SINGLE GENDER CLASSROOM CLIMATE IN LEARNING SPEAKING AT MADRASAH TSANAWIYAH NEGERI KRIAN
ACADEMIC YEAR 2016/2017
THESIS
Submitted in partial fulfillment of the requirement for degree of Sarjana
Pendidikan (S.Pd) in Teaching English
By:
Arina Millaty Ardila
NIM D35213036
ENGLISH TEACHER EDUCATION DEPARTMENT
FACULTY OF EDUCATION AND TEACHER TRAINING
SUNAN AMPEL STATE ISLAMIC UNIVERSITY
SURABAYA
ABSTRACT
Ardila, Arina. 2017. An Analysis of Single Gender Classroom Climate in Learning Speaking at Madrasah Tsanawiyah Negeri Krian Academic Year 2016/2017. A Thesis. English Teacher Education Department, Faculty of Education and Teacher Training, Sunan Ampel State Islamic University. Surabaya. Advisor: Dr. Khoirun Niam, M. Phil.
Key Words: Single Gender Classroom, Classroom Climate, Learning
ABSTRAK
Ardila, Arina. 2017. Analisis Iklim Kelas Gender Tunggal dalam Pembelajaran Berbicara di Madrasah Tsanawiyah Negeri Krian Tahun Akademik 2016/2017. Sebuah tesis. Departemen Pendidikan Guru Bahasa Inggris, Fakultas Pendidikan dan Pelatihan Guru, Universitas Islam Negeri Sunan Ampel. Surabaya. Penasihat: Dr. Khoirun Niam, M. Phil.
Kata Kunci: Kelas Gender Tunggal, Iklim Kelas, Belajar Berbicara.
TABLE OF CONTENT
COVER ... i
ADVISOR APROVAL SHEET ... ii
APPROVAL SHEET ... iii
PERNYATAAN KEASLIAN TULISAN ... iv
MOTTO ... v
DEDICATION SHEET ... vi
ACKNOWLEDGEMENT ... vii
ABSTRACT ... ix
TABLE OF CONTENT ... x
LIST OF CHART ... xiii
LIST OF TABLE ... xiv
LIST OF FIGURE ... xv
LIST OF APPENDICES ... xvi
CHAPTER I ... 1
INTRODUCTION ... 1
A. Background of Study ... 1
B. Research Question ... 6
C. Objective of Study ... 7
D. Significance of the Study ... 7
E. Scope and Limitation of the Study ... 9
F. Definition of Key Terms ... 9
CHAPTER II ... 11
A. Review Related to Literature ... 11
1. Single Gender Classroom ... 11
a. History of Single Gender Classroom ... 12
b. Gender Segregated Classroom ... 14
2. Classroom Climate ... 14
a. Three Dimension of Classroom Climate ... 16
3. Classroom Climate Level ... 24
a. Positive Classroom Climate ... 24
b. Negative Classroom Climate ... 26
4. Learning Speaking ... 27
B. Previous Study ... 30
CHAPTER III ... 34
RESEARCH METHOD ... 34
A. Research Design... 34
B. Subject of the Study ... 35
C. Research Location ... 35
D. Data and Source of Data ... 36
E. Data Collection Technique... 37
F. Research Instrument ... 39
G. Data Analysis Technique ... 41
H. Validity of the Data ... 43
I. Research Stage ... 44
CHAPTER IV ... 46
FINDINGS AND DISCUSSION ... 46
1. Single-Gender Classroom Climate Through Research Survey of Students’ Perception at 8th
grade students of MTsN Krian in
Learning Speaking ... 46
a. Classroom Relationship... 47
b. Students’ Personal Development... 53
c. Teacher’s System Maintenance Change ... 55
2. The Difference of Male and Female Classroom Climate of 8th Grade Students in Learning Speaking at MTsN Krian Through Direct Observation ... 59
B. Discussion ... 70
1. Single Gender Classroom Climate of 8th Grade Students in Learning Speaking at MTsN Krian ... 71
a. Classroom Relationship... 71
b. Personal Development... 72
c. Teacher’s System maintenance change ... 73
2. The Difference of Single Gender Classroom Climate in Male and Female Class in Learning Speaking at MTsN Krian ... 74
CHAPTER V ... 80
CONCLUSION AND SUGGESTION ... 80
A. Conclusion ... 80
B. Suggestion ... 81
CHAPTER I INTRODUCTION
A. Background of Study
Speaking is one of the sociolinguistic in which tend to discuss about the study of the relation between society and language. In addition, speaking is the subdivision of learning a language among four skills of English that is writing, reading, speaking, and listening. As a practical output, speaking has so many influence things such as psychological, physical, systematic and attitudinal.1 Not just a theoretical framework of learning a foreign language, speaking need these practical outputs which one of them is being able to communicate. But, there still some problems in learning that is one of the factors that can be disturb the learning process. According to Yussou Haidara in his survey research in Indonesia, the EFL students in Indonesia were analyzed that there are not just about lack of vocabulary and grammar, but having lack of motivation and never develop their confidence.2
Communication and interaction is one of the important tools in learning. The role of students and student-teacher interaction in class help students to create good social support in learning. Teachers and students can effectively improve their learning skill by discussing the topic in classroom with peers which have some experience in communication.3 Other problems that are commonly observed in the language classroom are related to individual learners’ personalities and attitudes to the learning problems and challenges in teaching and learning speaking process. Learning speaking problem in particular which conclude as follows:
1İsmail GÜRLER, “Correlation between Self-confidence and Speaking Skill of English
Language Teaching and English Language and Literature Preparatory Students”, Vol.1 No.2, 2015.
2Youssouf Haidara. “Psychological Factor Affecting English Speaking Performance for
the English Learners in Indonesia”vol.3 No.2, 2015
3 Both Hurst, Randall Wallace, Sarah B Nixon. The impact of social interaction on Student
Inhibition – fear of making mistakes, losing face, criticism, shyness; Nothing to say – learners have problems with finding motives to speak, formulating opinions or relevant comments; Low or uneven participation – often caused by the tendency of some learners to dominate in the group; Mother-tongue use – particularly common in less disciplined or less motivated classes, learners find it easier or more natural to express themselves in their native language.4 As the conclusion of that research, it can be conclude that the distraction of learning process of speaking are related with problem in interaction and motivation.
