of their assignments then the teacher concluded the result of the
discussion and the students looked happy and understand with that kind of
method.
3) Post Teaching
Not long after, the bell was ringing as a sign that the lesson had ended
and the teacher closed the lesson by saying “Alhamdulillah” together and
greeted the students. The teacher didn‟t forget to remind the students to
work hard at home. The teacher said “ok thank you for your attention, see
you, and don‟t forget to do the homework and I end this lesson by saying
wassalamualaikum warohmatullahi wabarokatuh”.
48
Based on the observation, the teacher-students interaction build
complies, looked at teaching learning process, teacher done the learning
process well, teacher explain the subject matter, and teacher give some
motivation accordance with the material of learning, so the students can
enjoy the learning and fun. In reality, learning and teaching process
demand the systematic planning to the purpose optimally and for teacher
in the teaching to the purpose. That is why in the learning and teaching
process need a good communication and cooperation between students and
teacher.
b. Physical Classroom Management
The condition of the class VIII A good management physical
classroom is necessary to make classroom to be conducive for students in
learning activities. Not only a good learning system can create optimal
learning activities for students, but must being followed by a conducive
classroom condition. In the class there is two whiteboard that located in
the left and right side of the students and beside the teacher.
The class is always clean because they have a schedule of picket to
clean prepare the class to learn and there are rubbish in front of the door
classroom. In the back corner there is identity of the class include structure
organization. Of the class, picket schedule, classroom discipline and
information. Therefore, to sustain students learning abilities, besides
optimal learning system planning, classroom condition must also be
conducive. In the physical classroom that need to be considered the state
of, ventilation, lighting, seating arrangement and the item saving in the
classroom.
1) Ventilation and Lighting
Ventilation is very supportive in enthusiastic students to learn,
because the space that is always used every day will feel stuffy
uncomfortable, unless it can be cultivated a fresh flow of light and
ventilation setting in SMP Al-Falah Jambi is very good and
comfortable in learning. With the ventilation of the incoming air will
49
be streamed to the entire room, then seek other ventilation as a place
of exit air. So, the indoor air circulation can occur regularly of course
the window size as a ventilation is very influential. The bigger and the
room then the necessary windows are also getting bigger and the
number is also more and more. (check in the appendix)
There were 30 students in the class A of Islamic junior high
school Al-Falah Jambi. The size of the study room is sufficient to
accommodate students in the classroom, and students who study in the
class did not heat. As what we know in the learning activities of
students also perform breathing activities. Inhale oxygen and remove
carbon dioxide. Large classroom doors and ventilation become the
place of air exchange (circulation) between fresh air and air full of
carbon dioxide (observation July 30nd
2019).
Good lighting can help increase interest and attention and can
support to students to look at the board more easily. As the researcher
result of observation, the learning space gets adequate lighting coming
from the windows that provide natural light and the lights inside the
class are turned on when necessary. This helps students to read and
write in textbooks. It also make easier for students to see the teacher‟s
writing on the board. Classroom condition that are less bright will
disrupt the physical and psychological activity of students to learn
(observation July 2019).
2) Seating Arrangements
Seating is the important facilities in process of learning in formal
school. Seating arrangement can influence process learning. If the
seating is good not too low or not too high, not too big or not too
small, appropriate with the students‟ body, so the students will
comfort and learn quiet. With a good seating arrangement is expected
to create a conducive learning conditions, and also fun for students.
English teacher in Islamic junior high school Al-Falah Jambi
make arrangement of seating according to the physical environment of
50
the class and also the diversity of student characteristics. As well as
considering the suitability of the method used at the time of teaching,
the teacher makes the class as comfortable as possible so that students
get a calm in learning and also raises the passion of learning students
(Observation July 2019)
3) The Itemsaving Setting
From the observation, the researcher can conclude that the
equipment in the class VIII A is complete and orderly sober. All
facilities there are able to use. All the equipment used by the students
to learn in the classroom was good, neat and clean. Neat in the sense
of orderly arrangement. Clean in terms of free from graffiti. Good
means solid to occupy students.
2. Interview Result
a) Preparation and Planning
From the interview with the teacher and the students above, the
researcher know how the teacher way to make a positive climate in the
class. Before the teacher start the lesson, she always gave the students
spirit and motivation to learn especially English language.
The teaching learning of English activity will be successful if the
teacher apply and make teaching preparation in order the learning
process can be-affective and efficient. Which is made based on the
syllabus. The teaching preparation made by English teacher including
lesson plan and selected material.
