i
PRE-SERVICE TEACHERS PROBLEMS AND STRATEGIES
CONCERNING WITH CLASSROOM MANAGEMENT
THESIS
Submitted in Partial Fulfillment
of the Requirements for the Degree of
Sarjana Pendidikan
NUGRAHANI FITRIYA ANDIYANI
NIM : 112011015
ENGLISH LANGUAGE EDUCATION PROGRAM
FACULTY OF LANGUAGE AND LITERRATURE
SATYA WACANA CHRISTIAN UNIVERSITY
SALATIGA
iv
COPYRIGHT STATEMENT
This thesis contains no such material as has been submitted for examination in my
course or accepted for the fulfillment of any degree or diploma in any university. To
the best of my knowledge and belief, this contains no material previously published
or written by any other person except where due reference is made in the text.
Copyright@ 2015. Nugrahani Fitriya Andriyani and Rindang Widiningrum . M.Hum
All rights reserved. No part of this thesis may be reproduced by any means without
the permission of at least one of the copyright owners or the English Department,
Faculty of Language and Literature, Satya Wacana Christian University, Salatiga.
1 service teachers concerning with classroom management during Teaching Practicum in Senior High School context. It is intended to see what are the common behavior problems that usually appear during Teaching Practicum and how they deal with those problems with classroom management strategies. This study was conducted in 2014-2015 academic year. It used both quantitative and qualitative research procedures. The participants of the study were 10 pre-service teachers who are placed in SMA N 1 Salatiga during their Teaching Practicum. The data was collected by analysing pre-service teachers‟ 60 journals and conducting semi-structured interview to get deeper information. The analysis of the data shows that there verbal interruption is one of behavioral problems that pre-service teachers frequently found during Teaching Practicum such as; noisy students, less-respectful students and hard to grab the students‟ attention. The strategies that pre-service teachers mostly apply are teaching classroom routines and followed by some other strategies such as; consequences or punishmment, establishing classroom rules, giving choices whenever possible, praise and encouragement, and classroom arrangement.
Key Words: Classroom Management, The behavioral problems of classroom management, Classroom management strategies
INTRODUCTION
Classroom Management is the way teachers manage the students‟ learning by controlling on what happens in their own classroom (Scrivener, 2012). The term of
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between teachers and learners take place (Ahmad, Rauf, Rashid, Ali, 2012). In
classroom management includes preparation of teaching learning process, such as;
organization the materials, classroom decoration, creation of expectation and
establishment and enforcement of rules and routines in the classroom (Tan,
Parsons, Hinsons and Sardo-Brown, 2003). The term can also be defined as a
prevention of disruptive behavior of students (Berliner, 1988).
Pre-service teachers often view the term of classroom management itself as
synonymous with student behavior management, because administrators
frequently perceive good teachers are those who can control their unruly students
(Brophy & McCaslin, 1992). In order to prevent the disruptive behavior, teachers
need to master order in classroom management. The way teachers mastering order
in classroom management is one of basic problems that pre-service teachers may
face (Salem, 2011). The way the pre-service teachers conduct their classroom,
will influence the way their students behave because classroom is a place where
the students and teachers interact each other (Muhammad and Ismail, 2001).
Glavin (2002) added that the behavioral problems may appear as a result of:
inappropriate skills which students learn, choosing inappropriate time for
learning, and the restricted learning opportunities offered to students.
However, many pre-service teachers‟ concern regarding classroom management is limited to classroom discipline or dealing with students behavior
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teachers may face during teaching in term of classroom management, it is
important to find their strategies to solve those behavioral problems and also
increase their concern regarding classroom management strategies.
By considering the importance of dealing with behavioral problems in
classroom management, the purpose of conducting this study is to examine about
the pre-service teachers‟ strategies to deal with behavioral problems during teaching practicum, with the limitation of the research question: What are
behavoral problems and strategies in classroom management that pre-service
teachers face during their teaching practicum? The result of this study will not
only reveal the behavioral problems and strategies that pre-service find and apply
in their classroom management, but hopefully it also shows the importance of
classroom management training during undergraduate teaching education
program.