As the conclusion above, besides motivation, interaction is the one of the problem that can be considered when learning speaking. Most teachers have experienced classes in which student interaction has been more limited than they expected.5 However, there is something different in students’ social interaction regarding with gender. Some students have less social support when they have to interact or communicate in cross gender students. According to researchers’ research in some class in several schools, there are some problems in cross gender interaction when they should work together in one project. Especially in some classes in low level students or mix ability students, they refuse to have a project with boys. Because according to them, boys tend to ignore the instruction. The researchers also have experience when having a teaching internship in one of junior high school in Sidoarjo which is some of students refuse to have a role play with boys because of the bullying which related with dating from their other friends. This caused a problem in learning speaking process.
Furthermore, many studies state that gender issues have become connected with the issues of language which is called social gender. The difference language characteristic used regarding with female and male students has been observed. One effect of the different styles developed by men and women is that certain features become very disturbing in cross-gender
4 Ibid
5 Both Hurst, Randall Wallace, Sarah B Nixon. The impact of social interaction on Student
interactions.6 In same gender discussion, there is little difference in number of speakers interrupt each other rather than in cross-gender interaction which is men interrupt women with 96 percent amount of interruption.7 The interruption of interaction can be one of factors that affect students’ self-confidence which also effect on learning speaking and students’ discussion in class. In addition, according to George Yule in book title “The Study of Language” states that there is also the difference in conversation styles. Women produce more back-channels as indicators of listening and paying attention but men not only produce fewer back-channels, but appear to treat them. That causes the misunderstanding or uncomfortable feeling in woman because woman tends to think that men are not paying attention to them. Gender is a fundamental way we categorize people without regard to their other roles or characteristics; gender shapes our perceptions, thoughts, and behavior about ourselves and others, both consciously and unconsciously.
Whereas, as it is known that most of school in Indonesia nowadays have been applying K13 which is tend to use scientific approach and constructivist model. It can also be said that K13 use students-centered learning in every learning process. As it is explained in Permendikbud No. 81A tahun 2013, the main activity of the learning process is through observing, asking, associating, exploring and communicating. In addition, the learning process is also divided into two categories that are direct learning and indirect learning. Direct learning is the process of students in class to develop their knowledge, creativity and psychomotor with the communication between students-students or students-teachers. The direct learning process makes the name of instructional effect. The second learning process is called indirect learning process. Indirect learning process is related to the development of learner which is related to their attitude and morality. So, in this case it is relate to how the way the process of discussion and communication between students, teachers and the classroom climate. Therefore, as the characteristic of K13
6Yule,George. “The study of language”. (Cambridge: Cambridge University Press, 2010)
page. 266.
7
which is can be concluding that a good communication should be exist in the learning process of K13 classroom.
Motives for single-gender education are diverse and have changed over time. Concurrently, the American Association of University Women (AAUW) revealed alarming results that suggested coeducational schools set up girls to fail.8 During the middle school years, separating genders can create more comfortable classrooms and psychological classroom environmental pleasure, in which both genders are being to take risks, speak up, contribute answers, express uncertainties, and ask questions in class activity.9 According to the result of teacher interview of schools that have engaged in single-gender programs have reported students can become more engaged in learning because the material and teaching strategy is more relevant to their needs as learners. So, it can be conclude that single gender classroom attempt to create an environment for learning in which feel able to work with, rather than against. It also conclude that engage and motivate all students to become fully involved in school and to develop a self-confidence based on learning rather than on values that conflict with it. When discussing the positive and negative issues of single-sex education, it will be careful not to show stereotypes as a character. However, one cannot sensibly argue that there are not achievement gaps between male and female learners.10
The term of gender, as Jhon M. Echoldan Hasan Shadily define that gender as a difference of sex which is not about biology diversities. But it is created through the social culture.11 Behavior differences between male and female, besides related to the biology factor, it is also related to the process of social and culture. Therefore, gender can be change
8Natalia Ibanez “Best practice in Single Gender Education.”(Austin Independent School
District, 2011)page. 1
9 Ibid
10 Robert Huston Goslow. A Case Study of Single-Sex Biology Classes in a High School in
South Georgia. (Georgia: Georgia Southern University), 64. 2011
11Jhon MEchol, dan Hasan Shadily. Kamus Besar Inggris-Indonesia. (Jakarta : Gramedia
between other places, time and between social economic societies.12
An observation conducted by the researcher in some coeducational classroom of junior high school shows that the interruption and terms of dating seems to be one of the distraction in learning process. When there are boys and girls who have a role play together, some students are bullied them as dating and etc. That kind of interruption makes some of students feeling shy and not able to work together with boys. There distract the learning process of speaking and self-confidence in them. The researches show that the university students have a good communication in cross gender interaction rather than junior high school students. The university students might think that the most important of them is getting a good mark or point. But, as the researcher research in some classes of junior high school students, there is a bit problem when some of boys are ignored to work together and it may cause like fighting or uncontrolled class. There are many issues of gender differences in interaction and classroom problems. Those all reasons create the basic reason why MTsN Krian change the classroom model which is the previous one is coeducational classroom model become single gender classroom. Not only MTsN Krian, some of school staff decided to change the classroom climate based on gender to overcome those all problems. Something that can be offered is making a single gender classroom as they believe that it can create positive classroom climate. Although there is very limited significant evidence or research which proof their assumption that single gender classroom is one of the effort in creating positive classroom climate.