Furthermore, related to the process of classroom management Mr.
Lilian, S.Pd gave Explanation Following Result:
“Before I come to the class, in The night before, I tried to make
lesson plan, I prepared the material related to the syllabus and
prepare anything that related to the material such as speaking,
reading, writing and listening (interview august 2019). “Usually,
the first I do are checking attendance list, then ask the students’
51
readiness, give the motivation, ask the students’ homework, and
do review about last material”( interview august 2019).
Then the students named Mita also explain about the process of
classroom management in their class, as following results:
“Yes before teaching, first, Mr. Persaulian Harapan come to the
class while say salaam, then class presidents prepare the class,
ask the homework, then start the lesson plan”( interview august
2019)
“Mr.Persaulian Harapan always give motivation and sometimes
play a game to make us focus and not feeling boring” (interview
august 2019)
The result of interview above that the process of classroom
management can handle the class and students feeling comfort and
enjoy with their teacher if the teacher do not only focus of the material
but also make the students understand and enjoy the lesson. It can help
to make situation of studying be conducive and effective.
b) Actuating in Classroom
In this interaction teacher-students build complies, looked at
teaching learning process, teacher done the learning process well,
teacher explain the subject matter, and teacher give some motivation
accordance with the material of learning, so the students can enjoy the
learning and fun. In reality, learning and teaching process demand the
systematic planning to the purpose optimally and for teacher in the
teaching to the purpose. That is why in the learning and teaching
process need a good communication and cooperation between teacher
and students.
Teacher said:
“Usually, the first I do are checking attendance list, then ask the
students’ readiness, ask the students’ homework, do review about
52
last material and give the motivation about education that could
engage students’ feel more interesting. I try to create a good
interaction to all my students in the classroom. Trying to make the
class feel comfortable and not boring”(interview august 2019).
Because, the teacher is one of the important factor in classroom
management. Which is teacher should manage classroom effectively.
Therefore teachers are required to be very creative in the classroom, so
that students are not bored and students are enjoy in following the
lesson. The used of tools or media, teaching style, pattern of interaction
between teachers and learners will reduce the appearance of
interference, increase the learner‟s attention, so as to achieve effective
classroom management and avoid saturation of learners.
c) Controlling in Classroom
In the classroom teachers find the various characters and nature of
students, there are students who like noisy, there are students who are
shy, there are also students who are active and smart. Teacher as a
source information and motivators in the class to try so that students
who are various characters to obey in the class, dare express opinions,
complaints, in the form of oral and written. Based on interview with
English teachers,
Teacher said:
“Inside the classroom, there are students who are smart, moderate,
and above average, I will mix students who are moderate and
above in average in purpose to complete each other and help other
friends in doing the task”(interview august 2019).
Students said:
“Yes, I enjoy material that explained by mr. Lillian because he is
able carry the class situation becomes comfortable and
calm”(interview august 2019).
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B. Discussion
This part discuss the finding of the research question, how the classroom
management when teaching learning English process.
1. Physical classroom management
In management class, the physical settings of the class are set up as
well as possible. Ventilation and lighting are set as well as possible when
the school will be built, air circulation can spin in the class well so that
students feel cool and comfortable in the class, not too hot. And natural
lighting comes from the sun so as to ensure the comfort of ambience in the
classroom so that students can learn without any obstacles and
disturbances. The lighting is not too bright and too dim,
Students state:
“Yes, I enjoy material that explained by Mr. Parsaulian Harahap
because he is able carry the class situation becomes comfortable and
calm” interview august 2019).
Based on observation “there are 30 students in class A in isalmic
junior high school Jambi. The size of the study room is sufficient to
accommodate students in the classroom, and students who study in the
class did not heat. As what we know in the learning activities of students
also perform breathing activities.
According to djamarah (2006: 184) in Karwati & Priansa (2014:28-
28) the temperature, ventilation and lighting is an important asset for
creating a comfortable learning environment. The seating arrangement of
students is usually rectangular, depending on the size of the classroom. It
is arranged horizontally and vertically. However, this arrangement can be
modified according to the creativity of the classroom teacher. Smallish or
short stature students from looking back to the board. Except students with
visual impairments. Although tall or large, remain placed in the forefront.
Should be placed on the left or right of the classroom.
