A STUDY ON TEACHER CLASSROOM MANAGEMENT
IN SCIENCE BILINGUAL CLASS
AT SMPN 1 PROBOLINGGO
THESIS
By:
INTAN PRAVITASARI
07360242
UNIVERSITY OF MUHAMMADIYAH MALANG
FACULTY OF TEACHER TRAINING AND EDUCATION
A STUDY ON TEACHER CLASSROOM MANAGEMENT
IN SCIENCE BILINGUAL CLASS
AT SMPN 1 PROBOLINGGO
THESIS
This thesis is submitted to meet one of the requirements to
achieve Sarjana Degree in English Education
By:
INTAN PRAVITASARI
07360242
UNIVERSITY OF MUHAMMADIYAH MALANG
FACULTY OF TEACHER TRAINING AND EDUCATION
iii
MOTTO AND DEDICATION
“Sesungguhnya A llah t id ak akan mengubah keadaan suat u kaum sebelum mer eka mengubah kead aan dir i mer eka sendir i”
(Q S. A r -Rad 13:11)
“M aka sesunggu hnya ber sama kesulit an ada kemud ahan” (Q S. A l-I nsyir ah 94:5)
“T he biggest f ailur e is if we never t r ied” (Robyn A llan)
DEDICATION:
I dedicated this thesis to:My beloved father and mother,
My sister and my brothers,
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A STUDY ON TEACHER CLASSROOM MANAGEMENT IN SCIENCE BILINGUAL CLASS AT SMPN 1 PROBOLINGGO
ABSTRACT
Classroom management is the most important thing that the teacher should do in teaching learning process. The teacher does not only manage the classroom well in regular class but also in bilingual class because nowadays many schools have as bilingual class. In bilingual class, the teacher and the students use English in teaching learning process, not only in English subject but also in the other subjects, such as mathematics, science, and information and communication technology (ICT).
This study concerns on the teacher’s classroom management in science bilingual class. The writer conducted this study because she wants to know the teacher’s preparation in managing the science bilingual class, to find the aspects of classroom management which are considered by the teacher to teach science in bilingual class, and to know the difficulties faced by the teacher in managing the science bilingual class at SMPN 1 Probolinggo.
This study used descriptive qualitative design. The subjects of this study were science teachers, include Biology and Physics teachers who teach Biology and Physics in eighth grade at SMPN 1 Probolinggo. The instruments used to collect the data were interview and observation.
The result of this study showed that the teachers had some activities and preparation in managing the classroom, they were planning, arranging the seating, and setting rules. The teachers also considered some aspects of classroom management such as withitness, overlapping, momentum and smoothness, group alerting, students accountability, satiation or valence, and challenge arousal. Moreover, the teachers had some difficulties in managing the science bilingual class such as attention - getting behavior and power - seeking behavior. Finally, the teachers were good in managing the classroom although there were some misbehaviors made by the students in the class.
Key words: Classroom management, science bilingual class.
Malang, August1st, 2012
The Advisor I, The Writer,
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2.2Preparation in Managing the Classroom ... 9
2.2.1 Planning. ... 10
2.2.2 Arranging the Setting... ... 12
vii
2.3 Aspect in Classroom Management ... 15
2.4 Bilingual Class ... 18
2.5 Teaching Science ... 19
2.6 The Difficulties in Managing the Classroom ... 22
CHAPTER III:RESEARCH METHODOLOGY 3.1 Research Design ... ... 24
3.2 Research Subject . ... 25
3.3 Research Instrument... ... 25
3.3.1 Observation ... 26
3.3.2 Interview ... 27
3.4 Data Collection ... 28
3.5 Data Analysis... ... 28
CHAPTER IV: RESEARCH FINDINGS AND DISCUSSION 4.1 The Research Findings ... 30
4.1.1The Teacher’s Preparation in Managing the Science Bilingual Class .... 30
4.1.1.a The Observation and Interview to the Physics Teacher ... 30
4.1.1.b The Observation and Interview to the Biology Teacher ... 35
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4.1.2.aThe Result of Observation and Interview to the Physics Teacher .... 40
4.1.2.b The Result of Observation and Interview to the Biology Teacher.... 45
4.1.3 The Difficulties Faced by the Teacher in Managing the Science
Bilingual Class ... 49
4.1.3.aThe Difficulties Faced by the Physics Teacher and the Biology
Teacher in Managing the Science Bilingual Class Based on
the Observation ... 49
4.1.3.b The Difficulties Faced by the Physics Teacher and the Biology
Teacher in Managing the Science Bilingual Class Based on the
Interview ... 50
4.2 The Discussion ... 51
CHAPTER V: CONCLUSIONS AND SUGGESTIONS
5.1 Conclusions ... 53
5.2 Suggestions ... 54
REFERENCES
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REFERENCES
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Arends, I Richard. 2004. Learning to Teach; Sixth Edition. Boston: McGraw-Hill Companies, Inc.