Several researchers regarding to this issue have been conducted. A research conducted by Hilmi Rosyidah which title “The Effect of Single-Sex Classroom Management in Improving English Speaking Skill of the 2nd Graders at SMPN 5 Bangkalan” which focus on how the single-sex classroom
12 Mansour Faqih, Analisis gender dan Transformasi Sosial. (Yogyakarta : Pustaka
effect on the classroom environment that can be related to their improvement in speaking. The researcher use experimental research which is the researcher create the single-gender classroom in one of coeducational school at English teacher’s class and try to get the result of it. Another research conducted by Paul Gleason which title “Gender Segregated Learning Environments: An Analysis of the Perceived Impact of Single-Sex Classrooms in South Carolina”. This study was designed to investigate the effectiveness of single-sex educational environments in terms of a student’s motivation, academic achievement, and self-esteem. Multiple linear regression analysis was used to determine the impact of the control (independent) variables of ethnicity and grade level on the motivation, academic achievement and self-esteem of male and female students and provide a better understanding of whether the dependent variables are influenced by the instruction taking place in single-sex classrooms as opposed to other environmental variable.
The reason why researcher chooses MTsN Krian is this school is one of school that applies a single-gender classroom. The kind of single-gender classroom used by MTsN Krian is dual academic model which boys and girls are in a coeducational school but attend classes separately. According to an interview with one of teacher in that program result that the program is much concern about the students’ speaking skill. Almost all the activity is to engage students to speak up. So, the researcher thinks that this program help much to get information about single gender classroom climate in learning speaking. Therefore, based on those reasons which already explained above, the researcher is trying to do a research which related to the single-gender classroom climate on the learning speaking of MTsN Krian.
B. Research Question
1. How is the Classroom Climate of Single-Gender Classroom in Learning Speaking at MTsN Krian?
C. Objective of Study
1. To describe the classroom climate of single gender classroom in Learning Speaking at MTsN Krian
2. To know the difference of classroom climate of single gender classroom in male and female class in learning speaking at MTsN Krian
D. Significance of the Study
This researcher gives the contribution for teachers, school administrator and also other researchers. As this research explain about single gender classroom climate for students’ self-confidence and the phenomena of the model classroom in Indonesia that many of them are single gender classroom, the researcher think that it help the school administrator when planned to implement a single gender classroom. As educators across the country search for viable ways to increase student self-confidence in learning speaking, single-sex classrooms are one such strategy being offered. Many educators believe that the use of single-sex classes decrease the distractions just like in coeducational classes, which reduce the time used to handle these interruptions. Research by Jenkins found that single-sex educational programs were attempted based on four specific objectives including: improving the educational outcomes for all students, offering students and parents a diverse array of educational options, compensating students for past or present gender discrimination, and conducting an educational experiment examining the different types of systems.13 This research gives information about the condition of classroom climate in single gender classroom climate and also gives information about the self-confidence itself.
For the teachers, it is important and interesting to know that there might be differences in gender communication and learning style when it comes to self confidence in learning speaking and that information could be helpful in the future to be able to motivate the students. The role of gender communication and self confidence in learning a second
13 Gleason Paul. Gender Segregated Learning Environments an Analysis of the Perceived
language has been investigated by various researchers in different countries and the present study would like to do the almost same problem, including the gender differences and single gender classroom. So, by this research hopefully the teachers understand well about the characteristic of the students’ learning regarding with gender difference and even the teachers teach in coeducational model, it still helpful for them. The teachers understand well how to make a strategy that suitable with their students. The students know about the difference conversation style used by the female and male. Hope it decreases the students’ misunderstanding in communication between male and female and there is no term of shyness when there is interruption between them.
This study provides valuable insights into the effect of single-gender classroom climate on Junior high school students. The data received from this study could also be used to influence classroom organization at the school at which the study is being conducted. The use of single-gender classes may or may not prove to be a viable way to positively affect student self-confidence, but the possibilities of the strategy merit more research than currently exists. The role of gender communication and self-confidence in learning a second language has been investigated by various researchers in different countries and the present study would like to do the almost same problem, including the gender differences and single gender classroom. So, by this research hopefully the teachers understand well about the characteristic of the students’ learning regarding with gender difference and even the teachers teach in coeducational model, it still helpful for them. The teachers understand well how to make a strategy that suitable with their students. The school administrator also knows the classroom climate and its learning speaking process which is one of useful information for school who want to apply single-gender classroom for their school.
E. Scope and Limitation of the Study
As proposed, this study was designed to investigate the classroom climate of single-gender classroom in learning speaking. The scope of this study is the concept of classroom climate according to Rudolph Moos. The data is taken from the English course class which is the objective of learning is concern with speaking activities such as role play, discussion, drama and etc. This study was aimed at providing evidence based research about the classroom climate and the learning process of speaking.
The limitation of the study is a research done in the some classroom of English course which is concern in speaking. The researcher uses some sample from some classes which is different level. In some problems which have been identified, the researcher limits the problem to “How is single -gender classroom climate in learning speaking at MTsN Krian?”
F. Definition of Key Terms
In order to make clearer of this study, the researcher explains the terms used in this study as follow:
1. Single-Gender Classroom
US Department of Education define single sex education as “education as the elementary, secondary or post-secondary educational settings in which male and female students attend school exclusively with members of their own gender. While the researcher conclude that Single-gender classroom refers to type of classroom which is separated to male and female only in class.
2. Classroom Climate
Rudolph Moos defines Classroom Climate is determined by the model of interpersonal relationship between teachers and students, the relationship between students, the classroom management style as well., and physical environments in which our students learn.
3. Learning Speaking
CHAPTER II LITERATURE REVIEW A. Review Related to Literature
1. Single Gender Classroom
Single-Gender classroom is a classroom which only has one sex, male only or female students. Single-gender public education has adopted several different operational models. One is the classic model, which either boys or girls in single gender school and single gender classroom, another is the dual academy model, in which boys and girls are in a coeducational school but attend classes separately.1
Along these lines, in her book Same, Different, Equal, Rethinking Single-sex Schooling, Salomone presented research findings that suggested developmental differences between boys and girls at an initial stage of life.2 According to Salomone, the gaps between girls and boys are equal or larger than the racial gaps such a White students with Black students.3
As it is very common the term of single gender classroom in Indonesia that is usually applied in the Islamic boarding house. The parents, teachers, stakeholders believe that single gender classroom can improve the students learning achievements, and good communication in class. Furthermore, one of advocate in Indonesia they argue that each sex has unique biological and developmental needs and students grouped by sex perform better without the distractions and social pressures of the other sex present. Researchers at Manchester University in England tested single-sex classroom advantages by assigning students in five public schools to either coeducational or single-sex classrooms.