LITERATURE REVIEW
In this literary review, the researcher will explain about; (I) the definition of
classroom management, (II) The behavioral problems that may appear in classroom
management, and (III) The strategies that pre-service teachers apply to face the
behavioral problems. .
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While there are various ways classroom management has been defined, the
term of classroom management generally refers to teachers‟ “efforts to oversee the
activities of the classroom, including learning, social interaction, and student
behavior”(Martin, Yin, & Baldwin, 1998, p.6). It contains all the steps through which
interaction between teachers and learners take place (Ahmad, Rauf, Rashid, Ali,
2012). In classroom management includes preparation of teaching learning process,
such as; organization the materials, classroom decoration, creation of expectation and
establishment and enforcement of rules and routines in the classroom (Tan, Parsons,
Hinsons and Sardo-Brown, 2003). The term can also be defined as a prevention of
disruptive behavior of students (Berliner, 1988). Based on the pre-service teachers
view, they often view the term „classroom management‟ as synonymous with student
behavior management, in part because administrators frequently perceive good
teachers as those who can control unruly students (Brophy & McCaslin, 1992).
II. The behavioral problems that may appear in classroom management
There are some problems that teachers may face during their teaching in the
classroom. One of the problems is “behavioral problems”. Some principals argue that effective classroom is when students are be quiet during teaching learning process. As
teachers we have to know how to manage the classroom based on the problems that
appear, such as inappropriate behavior. Glavin (2002) argue that behavior poblems
may appear as the result of inappropriate skills, inappropriate time learning and the
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In the book of Principles of Classroom Management, second edition, James Levin,
James F. Nolan (1996) , behavioral problems or disruptive behavior in classroom
management include:
Verbal interruptions (talking, humming, laughing, calling out,
whispering)
Off task behaviors (day-dreaming, sleeping, combing hair, playing with
something, doodling)
Physical movement (visiting, passing notes, sitting on the desk or legs on
chair, throwing paper)
Disrespect toward teachers and students (arguing, teasing, vulgarity,
talking back) (Huber, 1984; Levin, 1980; Shrigley, 1980; Thomas,
Goodall, and Brown, 1983; Weber and Sloan, 1986)
Motivational problem: low-level of confidence, low expectation of
success, lack interest in academic, achievements anxieties, or fears of
success or failure (Stipek, 1993)
III. The strategies that pre-service teachers use to face the classroom problems
To face the classroom problems that pre-service teachers may find during
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(1995), there are some strategies that may be applied to solve and or prevent those
problems.
a) Establish classroom rules
Based on George R. Taylor (2004), developing classroom rules by
posting and reviewing that rules everyday will help to solve and prevent the
problems that may appear in the classroom. It is better to post the rule both
printed and visual formats. The rules also need to be written “what to do” and “do not do”. It will help students to know their role and what they have to do.
As the reference from Weinstein and Mignano (2007), that stated the
consistence between classroom rules with the school rules. Those rules need
to be reasonable and understandable. Malone and Tietjens‟s (2000) add that
the rules need to be rational, easy understood and “deal with behavior that is
necessary for an optimum of learning environment” (Malone and Tietjens
2000, 165).
b) Give choices whenever possible
George R. Taylor (2004) adds if the circumstance permits, it is better
to you to allow the students to have a choice in their daily routines and
activities. It is also said that assessing students knowledge also one of the
example of giving a choice in some situation rather than punishing them to
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Ruby Payne (2003), suggests that any kind of problems which address
inappropriate behavior have to be clear delineating the expected behavior and
probable consequences not to choose those behaviors. Establishing the
positive classroom environment and providing the students with choices can
help them (Jackson & Owens, 1999). Just take the easy example, it might be
more useful to require a child to finish up his or her work during „choice time‟
rather than impose a detention (Jones, 2000).
c) Classroom arrangement
Classroom management expert Fred Jones (2001) said that “a good classroom seating arrangement is the cheapest form of classroom
management. It‟s discipline for free”. Dunbar (2004) stated that many
experienced teachers recommend the seating arrangement for students to
facilitate discipline and instructions in classroom. So based on those
statements we can see that classroom arrangement take the important role in
maintaining classroom activity and prevent the classroom problems.
d) Consequences or punishment
Dunbar (2004) stated that school should be environments where mistakes are
made and the students have the opportunity to learn from their mistakes.