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Brown, H. D. 2000. Principles of Language Learning and Teaching Fourth Edition. New York: Addison Wesley Longman, Inc.
Brown, H. Douglas. 2001. Teaching by Principle : An Interactive Approach to Language Pedagogy; Second Edition. San Fransisco : Longman, Inc.
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Herwindasari, Mega Dini. 2010. A Study on the Technique of Teaching Reading in Bilingual Class at SLTPN 1 Singosari. Unpublished Thesis. Malang. University of Muhammadiyah Malang.
Kumari, Uyyala Naga. 2008. Science Process Skills of School Students. New Delhi: Discovery Publishing House Pvt. Ltd
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Mulyadi. 2009. Classroom Management: Mewujudkan Suasana Kelas Yang Menyenangkan Bagi Siswa. Malang: UIN- Malang Press.
Ormrod, Jeanne Ellis. 2003. Educational Psychologhy Developing Learners; Fourth Edition. New Jersey: Prentice Hall.
Parsons, Richard D, Hinson, Stephanie Lewis, and Sardo-Brown, Deborah. 2001.
Educational Psychology: A Practitioner – Researcher Model of Teaching.
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Prifiyanti, Febby Ika. 2009. A Study on Classroom Management Done by the Teachers in Teaching English at SMPN 1 Gondangwetan Pasuruan.
Unpublished Thesis. Malang. University of Muhammadiyah Malang.
Sant rock, John W and Davis, Thom as. 2008. Educat ional Psychology. New York:
Widaranti, Rosyta. 2010. The Teacher’s Classroom Management in Bilingual Mathematics Class at the Tenth Grade in SMAN 1 Bangil. Unpublished Thesis. Malang. University of Muhammadiyah Malang.
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controller means that teacher should be able to control the classroom and conduct the
situation in the classroom. But, nowadays, there are still many teachers who have
dead spots when they teach (Santrock and Davis, 2008). In this case, they are not
able to manage the class because he or she was less preparation and lack of skill or
knowledge about classroom management. There are some cases that teachers should
avoid reaching the goal of teaching learning effectively.
Classroom management is an urgent thing that the teacher has to consider
carefully. Classroom management is a set of teacher behaviors and activities directed
at engaging students in appropriate behavior and minimizing disruptions (Emmer, et
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a preparations and plan before teaching. In fact, many teachers do not know what
will they do because of minimum preparation, as a result, the teaching target can’t be
reached. From the statement above, it is clear that the classroom management is
important for the teacher. Prifiyanti (2009) found that the teachers need a plan and
preparation for managing the classroom. There are several aspects of classroom
management according to Kounin in Parsons, Hinson and Sardo Brown (2001), they
are withitness and overlapping, momentum and smoothness, group alerting, students
accountability, and satiation or valence, and challenge arousal. Those aspects are
important, and the teacher should consider them to prevent and stop misbehavior that
might happen in the classroom.
Actually, classroom management is not only to avoid misbehavior or bring
student to avoid doing anarchy, but also facilitate student’s motivation and student
achievement (Brophy, in Brown, 2001). Teachers should have good ability to
manage the class, control the student, and they have to be creative to facilitate and
keep student’s motivation in learning. Classroom management helps both the teacher
and the student. It provides student with structure and achievable goals, by knowing
what expected to them. Classroom management will bring teacher to reach the goals
of teaching learning easier. This occurs in every level or grade of school also every
subject in teaching learning process, and one of them is in teaching science in junior
high school.
Science is one of the subjects thought in all levels of education in Indonesia.