1Natalia Ibanez “Best practice in Single Gender Education.”( Austin: Austin Independent
School District, 2011)page. 1
2 Ibid 3
a. History of Single Gender Classroom
During the 19th century, single-sex schooling was common.4 There were more single-sex Catholic schools than schools in the public school setting. In addition, all military academies and agriculture and engineering schools admitted only middle-class male students. The surge of mass education promoted coeducation as an alternative to single-sex schools. Females began to push for more coeducational programs after becoming conscious of the significantly different educational experiences males experienced than they did. Finally, coeducation classes became the standard with the ruling of the Education Amendment Act of 1972, which provided females with equal educational opportunity.5
In 1996, the United States Supreme Court ruled on the constitutionality of single-sex public education in the case of United States v. Virginia (The Oyez Project, 1996). From that ruling, females were able to attend all military academics. According to Salomone, Title IX has afforded females the opportunity to receive 38% of medical degrees, compared to 9% in 1972. In 1994, 44% of all doctoral degrees received in the United States were awarded to females, an increase from 25% in 1977 and also in 1994, 43% of the law degrees conferred were earned by woman, as compared to 7% in 1972.6
The Education Amendment Act Title IX, allows public schools to separate students based on gender, under special circumstances. The school must justify single-sex classes with research and identify the anticipated academic and social outcomes with supporting evidence that specific goals were achieved. The school district must ensure that the single-sex program is equally funded.
4 Robert Huston Costlow “A Case Study of Single-Sex Biology Classes in a High School in
South Georgia” (Electronic Theses & Dissertations: A Case Study of Single-Sex Biology Classes in a
High School in South Georgia,2011), page.16
5 Sylvia Yvone Reddick Pilson. “The Effect of Single Sex Classroom Outcomes on Mathematic and Reading in an Elementary School” (Alabama: University of Alabama,2013), hlm. 45
6
Georgia public schools are currently implementing the single-sex curriculum in at least 17 programs. Other public single-sex schooling includes Afrocentric academies for boys and girls, and the Young Women’s Leadership schools.7
In California, the Single-sex Academies legislation is the largest example of a state’s role in the creation of single-sex public schools. Although single-sex schools still exist primarily in the private and parochial sectors in the United States, single sex education is occurring in other countries.8 For example, while Britain’s single-sex schools make up a small, selective group, countries such as Australia, New Zealand, and Ireland have a sizeable number of single-sex schools. Although, coeducation has been the norm for most public schools in the United States throughout the 19th and 20th centuries, after Title IX became a law, there is a small strong consistent push toward incorporating more single-sex classes.9
One might believe that with all previous data and court rulings, single-sex classes would be the most provocative topic and venture in education today. However, even with the advent of the NCLB stipulations, some districts are having difficulty implementing the single-sex idea.10
According to a report conducted by Sneed and Anderson, the policy of government should comprehensive and clear in implementing such a school or classroom which the district should develop a comprehensive policy that follows the requirements in the regulations. Other stipulations include developing a rationale for the classes that cannot be based on gender stereotypes, the programs must be offered in a well-balanced manner, and periodic evaluations of the classes at least every two years must be performed.
7 Robert Huston Costlow “A Case Study of Single-Sex Biology Classes in a High School in
South Georgia” (Electronic Theses & Dissertations: A Case Study of Single-Sex Biology Classes in a
High School in South Georgia,2011), page.17
8 Ibid 9 Ibid, page.18
10 Natalia Ibanez. Best Practices in Single Gender Education.(Austin: Austin Independent
b. Gender Segregated Classroom
The term of single sex or single gender classroom is also have the closest meaning or have the same definition with the gender segregated classroom or segregation classroom. Segregated classroom is also known as the separation between the women class and men classes in the process of learning. So, there are no differences with single gender classroom that the concept of the classroom is girls or boys only. Although these ideas are hyped as "new discoveries" about brain differences, they are, in fact, only dressed up versions of old stereotypes. Moreover, these sex-segregated classes deprive students of important preparation for the real, coeducational worlds of work and family. Rather than offering choice, sex-segregated programs limit the education of both boys and girls.
2. Classroom Climate
Flanders defines Classroom Climate is determined by the model of interpersonal relationship between teachers and students, the relationship between students, the classroom management style as well.11 While Amborse define classroom climate as the intellectual, social, emotional, and physical environments in which our students learn. However, safety is not the only consideration12. When students move out of their comfort zone to what Pat Griffin refers to as "our learning edge" they can develop their understanding, take in a new perspective, and stretch their awareness. Students' internal reactions to class activities and classmates-feelings of annoyance, anger, anxiety, surprise, confusion, or defensiveness-may are signs that their way of thinking about things is being challenged.13 "All learning and involves some degree of culture shock to the degree that they challenge our
11Centre for Teaching, Learning and Technology. “Classroom Climate”. A Handout Book.
University of British Columbia. Page. 3
12 Ibid
13 Adelman, H. S. & Taylor, L. (in press). Classroom climate. In S. W. Lee, P. A. Lowe, &
basic perspectives.14 Much can be learned through culture shock that cannot be learned any other way,"15 Tension in the classroom, when it does not get out of control or explode, can prompt learning. Safety is not a goal in itself, but a prerequisite for the kind of classroom climate that can result in learning.
There is much that a teacher can do to promote a safe, engaging classroom climate:16
a) Arrange the classroom in a way that maximizes interaction; ideally, students should be seated in a circle or horseshoe shape that maximizes the amount of eye contact students can have with each other.
b) Encourage but not compel participation in whole class discussions. The teacher may state that s/he not call on students individually to participate, and students have the right to not participate. The teacher can bring people into discussion indirectly- using prompts, eye contact, and statements such as "Let's hear from the back (or second) row" or "Let's hear from some people who haven't been talking." Perhaps most importantly, do not expect minority students to educate their peers, to speak for their race or group. Moos indicated six major methods by which characteristics of environments have been related to indexes of human functioning. These included ecological dimensions, which encompass geographical, meteorological, and architectural design variables, behavior settings, dimensions of organizational and structure; dimensions of identifying the collective personal and/or behavioral characteristics of the milieu inhabitants, dimensions related to psychosocial, characteristics and organizational climates; and variables relevant to the functional or reinforcement analyses of environments.17
14 Mara W. Allodi. The meaning of social climate of learning environments: Some reasons
why we enough about it. Learning Environ Res (2010). Page.91
15 Ibid
16 Sandra Lee Still. Presentation on Classroom Climate. Initially licensed teachers
conference. Garner Sr. High. April 4, 2001.