Different teachers will have different choice to give their students the
8 e) Praise or encouragement
“There is a danger in perceiving praise and encouragement as synonymous” Hanko (1994, p. 166). In this stage, we have to make sure that
teachers understand the differentiation between praise and encouragement.
Praise will focus on the feeling and it usually includes a judgment such as
“good job” “nice” etc. Encouragement is non-judgmental. Encouraging
statements point out specific facts but there is no need to evaluate them,
example "You really worked hard". It is better to teachers to not only use
praise only, but they also use some encouragement to shape their students to
be better.
f) Teaching classroom routines
Teaching classroom routine is actually beneficial for both teachers and
students. Each teacher will has different routines in their class. As Barbara
(2001) stated it is an individual thing, teacher will use what the best for them
and for their students based on their own perceptions. It is needed by teachers
to establish routines for students and set the expectations concerning
classroom procedures. Some process that teachers may do concerning
classroom routines are:
- Explaining: teachers explain the routines in understandable language
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- Demonstrate and Model: Beside of sharing the classroom routines
orally, it is better to write them to support the verbal instructions.
- Perform independently: students are doing the classroom routine by
themselves and teachers give praise and encouragement.
- Review: teachers review the routines periodically to make sure that
students do that.
METHODOLOGY
Context of the study
The setting of this study is SMA N 1 Salatiga. There are some reasons why I
decide this place as context of my study. First, there are ten pre-service teachers in
this school, and it is suited with my participants. In another school, I only find 5-7
students. So I think it is good for me to find the participants that I need in the same
context. Since I have to find the problems that pre-service teachers may find and
strategies that they use, I choose all of classes that pre-service teachers enter in this
High School to make my data more valid.
Participants
In this study includes 10 pre-service teachers in Senior High School l Salatiga.
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and Literature from Satya Wacana Christian University (SWCU) in the 7th semester
of their major.
Instrument of data collection
In order to get the answer to the research question, 60 teaching reflection
journals (each of pre-service teacher has 6 journals) are being analyzed and semi
structured interview are used to gather deeper information about the behavioral
problems and strategies in classroom managament that are needed in this study.
Procedure of data collection
In procedure of data collection, the first thing is listing the name of the
participants who are doing Teaching Practicum in SMA N 1 Salatiga. Second, I try to
find their free time, to know the exact time to ask their teaching reflective journals
soft files. After that, I ask their free time just to make sure what the appropriate time
to have the interview. After I get their schedule and permissions, I started to plan the
interview schedule. I continue gathering more information by doing interview with
them based on their permission.
Procedure of Data analysis
In this study I use quantitative and more qualitative analysis. First I provide a
table in my own note to help me in organizing their behavioral problems that they
face and strategies related with the classroom management from their teaching
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their problems also their strategies and classified those based on the emerging theme
on the literary review. Then, I continue with the interview section to gain more data
that I needed. After I get all the information that I need, I relate with some theories to
support the findings.
DISCUSSION
This study investigated pre-service teachers‟ problems and strategies in managing their classrooms that can be found on their journals, and it is continued
with interview to each of them. This further investigation is to determine the
behavioral problems and strategies of pre-service teachers in classroom management.
The behavioral problems and classroom management strategies of pre-service
teachers are listeed in table below.
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Chart 1 shows that behavioral problems which appear during pre-service
teachers‟ teaching concerning with classroom management. The behavioral problems
are; verbal interuption in the blue color, disrespect to the teachers and friends is
showed in red color, motivational problems in green color, off-task behavior
represented with purple color and the last light blue color means physical movement.
The most behavioral problem that frequently happened is verbal interruption. Verbal
interuption consists of; talking, humming, laughing, whispering and calling out.
Based on the chart 1, physical movement here stand on the last rank in behavioral
problems, it means that physical movement distruction is rarely happen.
Verbal Interruption
This is the most behavioral problems that frequently appear that pre-service
teachers face during teaching. Eight of ten pre-service teahers face this verbal
interruption in their classroom management. The problems include; talking, laughing,
whispering, and also humming.