Physical tables and chairs of students need to be kept resilient so as
not to quickly break or falter when occupied. This is done so as not to
54
researcher observation “English teachers in Islamic Junior High School
Al-Falah Jambi make arrangement of seating according to the physical
environment of the class and also the diversity of student characteristics, as
well as considering the suitability of the method usedS at the time of
teaching, the teacher makes the class as comfortable possible so that
students get a calm in learning and also raises the passion of learning
students” (observation august 2019).
According to Daryanton & Suwardi (2016-165) in arranging the
seating that matters is face to face between teachers and students. So the
teacher can control student behavior, the seating arrangements will
affecting the smooth running of the learning process.The itemsaving
setting to save all item of equipment used by the students to learn in the
classroom very good, neat, clean and vast storage area.
I and Student A said:
“On the teacher’s desk there is a locked closet so it is safe to store
and there is also a sizable cabinet behind the class so it can hold lots
of learning equipment (interview august 2019). Neat in the sense of
orderly arrangement. Clean in terms of free from graffiti and spacious
so that it can store a lot of equipment in it. Good means solid to
occupy students (observation august 2019).
This storage is indispensable for keeping all learning supplies, such as
textbooks, class absences, classroom agenda, learning media tools and
more.
2. Classroom management setting the students learning
In the classroom management, teacher do a process or stages of
activities starting from planning, implementing and evaluating, so that the
activities carried are interrelated. The activities carried out are also
affective and on target to be achieved, and efficient, the end point of the
management have a purpose with high productivity. Based on interview
and observation “teachers know that good classroom management can
make the process of learning be effective in the classroom, the teacher
55
implement a good learning process by creating an effective and conducive
classroom condition”. According to Mulyasa (2007 p, 91) classroom
management is skills of teachers to create a conducive learning
environment and control the classroom if something bad. In happens in
learning.
The teaching learning of English will be successful if the teacher
apply and make teaching preparation. The teaching preparation made by
English teacher including lesson plan and selected material. The lesson
plan made by the teacher which is consider relevant and have relationship
with among core competency, based competency, indicator purpose of
learning, the subject, method, the step of teaching and learning, pre
activity, core activity, last activity, the tools of learning, source of learning
and evaluation where explanation from each learning objective. Based on
interview and observation “preparation I made that is the implementation
plan of learning based on syllabus. The lesson plans include core
competencies, basic competencies, indicators, learning objectives, learning
steps, learning resources and assessment”. Teacher made the lesson plan to
the learning process can be well organized.
According to M.Cooper et,al (2011:p 12) the planning function
usually occurs when teachers are alone and have time to reflect and
consider long- and short-range plans, the students progress toward
achieving objectives, the availability of materials, the time requirements of
particular activities, and other such as issues. Planning also includes
structuring of activities to ensure harmony of communication and teacher-
student interaction.
On learning process based on the data above, the researcher find that
the teacher create a classroom atmosphere warmly and enthusiastic in
necessary in the learning process, teachers who are familiar with the
learners always shows enthusiastic in his work, and activity will be
successful in implementing the classroom management. Based on
interview “Usually, the first I do are checking attendance list, then ask the
56
students‟ readiness, ask the students‟ homework, do review about last
material and give the motivation about education that could engage
students‟ feel more interesting. I try to create a good interaction to all my
students in the classroom. Trying to make the class feel comfortable and
not boring”. According to Setyanto (2017,p 71) to create a positive to
patterns of interaction, between teacher and students and between students
with students.
Teaching and learning is a behavior changing process as the result of
interaction between teacher and students. It found that the sequences of
teaching between teaching English the teacher do opening, presenting, and
explaining the material or practice, giving task and closing. As addition
teacher give the interested material with nice picture or other its make the
students give good respond. Based on interview with the teacher, teacher
state “I use a variety of methods and media to create pleasant classroom
conditions, so that students are not bored while studying, if the students are
feeling bored, they will not pay attention to the lessons, they can even
make a fuss in the classroom in learning English”. According to Djamarah
stated “the use of tools or media, teaching style, pattern of interaction
between teachers and learners will reduce the appearance of interference,
increase the learner‟s attention, so as to achieve effective classroom
management and avoid saturation of learner‟s.
Teacher makes class be enjoying and the students be active in ask
about the material which students understand and teacher always measures
about student ability in understanding the material. In teaching learning
process, teachers can make students to disciplined, so the learning process
can run well, so that conflict and violence in the classroom can be
resolved. Students become obedient and respectful towards the teacher, so
there is no heavy obstacle facing the teacher. Based on interview and with
the teacher:
“Inside the classroom, there are students who are smart, moderate,
and above average, I will mix students who are moderate and above
57
in average in purpose to complete each other and help other friends in
doing the task”.