17 Jan Bennett, B.M.E., M.E. The Relationship Between Classroom Climate and Student
a. Three Dimension of Classroom Climate
Rudolph Moos groups such concepts into three dimensions for classifying human environments and has used them to develop measures of school. Those classroom climate Moos's three dimensions are:18
1) Relationship
Relationship is the nature and intensity of personal relationships within the environment-, the extent to which people are involved in the environment and support and help each other.19 The terms of relationship in human environments according to Moos are involvement, cohesiveness, and support. Those three factors of relationship is just an example of relationship. But, to see the classroom climate in the classroom, the present study just limits the relationship in terms of cohesiveness and involvement. So, in finding how the relationship of this classroom, the researcher focuses on those two factors, that is involvement and cohesiveness.
a) Involvement
Student involvement in the classroom has implications for educational processes and learning outcomes. Astin defined student involvement as “the amount of physical and psychological energy that the student devotes to the academic experience”20
. Astin, in an interview with Richmond, indicated higher education is in competition with other forces for students’ energy such as job and family, and it is imperative for colleges and universities to prevail in
18 Adelman, H. S. & Taylor, L. (in press). Classroom climate. In S. W. Lee, P. A. Lowe, &
E Robinson (Eds.),Encyclopedia of School Psychology. Thousand Oaks, CA: Sage. Page.2
19 Ibid 20
http://moos-moos.wikifoundry-mobile.com/m/page/The+Human+Environment , 16th
this competition.21 Astin also differentiated between highly involved and noninvolved students. Students who are highly involved devote a great deal of energy to studying, actively participate in class, and regularly interact with classmate and other students.22 On the other hand, noninvolved students neglect studies, are hardly ever on school, do not participate in classroom activities, and have little contact with other students. Astin developed the theory of student involvement in part to guide researchers in their investigation of student development and as well as to assist the administrators and teacher in their design of more effective learning environments. The involvement is also related with the students-students and students-teachers interaction as well.
b) Cohesiveness
Cohesive classrooms students valued their classmates, were involved with and cared about each other, tried to help one another, and were proud of their membership in the group. Group cohesiveness was found to affect individuals differentially by sex and mental ability. Anderson’s findings suggested classroom social climates have significant effects on individual learning, and wide differences exist based on student ability and sex. In order to create a positive classroom climate, teachers needed to provide students with cohesiveness through a sense of classroom community – a classroom with a sense of connection, a feeling that they were valued, and a feeling that they had influence with their classmates and teacher.23 Students with a strong sense of
21 Adelman, H. S. & Taylor, L. (in press). Classroom climate. In S. W. Lee, P. A. Lowe, &
E Robinson (Eds.),Encyclopedia of School Psychology. Thousand Oaks, CA: Sage. Page.2
22 Mara W. Allodi. The meaning of social climate of learning environments: Some reasons
why we do not care enough about it. Learning Environ Res (2010) 13:page.100
23 Jan Bennett, B.M.E., M.E. The Relationship Between Classroom Climate and Student
community felt personally known and respected. By participating in social-climate setting activities, both students and teachers came to better understand each other’s value systems and began to create a cohesive environment.24 This enabled them to work together toward the common goal of social and academic achievement. In cohesive classrooms students valued their classmates, were involved with and cared about each other, tried to help one another, and were proud of their membership in the group. A cohesive classroom was one in which a wide variety of individual interests and needs were satisfied. A positive climate supported diversity, differences, and likenesses, and it provided social support and encouragement of participation by all members.25 2) Personal development
Personal Development is the basic directions along which personal growth and self enhancement tend to occur. One of the three dimensions is Personal Development Dimension. This dimension assesses “the basic directions along which personal growth and self-enhancement tend to occur in the particular environment. Personal Growth subscale make up another set of WES dimensions.26 These dimensions include the Autonomy, Task Orientation and Work Pressure subscales. All three subscales contribute to a description of the work setting’s goal orientation; Autonomy and Task Orientation tap personal growth dimensions as well. Competitiveness is also related with students’ personal development. The examples of personal development in classroom climate are independence, competition and autonomy.
1) Competitiveness
24 Ibid, 43
25 Jan Bennett, B.M.E., M.E. The Relationship Between Classroom Climate and Student
Achievement. University of North Texas. 2001, 40
26 Adelman, H. S. & Taylor, L. (in press). Classroom climate. In S. W. Lee, P. A. Lowe, &
Still competitiveness is a factor that can be easily observed. Competitive goal structures existed when students competed with each other for achievement goals.27 Ames reported that social comparison in the public classroom was extensive, including announcement of high and low scores, charts of students’ progress, ability grouping, and displays of selected papers and achievements. Competition fostered cautious, defensive interaction and misleading and threatening communication. Individualistic goal structures were formed to separate students, reduce interaction, and allow independent learning experiences.28
The impact of this type of competition on students when they compared unfavorably could be seen in the students’ of their own ability, avoidance of risk taking, use of less effective learning strategies, and negative affect directed toward self. Students’ self-evaluations of their ability were more negative when the students were focused on winning than when they were focused on improving their performance.29 In classrooms characterized by public evaluation, students became more focused on their ability and the distribution of ability in the classroom group.
2) Task Orientation
Teacher task orientation refers to the knowledge of planning and delivering instruction and of evaluating learning, the extent and quality of the professional preparation that influence both the quality and style of teaching.30 The more knowledge you have of planning and delivering instruction and of evaluating learning, the better your students learn.
27 Rudolph Moos Theory.
https://www.scribd.com/mobile/document/271922081/Rudolf-Moos-Theory , accessed 16th March 2017
28 Ibid 29 Ibid 30
Instructors without sufficient pedagogical or teaching knowledge are forced to teach by instinct and are doomed to trial-and-error approaches.