Science is body of knowledge, a way of thinking, a way of investigation, a way of
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face new thing when they are thought by using foreign language (in this case
English) because nowadays many schools compete to be RSBI or SBI (applying
bilingual school). School with international standard is the school that prepares the
students to be international student oriented, whether in applying communication
skill by using international language (communication oriented) and mastering every
subjects that are thought (brain oriented). School with international standard is the
school which has international quality and prepares the alumnus to be able to
compete in international scale (Ahmadi, et al, 2010).
In bilingual class, the teacher and students use English language in teaching
learning process, not only in English subject but also in the other subject including
science. The subjects that must be thought in English are mathematics, science, and
information and communication technology (ICT). Widaranti (2010) found that there
were no differences between classroom management in bilingual mathematics class
and classroom management in teaching mathematics in regular class. The different is
only the language use in instruction.
In teaching science in bilingual class, the teacher should have different
method in managing the classroom because science is one of the difficult subjects for
the students. Teaching science using English is difficult and it needs good
preparation, because there are many terminology and laboratory activities. In
learning science, giving experience to the students by practicing some experiments is
better than only giving definition about all the materials. According to Chakradara
(2006), the term of science is ethimologically synonymous with knowledge which, of
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terminology words different from English that is used as usual. It makes the teachers
careful and wise in explaining the material to the students by using communicative
English. It is important to realize about what the teacher should prepare to manage
the class, and how the teacher anticipate the difficulties in managing the science
class. Science also the subject that requires students do more discussions because
there are many practical works in a group. In teaching science, an outdoor activity is
one of the methods to make the classroom interesting, so the students are not bored
in learning process.
From the explanation above, it can be concluded that this research is different
from Prifiyanti’s (2009) and Widaranti’s (2010) research. Prifiyanti’s (2009)
research focuses on classroom management done by the teacher in teaching English.
Widaranti’s (2010) research focuses on classroom management in bilingual
mathematics class, while this study focuses on the classroom management in science
bilingual class. Furthermore, to complete the research, this study focuses on the
preparation in managing the classroom, the aspects of classroom management, and
the difficulties in managing the science bilingual class at SMPN 1 Probolinggo.
SMPN 1 Probolinggo has the heterogeneity of students who come from various
background of family that can influence the classroom condition. Furthermore, some
strategies should be used to manage the class, so that the teaching learning process
can run well.
Based on the previous reasons, SMPN 1 Probolinggo is appropriate school as
the place to conduct a research, because SMPN 1 Probolinggo is one of the bilingual
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their graduate student with best soft skill, best communication skill by using
international language, and mastering any materials that are thought by getting high
score in national final examination. The school also produces students that are
always recommended in the best senior high school at Probolinggo city.
1.2 Statement of Problems
Based on the background of the study, the problems of the study are
formulated as follows:
1. What are the teacher’s preparations to manage the science bilingual class at SMPN
1 Probolinggo?
2. What aspects of classroom management which are considered by the teacher to
teach science in bilingual class at SMPN 1 Probolinggo?
3. What difficulties are faced by the teacher in managing the science bilingual class
at SMPN 1 Probolinggo?
1.3 Purpose of Study
The purposes of the study are:
1. To know the teacher’s preparation to manage the science bilingual class at SMPN
1 Probolinggo.
2. To find the aspects of classroom management which are considered by the teacher
to teach science in bilingual class at SMPN 1 Probolinggo.
3. To know the difficulties are faced by the teacher in managing the science bilingual
6 1.4 Significance of the Study
This study is expected to be useful for the teacher in managing the classroom,
to make class conducive and effective. It is also expected to contribute beneficial
information for the improvement of the quality of teaching learning science by using
English in managing the classroom. For the students, it expects to increase their
motivation to join the classroom as well as possible. It is also expected the students
understand well about all materials when the lesson delivered in foreign language as
well as if that is delivered by Indonesian. Furthermore, for the schools, it is hoped
that they can provide the facilities for teaching and learning process.
1.5 Scope and Limitation
The scope of this research is the classroom management. The limitation of
this research is the science teacher’s classroom management in bilingual class at
SMPN 1 Probolinggo.
1.6 Definition of Key Terms
To avoid misunderstanding, the writer gives the following definitions of the
key terms based on the title:
1. Classroom management as the use of rules and procedures to maintain order
so that learning may result (Elliot, et al 2000).
2. Teaching is a process in transforming information from teacher to students
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3. School base on International standard are schools that already meet the SNP
(national standards) are enriched with the superior quality that comes from
certain OECD (Organisation for economic co-operation and Development) or