“They usually disturb their friends while learning, such as; calling their
names, and that was so annoying” (Journal 4, Pre-service teacher E)
Almost all of the pre-service teahers are face with students who are very
talkative and hard to give their full attention during teaching learning process.
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Another behavioral problem that stands on the second place on the finding is
the students who have less-respect to their teacher or and their friends. Four out of ten
pre-service teachers said that disrespect students usually appear in their classroom
management during teaching.
“They talked a lot when their friends are presenting their work in front of the class. Sometimes they seem mock their own friends” (Journal 2, Pre-service teacher G)
This behavioral problems may happen when teacher explaining something and some
students do not pay attention.
Motivational Problems
The third place we have motivational problems with the students. It is just the same
woth previous behavioral problems that is four out of ten pre-service teachers face
this motivational problems.
“Some of the students are silence and tend to be passive, I thought they don‟t
know the material that I have explained or maybe they bored” (Journal 3, Pre-service teacher B)
It includes; lazzy students, low-level of confidence, low expectation of success, lack
interest in academic, achievements anxieties, or fears of success or failure. Usually it
shows when students are passive.
Off Task Behavior
Off task behavior shows when the students are doing something else out from learning
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doodling. Based on the finding on chart 1, three out of ten pre-service teachers find this kind
of problem.
“Sometimes my students are busy with their own business such as playing withe their cellphones, or maybe drawing something instead of
listening to my explanation” (Journal 2, Pre-service teacher A)
Physical Movement
This is the only behavior problem that pre-service teachers rarely find during teaching
practicum. Physical movement includes visiting, passing notes, sitting on the desk or
legs on chair, throwing paper. Only one out of ten pre-service teachers said that she
found her students did this.
“When I explained something in front of the class, some of my students
were walking around the class to visit their friends and asking
something” (Journal 5, Pre-service teacher C)
Chart 2. Classroom Management Strategeies frequency
The strategies that pre-service teachers apply to each problems are different.
Each of them has different idea to face the behavioral problems with certain
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Chart 2 about pre-service teachers‟ classroom management strategeis shows the frequency of strategies that pre-service teachers applied during Teaching Practicum.
The first numerical data shows that the most popular strategy among pre-service
teachers is teaching classroom routine. The second place, with red color shows the
strategy by giving punishment or consequences to the students. The third place is
establishing classroom rule in green color. Next is purple color which representing
praise and encouragement that pre-service teachers apply to their students. The light
blue here means the choices that pre-service teachers provide to their students as their
strategy. The last orange color is classroom arrangement. Each of the finding will be
discussed below.
Teaching Classroom Routines
Teaching classroom routine is actually beneficial for both teachers and
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stated it is an individual thing, teacher will use what the best for them and for their
students based on their own perceptions. This strategy includes explaining,
reviewing, performing, and demonstrating. Based on the hart, this strategy is mostly
used by all pre-service teachers during their teaching.
“I always check the students‟ attendance lists,but I am just checking who are
absents and who are in the class at that time.”(Pre-service teacher D)
In line with the theory in journal Classroom Behavioral Strategies and
Interventions (2002), teaching classroom routines include explaining, demonstrating,
performing, and reviewing. Another classroom routines that pre-service teachers
applied is explaining in the materials that students still do not understand and also
give some more example to help them understand better.
Giving Consequences or Punishment
Journal about Best Practices in Classroom management (2004), it is stated
that inappropriate behavior should be followed by consequences rather than
punishment. The pre-service teachers think that it is better to use consequences than
punishment, because based on their answer if they use punishment to their students, it
makes their students do something worse than before, as one of pre-service teacher,
Pre-service teacher A stated on the interview,
“If in some cases they do not want to do something that I asked them to do,
the consequences are they can‟t get the point. But for punishment I never do
that. If I give them punishment it will make them hate me more than before
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Eight out of ten pre-service teachers use this strategy in their teaching. So it
shows that pre-service teachers prefer to use consequences than punishment because
of the effectiveness itself. Based on the chart, this strategy stands on the second
position.