Teacher task orientation is a key behavior that refers to how much classroom time the teacher devotes to the task of teaching.31 The more time dedicated to the task of teaching a specific topic, the greater the opportunity students have to learn. Some task-related questions a teacher must answer are: How much time do I spend lecturing, asking questions, and encouraging students to inquire or think independently? How much time do I spend organizing for teaching and getting my students ready to learn? How much time do I spend assessing my learner’s performance?
3) System Maintenance and Change
Teacher’s System Maintenance is the extent, to which the environment is orderly, clear in expectations, maintains control, and is responsive to change.32 These dimension including clarify, control, innovation. Those three example, the researcher just be focused with the control and innovation of the teacher in classroom.
a) Classroom Control
According to Rudolph Moos theory, a classroom control relate to the behavior serves the need to control events. The idea that all behavior is purposeful is an important concept in working with students.33 Students are not “bad” or “disruptive”; they are simply attempting to meet their needs using behaviors that are not in their best interests or the best
31 http://moos-moos.wikifoundry-mobile.com/m/page/The+Human+Environment , 16th
March 2017
32 Ibid
33 Rudolph Moos Theory.
interests of others. Oftentimes these behaviors have provided them with much needed attention, a sense of control, escape from work they find difficult, a method of self-regulation, or a way to have fun. It is our role as educators to help them develop behaviors that not only meet these needs but also serve them effectively throughout their lives. iam Glasser has crusaded for increasing the sense of efficacy and power students’ experience. In his book Control Theory in the Classroom, Glasser stated, “Our behavior is always our best attempt at the time to satisfy at least five powerful forces which, because they are built into our genetic structure, are best called basic needs”. Glasser described the five basic needs as “(1) to survive and reproduce, (2) to belong and love, (3) to gain power, (4) to be free, and (5) to have fun”. Glasser indicated students function productively only in school environments that allow them to experience a sense of control or power over their learning.
b) Innovation
product (which is called incremental innovation); but which radically changes the paradigms and principles of the product.
Figure 2 1. Social Climate Dimension
Role of the School Psychologist given the importance of classroom climate, the establishment and maintenance of a positive climate in every classroom must be a central focus of all school staff. School psychologists can play an increasing role by taking every available opportunity to work with teachers in their classrooms to increase teacher competence and provide collegial support.
This means going beyond traditional consultation about classroom management strategies arid how to work with individuals manifesting behavior, learning, and emotional problems. School psychologists can be invited to spend increasing amounts of time in classrooms teaming with teachers to enhance classroom climate.
A major focus of this should be on developing school-wide programs that:
assist students and families as they negotiate the many school-related transitions
There are some factors that can be used by the teacher to build or develop their knowledge:34
a) Stereotypes cause alienation and marginalization among those who are the target of unfair generalizations. In fact, just the threat of stereotypes, what Steele & Aronson tokened "stereotype threat," can impact learning negatively. Students who have experienced stereotypes or expect to be viewed or judged in a certain way may encounter tensions and cognitive disturbances that interfere with learning. b) The tone of a class environment is influenced strongly
by the instructor. Studies show that students approach faculty who express encouragement more so than faculty who come off as punitive. Tone can be set by instructors through their interactions with students and through other modes of communication including syllabus.
c) Student-student interactions during and outside of class affect the overall climate. However, the ways in which instructors and those in authority deal with negative interactions has more of an impact on student learning.
d) Faculty-student interactions also play a role. Students, who felt that their instructor was approachable, had concern for minority student issues and treated students as individuals and with respect reported a better course climate.
e) Content includes the course materials, examples and metaphors, case studies and project assignments used to illustrate the ideas being taught. Content that includes a variety of perspectives or is representative of multiple views is more conducive to a positive climate.
34
https://www.cte.cornell.edu/teaching-ideas/building-inclusive
d. Assessing Classroom Climate
Being reflective about the events that take place in the class on a regular basis, there are techniques you can use to gauge your classroom's climate. Ask for feedback directly from the students on their experiences in particular course. This also serves to heighten students' awareness of their own study practices. A number of classroom assessment techniques (CATs) (Angelo & Cross, 1993) are designed to do just that, inquire about the classroom climate:35
a) Prompt students to respond anonymously to one or both of the following questions:
b) I feel comfortable participating in this course: a) always b) often c) sometimes d) rarely e) never.
c) One or two things that would make me feel more comfortable in this class would be:
d) Collect the responses and study them for common themes. e) Address your findings in the next session and explain to
students what changes that will make, if any.
3. Classroom Climate Level
a. Positive Classroom Climate
Positive classroom climate has been identified as one of the key factors in effective teaching, and strong correlational links have been established between teachers who are able to generate such a classroom environment and students’ performance within these classrooms.36
According to La Pianta “An optimal classroom climate is characterized by low levels of conflict and disruptive behavior, smooth transitions from one type of activity to another, appropriate expressions of emotion, respectful communication and problem solving, strong interest and focus on task, and
35
Ibid 36
La Paro & Pianta (2003). “Classroom Climate and Academic
Performance of Higher Secondary Students.”NICHD Early Child Care
supportiveness and responsiveness to individual differences and students’ needs”.37
Indeed, researchers such as Bracey have noted that educational research should focus on the way in which teachers and students interact and the ways in which teachers structure learning environments in order to promote these interactions with students.38 Positive classroom climates characterized by positive and supportive teacher-child relationships and interactions have been shown to influence students’ psychosocial adjustment and to improve student’s social competencies with peers.39 In one study done by Wilson, Pianta, & Stuhlman, the relationship between children’s social competence and their first grade classroom environment was explored using data from the NICHD Study of Early Child Care and Youth Development, which revealed four distinct types of classroom climates (characterized by different overall quality of emotional and instructional supports). One way to examine patterns of interaction has been to focus on communication, on which all levels of education have depended. The importance of communication in creating a positive classroom climate has not been over emphasized. In addition to verbal communication, other factors of communication such as facial expressions, gestures, and bodily posture have been important. Nonverbal messages have often been inconsistent with verbal content, and these inconsistencies have been expressed continually in the classroom.40
Positive classroom climate and it also decrease the students’ aggressiveness in class especially in lower level of students in classroom performance. Higher levels of aggressive incidents could predict a deterioration of classroom
37 Ibid
38
http://www.cfchildren.org/about-us/enewsletter/key-factors-in-creating-a-positive-classroom-climate, accessed on March 15th, 2017)
39 Ibid
climate, or a “burnout cascade”.41 strategies and interesting teaching approaches that motivate children which enhance the achievement of teaching objectives. Anderman has also suggested that the use of rewards or prizes for participation, performance, or achievement may have improved students’ perceptions of classroom climate. An effective teacher has long understood that the middle road to motivating students to manage their own behavior keeps rewards and punishments as subtle and informative feedback mechanisms, rather than controlling and coercion.42 Research has suggested that when students have reported a classroom as having a caring environment, students also reported greater liking for school, concern for others, more sophisticated conflict, resolution skill, less feelings of loneliness, and fewer discipline problems.43
According to Hamre and Pianta, to create positive classroom climate the teacher should use instructional techniques and modeling procedures to help students more appropriately manage conflicts, such as social problem-solving skills and demonstrate support for appropriate emotional expression.