According to kyriacou (2007, p,86) “the key to establishing good
discipline in the classroom lies in pupils accepting your authority to
manage their behavior and their progress in learning”. Based on
observation in classroom students very obedient and respectful to the
teacher while studying in the classroom or outside the classroom, they are
very concerned they can answer questions or tests given by the teacher
correctly.
58
CHAPTER V
CONCLUSION AND SUGGESTION
This chapter discussion about conclusion and suggestion on the basis
of research findings and discussion presented in the previous chapter.
A. Conclusion
The classroom management in teaching learning process at Islamic
junior high school SMP Al-Falah Jambi run well and optimal, so the study
process can take place effectively and efficient. In learning process of
English teacher apply and make teaching preparation in order the learning
process can be-effective and efficient. In addition to the way that teachers
do in opening lessons always provide motivation that can arouse student
enthusiasm for learning.
Good classroom physical management is necessary for the class to
be conducive to student learning activities. However carefully teachers in
designing the learning system will not be able to optimize student learning
activities, when teachers are not able to manage the class well.
The teaching preparation made by English teacher including lesson
plan and selected material. The lesson plan made by the teacher which is
consider relevant and have relationship with among core competency,
based competency, indicator purpose of learning, pre activity, core
activity, last activity, the tools of learning, source of learning and
evaluation where explanation from each learning objective.
Implementation teacher-students interaction build complies, teacher
create atmosphere warmly and enthusiastic is necessary in the learning
process, teachers who are familiar with the learners always shows
enthusiastic in his work teacher looked at teaching learning process,
teacher done the learning process well, teacher explain the subject matter,
and make some game accordance with the material of learning, so the
students can enjoy the learning and fun.
59
Teachers are required to be very creative in the classroom, so that
students are not bored and students are enjoy in following the lesson. The
use of tools or media, teaching style, pattern of interaction between
teachers and learning will reduce the appearance of interference, increase
to learner‟s attention, so as to achieve effective classroom management
and avoid saturation of learners. Teacher make students to be disciplined
in classroom, so the learning process can run well, so that conflict and
violence in the classroom can be resolved. Students become obedient and
respectful towards the teacher, so there is no heavy obstacle facing the
teacher.
B. Suggestion
1. The English Teacher
Teacher have implemented the implementation of learning in the
classroom well, it is expected that teachers can maintain effective
and efficient classroom management as has been done, in order to
become an example for other teachers.
2. The Researcher
Researchers have done as much as possible to complete this
research well, but there are still many short comings and errors in
this study, therefore researchers expect positive advice from
readers of this thesis.
60
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Appendix I : Interview Transcripts
INTERVIEW 1
Date : Thursday, august 01 2019
Time : 13:00
Place : SMP ISLAM AL-FALAH JAMBI
R : Researcher
T : Teacher
R : What will you do and prepare before going to class and give the lesson?
T : Before I come to the class, in the night before, I tried to make lesson
plan, I prepared the material related to the syllabus and prepare anything
that related to the material such as speaking, reading, writing and
listening.
R : Is the whiteboard clean by the time you come to the class?
T : It depends on the teacher that teaching before me, usually when I came to
the class the white board is not clean so I asked one of the students to clean
it especially the student who was in the list to clean the class.
R : What did you do when the students start getting bored, as we know when
students get bored they often ignore the lesson and cause the chaos in the
class so that the learning process isn‟t effective?
T : Usually, the first I do are checking attendance list, then ask the students‟
readiness, ask the students‟ homework, do review about last material and
give the motivation about education that could engage students‟ feel more
interesting. I try to create a good interaction to all my students in the
classroom. Trying to make the class feel comfortable and not boring”
R : What will you do if there is student disturbing learning process in the
class?
65
T : For now, if there is student disturbing during the lesson I would rather to
move her or his position to teacher‟s desk or to another students‟ desk who
is a quite person.
R : How do you build the communication between teacher and students in
the class?
T : By giving time to the students to ask questions or I will give them
questions
R : What kind of effort you do so that students are able to follow the lesson
effectively?
T : Every time I finish explaining the lesson, I always give students time for
re-explaining what I have been explaining and other students will be
listening
R : When you explain the materials to the students, did you use something
like video player, OHP or LCD or something simpler, using whiteboard,
eraser, and board marker?