b. Negative Classroom Climate
Negative classroom climate is characterized by competition, alienation, and hostility that lead to anxiety, discomfort, and intellectual deprivation.44 Actually, there is no specific definition of what creates a negative classroom
43 Jan Bennett. “The Relationship Between Classroom Climate and Students’ Achievement”. A Dissertation of Doctor Degree. University of North Texas, 33
uncomfortable, whether physically, emotionally, or academically, for any reason.45 Classroom climate is the perceived atmosphere, both positive and negative, resulting from the physical and social environment. Negative climate refers to the level of negativism, teachers’ sensitivity (the awareness and reactions of teachers to students’ academic and social needs) and taking students’ perspectives into consideration (the level of response to students’ interests and motivation). So, a negative classroom climate deals with the uncomfortable feeling of students in class and many misbehave there. Threats may have included situations such as family violence, loss of privileges at home or at school, a boyfriend or girlfriend who threatened to break up, or a school bully.46 A rude classmate or a teacher who humiliated or embarrassed a student in front of peers may have been perceived as a threat.47
4. Learning Speaking
Learning involves acquiring and modifying knowledge, skills, strategies, beliefs, attitudes, and behaviors.48 People learn cognitive, linguistic, motor, and social skills, and which take many patterns. At a simple level, children learn to solve to the word daddy, to tie their shoes, and to play with other children. At a more complex level, students learn to solve long-division problems, write term papers, ride a bicycle, and work cooperatively on a group project.49
According to Brown, Learning is the acquisition of knowledge or skills through experience, study or by being taught. According to Brown, speaking is an interactive process of
45http://wik.ed.uiuc.edu/index.php/Classroom_Climate , accessed on March 15th, 2017
46 Ibid
47 Jan Bennett, B.M.E., M.E. The Relationship Between Classroom Climate and Student
Achievement. University of North Texas. 2001, 24
48 Dale H Schunk. Learning Theories: Educational Perspectives. The University of North
Carolina at Greensboro. Page. 2
49
constructing meaning that involves producing, receiving and processing information
In learning speaking, the speakers have to decide how to pronounce correctly, how to say the sentence grammatically correct, what they want to say, to choose the pattern they are going to use, to select appropriate words, to use the correct accent.50 There are also affective factors that influence learning speaking. Affective factors are emotional factors which influence learning.51 Here are some affective factors in learning speaking: Lack of self-confidence, Shyness, Anxiety, Afraid of making mistake, Afraid of being despised. Overcome the affective factors among university EFL students, the researcher suggest some strategies as follows: 52
1. Making the classroom more comfortable and convenient for students to participate actively in oral performance. 2. Creating a sincere and close relation between teacher and student. 3. Presenting some academic preparation courses for overcoming
stressful situations in EFL settings.
4. Motivating students to improve their target language proficiency and communication skills from the elementary levels.
In speaking, it cannot be denied that some people have problem when learning or practice speaking. The problems that are commonly observed in the language classroom are related to individual learners’ personalities and attitudes to the learning process and learning speaking in particular. Ur has identified some of problems, they are53:
1) Student inhibition. Speaking activities require a student to have all eyes on him and exposure to an audience can often give students stage fright. They may be also be worried about making mistake, being criticized or losing face in front of the rest of the class.
50Scott Thornbury,…… How to teach speaking,Longman, p.6-15
51 Abdolnoor Khaleghi . “Identification of Affective Factors Influencing Students’ Low Participation in University EFL Oral Classes: An Iranian Case Study” Vol. 6, No. 7; July 2016
52 Ibid
53Aleksandrzak, Magdalena., Problems and Challenges in Teaching And Learning
2) Nothing to say; another common problem is that student sometimes think they have nothing to say on a particular topic. In reality, they may be bored or feel that the topic is unrelated to anything they know. If this is the case, they will have no motivation to speak other than the fact that they know they should be participating in the speaking activities. Students often lack of confidence in their speaking ability and feel they have insufficient language skills to express exactly what they want to say. There were the students lose their confidence in self when they want to express or giving contribution in class so they do not focus in material, do not active in the class and dispose be quite in the class.
3) The low of participation. There will be dominant students in an English class making it difficult for some reserved students to express themselves freely. The low participant is because lack of confidence so they feel not getting chance to contribute their idea, they have just silent and follow the teacher material during the learning process. If they have more confidence they will more active in the class.
4) Mother tongue use; Students who insist using their mother tongue are students who are fearful or criticism and need to be encouraged to speak English. Student must understand that they cannot revert to their mother tongue as this will take away precious speaking practice time during lessons ad slow down oral progression. The student who use mother tongue is cause they less confidence with their self, they feel afraid, uncomfortable when they want to speak English because it will not be good English with fluently.
communicative experiences, both positive and negative. Fiona, an ELT teacher, also adds the problem that may occur in speaking class, such as54:
1) Students won't talk or say anything
There are many reasons why students won’t talk or say anything, they are:
a) Culture, that is in your culture it is unusual for students to talk out loud in class, or if students feel really shy about talking in front of other students.
b) Classroom atmosphere. Student silence may simply be that the class activities are boring or are pitched at the wrong level.
c) Teacher’s ability in speaking. If the teachers are shy about speaking in English, how can they expect their students to overcome their fears about speaking English?