T : For now, what I use more often is OHP, by watching short videos related
to the material that I want to teach.
R : While teaching, do you sit on your chair or get yourself close to the
students?
T : I tend to go around the class so that I could be more close to students and
could control students that don‟t feel interesting in learning.
R : Does your voice clear enough to be heard by students in the class?
T : I have to speak louder due to the number of the students in the class and
also the classroom is big enough.
R : How do you face the students with different characters?
66
T : Inside the classroom, there are students who are smart, moderate, and
above average, I will mix students who are moderate and above in average
in purpose to complete each other and help other friends in doing the task.
67
Appendix II : Interview Transcripts
INTERVIEW 1
Date : Thursday, august 01 2019
Time : 13:30
Place : SMP ISLAM AL-FALAH JAMBI
R : Researcher
S : Students
R : Does students prepare the material before teaching?
S : Yes before teaching, first, Mr. Lilian come to the class while say salaam,
then class presidents prepare the class, ask the homework, then start the
lesson plan”
R : Do you feel any difficulty in learning English?
S : It depends on the difficulty level of the material but so far Alhamdulillah
it is still understandable
R : Is every time before teacher coming to classroom, the whiteboard clean?
S :Yes, the classroom is clean before teacher coming to the class, because
there are responsible students which are students who are in the list to
clean the class on that day
R : How do teacher teach in the class?
S :Teacher usually writes the material on the whiteboard before explaining
and divides students into groups to finish one task so that the class looks
active during teaching and learning process.
R : Do you enjoy learning English?
S : Yes, I enjoy material that explained by mr. Lillian because he is able
carry the class situation becomes comfortable and calm
R : Is equipment of teaching learning process complete such as whiteboard,
board marker, students‟ guidance books and students‟ worksheet?
S :Yes, everything is provided but the most often used equipment is
students‟ guidance books of seventh class A from Airlangga and OHP to
watch short videos about education regarding to the learned materials.
68
R : Are teachers‟ voice sound quite loud and clear when they teach?
S : Yes they are loud
R : What does teachers‟ positions look like when they teach? Do they go
around the class or just sit on their chair or just stand in front of the class?
S : They go around the class a lot.
R : What do you feel when you learn in the classroom? Is it something that
makes you feel not comfortable during the lesson?
S : No, for now I enjoy learning English a lot
R : Have teachers interacted with students in the class?
S : They have interacted so well because Mr.Lilian always give motivation
and sometimes play a game to make us focus and not feeling boring”
69
Appendix III: Observation field note
OBSERVASI 1
MetodePengumpulan Data : Observasi
Haridantanggal : Selasa 30 july 2019
Lokasi : Kelas VIII A SMP Islam Al-Falah Jambi
Sumber Data : Pelaksanaan Proses Pembelajaran B.inggris
Deskripsi Data :
On this observation, researcher observed teaching and learning process
activity during English lesson in eight grade A SMP Al-Falah Jambi. From the
observation, researcher gathered data related to teaching and learning process
activity during English lesson in seventh grade A SMP Al-Falah Jambi.
This teaching and learning process activity was started with greeting the
students done by English teacher. Mr.Persualian Harapan. By the time teacher
came, class situation still neat, clean, no rubbish like paper, food and drink waste.
The formation of chair and desk of the classroom was well regulated and orderly
neat. The desk consisted of 31 and 31 of chair arranged. The classroom looked
vivid because there was sun light, not stuffy and obscure. The windows consisted
of 3, the color of the wall was sky blue so that it looked clean, neat, and light,
desk and chair arranged in left corner of the entry door. On the wall there were
stickers such as presidents picture and vice president included a state symbol
which is burung garuda.
Beside teacher‟s desk, there was a shelf to store the equipment of the class.
On the desk there was flower vase and box to store 2 board markers, whiteboard
equipped with eraser and board marker. Media for teaching that used to teach
70
students‟ guidance books from Airlangga, before teaching teacher always opened
the class by greeting and praying and started by saying assalamualaikum
warohmatullahi wabarokatuh. Teacher always said greeting expression like “good
morning, students. How are you today?” after that teacher always said “are you
ready? Who are absent today?” Next, teacher gave careful and loving
motivations. Teacher gave explanation regarding to the purpose of coming to
school which is “study”. Students looked motivated by teacher‟ explanation and
be more ready to follow teaching and learning activity.
Teacher asked students to take books out of their bags, then wrote the
material that would be learned and teacher explained it and asked students to take
notes in their books. While explaining the material, teacher first used oral, the
voice sound clear and loud, the pronunciation was understandable enough, second
teacher explained by using writing in the whiteboard, when explained the material
teacher used English then translate it to Indonesia. Next, teacher gave assignment
to students in groups. Teachers were grouping the students randomly. After that
students sat in groups. Teacher gave the task to each group using the media like
picture and gave 15 minutes time to finish the task. Students worked seriously till
the time ended. Teacher asked every group to present their assignments then
teacher concluded the result of the discussion and the students looked happy and
understand with that kind of method.
Not long after, the bell was ringing as a sign that the lesson had ended and
the teacher closed the lesson by saying Alhamdulillah together and greeted the
students. Teacher didn‟t forget to remind the students to work hard at home.
Teacher said “ok thank you for your attention, see you, and don‟t forget to do the
homework and I end this lesson by saying wassalamualaikum warohmatullahi
wabarokatuh”
71
OBSERVASI II
MetodePengumpulan Data : Observasi
Haridantanggal : Kamis 1 august 2019
Lokasi : Kelas VIII A SMP Islam Al-Falah Jambi
Sumber Data : Pelaksanaan Proses Pembelajaran B.inggris
At 08:30 English subject had begun, all the students were ready and calm
to learning process, class situation was clean, desk and chair arranged neatly.
After that, the teacher lead to pray. After praying was finished, teacher opened the
class by saying “assalamualaikum warohmatullahi wabarokatuh”, teacher asked if
there is homework, students answered “no miss”. Teacher explained the material
while going around the class started from the front to the back, sitting on the
teacher‟s desk, standing in front of the class, standing in front of the class back
and forth, the eyes aimed to the students while looking who the students that
didn‟t pay attention. After finished explaining the material, teacher asked the
students if there is questions, students answered “no miss”. Because there was no
questions, teacher told the students to do and answer the questions in groups,
every group consisted of 5 until 6 people, teacher gave 10 minutes to do the work,
students were busy doing the task while teacher going around the class back and
forth to check on every student. When there was student who didn‟t understand
the questions, teacher helped them and explain the question.
The time to do the task was over, teacher asked each group to present their
works, who wanted to answer the question, after the answers were collected
together teacher concluded the material. Time was at 9.30 it shown that the lesson
would be finish. Teacher gave homework that would be collected on next
meeting. Teacher closed the lesson by saying “ok see you next week
wassalamualaikum warohmatullahi wabarokatuh.”
72
Appendix 1V: Observation Sheet
OBSERVATION SHEET IN CLASSROOM MANAGEMENT
No Ada Tidak
Ada
Keterangan
1. In learning process
1. Preparation and Planning
a) Lesson Plan
b) Syllabus
c) Media
d) Text book
2. Actuating
a) Warmly
b) Enthusiastic
c) Students give
response in teaching
learning process
3. Controlling
a) Discipline
b) Comply with the
teacher‟s instructions
73
2. Physical Classroom
1. Ventilation and lighting
a) Lighting resources
b) Windows
c) Air conditioner
d) Lamp
2. Seating arrangements
a) The sitting position
follows the teaching
materials
b) The position of
student is dealing
with the teacher
3. The item saving
a) Cupboard for saving
learning tools, media,
books, etc.
b) Cup board for teacher
c) Table with drawer
d) Student drawer
Item in classroom
1. Table
2. Chair
3. White board
4. Schedule
5. Attendance board
6. List of class picket
7. Education calendar
8. Hand wash and washcloth
74
9. Storage
10. Picture and Wastebasket
75
Appendix V: Documentation (fhoto)
76
77
78
79
80
81
CURRICULUM VITAE
Name : Siti Rosnani
Gender : Female
Birthday : Pelawan, Juny 8th , 1997
Address : Desa Pelawan, Kec. Pelawan, Kab.Sarolangun.
Email : [email protected]
Contact Person : 085380271830
Education Background :
No Education Place Graduated Year
1 The State Elementary School No.
48N Pelawan Pelawan 2009
2 Junior High School (SMP) 10
Pelawan Pelawan 2012
3 Senior High School (SMA) 8
Pelawan Pelawan 2015
4 The State Islamic University
Sultan ThahaSaifuddin Jambi Jambi 2019
Jambi, September 2019
Writer
Siti Rosnani
TE. 151628