2) When students work in pairs or groups they just end up chatting in their own language.
3) When all the students speak together it gets too noisy and out of hand and teachers lose control of the classroom.
B. Previous Study
There some previous research related to this research, a research conducted by Hilmi Rosyidah which title “The Effect of Single-Sex Classroom Management in Improving English Speaking Skill of 2nd Graders at SMPN 5 Bangkalan.” In this case, the researcher uses quantitative method which concern on experimental approach with control and experiment class. That research focus on the effect of single gender classroom management in students’ speaking ability and the student’s improvement in speaking skill. Finally the researcher analyzed that the English speaking students‟ improvement influenced by single -sex classroom and also the teachers’ role in which the criteria have
54Lawtie, Fiona., Teaching Speaking Skills 2 - Overcoming Classroom Problems. (Caracas,
been done by the researcher in single-sex classroom.55 In addition, the researcher found that the roles of teacher in single gender classroom are really impact the learning process. While in the present research, the objective is different. The researcher wants to know the classroom climate of single gender classroom while learning speaking. So, if this previous study focuses on the improvement of speaking while the present study focus on the classroom climate.
Another research conducted by Paul Gleason which title “Gender Segregated Learning Environments: An Analysis of the Perceived Impact of Single-Sex Classrooms in South Carolina”. This study was designed to investigate the effectiveness of single-sex educational environments in terms of a student’s motivation, academic achievement, and self-esteem. So, this is more complex. Multiple linear regression analysis was used to determine the impact of the control (independent) variables of ethnicity and grade level on the motivation, academic achievement and self-esteem of male and female students and provide a better understanding of whether the dependent variables are influenced by the instruction taking place in single-sex classrooms as opposed to other environmental variable.56
A research conducted by Robert Huston Hollow which is title “A Case Study of Single-Sex Biology Classes in a High School in South Georgia” is also one of journal research that related with single gender classroom. But, in this research, the researcher wants to know the effect of single gender classroom to improve biology classes. The researcher also gets the data from coed classroom for comparing the variable. The researcher wants to know the significant effect of single gender classroom to the biology achievement. Besides that, the researcher also tries to find out the other factors such as self-efficacy, peer help and participation of the class.
A researcher conducted by Sylvia Yvonne Reddick Pilson which entitled “The Effect of Single-gender Classroom on
55Rosidah,Hilmi. “The Effect of Single-Sex Classroom Management in Improving English
Speaking Skill of 2nd Graders at SMPN 5 Bangkalan”, (Surabaya: UIN Surabaya),2013. 56 Paul Gleason. Gender Segregated Learning Environments An Analysis Of The Perceived
Students’ Outcomes in Mathematic and Reading in an Elementary School” the objective of this research is the improvement of students who apply for single gender classroom in terms of achievement in math and reading. This research uses some methodology of the data that is regarding with the improvement of students in learning.
Another research conducted by Kristen Hartman which is entitle “The Advantages of Single-Sex vs. Coeducational Environments for High School Girls”. In this research, the researcher wants to know the classroom environment for both of two kind of creature that is coeducational classroom and single gender classroom. The research method used by the researcher is a comparison of both variables in a survey research. The result of the survey is the single-sex environment allows girls to flourish as students and women, not feeling intimidated or over powered by their male peers. The belief is that there still exist some stereotypical ideas about gender and academics. Many teachers and students are guilty of believing that men dominate in academics, this belief could hinder girls ability to shine in this area.
A research conducted by iam V. Whalen which entitle “The Single-Gender Classroom: Improving Middle School Students’ Achievement in Math”. This research was measured by using the school’s database (a computer program called X2) to compare the total number of discipline referrals of students in single-gender math classes compared to co-educational math classes.
A research conducted by Eileen Flaherty that is title “Single Sex Education in Elementary and Secondary Public Schools”. This research explains about the advantage of single gender classroom. The result is Single sex schools have a better school climate, more school community and better student interaction action with teachers, all of which can lead to betters grades and better career opportunities in the future.
strategy in implementing single gender classroom. The author is just made some tips and strategy about single gender classroom.
Those all previous study is concerned with the relation or the effect of single gender classroom with the improvement of the subjects and the classroom management in that classroom. While there are no analysis of how the classroom climate itself and how the interaction in that classroom. This research is analyzed and gets the deep information about the classroom climate in single gender classroom that commonly implemented in Indonesia. This research focus on how single gender classroom climate in learning speaking.
CHAPTER III RESEARCH METHOD
This chapter describes some aspects that are used to do the study. They consist of research design, subject of the study, data collection technique, and data analysis technique.
A. Research Design
This research was typically design as qualitative. Quantitative research strives for testable and confirmable theories that explain phenomena by showing how they are derived from theoretical assumptions.1 This qualitative used because the researcher want to know the real phenomena happened in single gender classroom itself. The researchers analyze the data based on the real situation in that class. A researcher might interview students at various grade levels about their experiences in the classroom to try and understand their perceptions on the classroom climate. By searching for themes and patterns in the data, the researcher could attempt to answer the question about how is the classroom climate in that class. The researcher is also use observation and documentation to analyze the real situation of the phenomena. While type of research, the researcher choose case study which is collecting the whole data through looking for the depth information and involve all the document or some informant sources in a context.2
The researcher collects the data from direct observation in class. The researcher uses the observation because it is useful for the researcher to know the real situation and condition of the class. Besides, the researcher does a survey to know about their perception in the classroom. The sample of data chooses randomly. So, the researcher takes that data based on one of the
1 Ary, et.al., An Introduction to research in Education, (New York: Richards and Winston,
1972),
2 John. W.Creswell, Qualitatve Inquiry And Reserch Design:Choosing Among Five
Tradition