Establishing Classroom Rules
This finding shows that some of pre-service teachers decide to establish the
classroom rules to help them deal with those behavioral obstacles during teaching
learning process. They said that it is one of the effective ways to prevent the
behavioral problems from the students itself. Based on George R. Taylor (2004),
developing classroom rules by posting and reviewing those daily will help to solve
and prevent the problems that may appear in the classroom. It is better to post the rule
both printed and visual formats.
“I applied it from my first teaching, and then I told them that when I am speaking they have to listen, and when they want to speak I will listen them
back” (Pre-service teacher E)
This strategy is quite popular among pre-service teacher during teaching practicum,
six out of ten pre-service teachers use this kind of strategy.
Praise and Encouragement
Another problem that pre-service teachers found during Teaching Practicum
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have spirit to learn in class, usually the pre-service teachers will apply this strategy to
motivate their students. They will use praise and encouragement.
“Usually I will give them some encouragement such as ; “you can do beter” after the class‟ activity”(Pre-service teacher I)
While some pre-service teachers are giving praise and encouragement, some
of them also give some “gifts” or “prizes” to the students who did a good job in their
classroom activity. They use this strategy to keep the students focus during the
activity.
“Yes, because usually for me they are easily bored, then they ask me to have
some games, films, etc. That is why I usually give some prizes after the class
activity” (Pre-service teacher B)
The finding shows that the strategy of giving praise or encouragement by giving
some prizes or just motivational words is used by some pre-service teachers to face
motivational problems in classroom management.
Give Choices Whenever Possible
Two out of ten pre-service teachers give choices whenever possible to the
students during teaching learning process. George R. Taylor (2004) adds if the
circumstance permits, it is better to you to allow the students to have a choice in their
daily routines and activities.
The problems that lead the pre-service teachers to use this strategy when the
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realize that their students need to have new activities that make them more interested.
The pre-service teachers decide to ask them “what do you prefer” or “you can use
internet” or “I‟ll give you some minutes to finish your work”.
One of pre-service teacher said that he is giving his students a choice to
decide what the activity that they want to do based on the material.
“Yes, and then when they bored with the materials, they can use internet, so I
will give some choices for them” (Pre-service teacher F)
He stated that this kind of strategy is used to reduce the “bored” of the
students during teaching learning process. This strategy is quite effective to improve
the students‟ mood in learning. Another pre-service teacher also applies this kind of
strategies,
“Choices is used when they have to write the written exercises, if for example
they are seem tired I usually give choices, such as asking do you want to do
your work in written or orally, something like that” (Pre-service teacher A)
Based on the interview, it is showed that this kind of strategy is quite good to
face motivational problem in classroom management, when the students tend to be
passive because they are bored by the materials, and makes the students keep in track
with the teachers.
Classroom Arrangement
Although many experienced teachers stated Classroom arrangement is one of
the cheapest strategies and it is recommended, pre-service teachers rarely apply this
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The problem that makes some pre-service teachers use this kind of strategy to face
verbal interruption when the students are talking a lot with their classmates , or
partner in seat. Like pre-service teacher E said,
“Yes because I know that if she does not sit close to the certain students, she
will not too talkative, so I asked them to move their chairs like letter U so that I can easily control all my students” (Pre-service teacher E)
From the interview it shows that only one pre-service teacher applies this kind
of strategy. Only one out of ten pre-service teachers apply this strategy. It means that
this strategy is rarely applied by pre-service teachers during Teaching Practicum
because of some reasons such as wasting time.
Other Findings
Beside of the listed strategies that have been provided earlier, surprisingly
there are another finding that has been stated by pre-service teacher from their
journals and also the result of the interview. These 9 new findings are:
1. Using louder voice
This is the most popular strategy among the pre-service teachers that has been
applied in the classroom management when they hard to grab the students‟ attention. Based on the interview, it is showed that “voice” is taking an important part during
teaching process. It will help them when they are faced with uncontrollable students.
Moreover, louder the voice is also important when the pre-service teachers are
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“It was very effective. Basically, my voice is loud enough. Because at that time the students were so noisy, want or not, I have to speak louder. But if in explaining the materials I will use normal voice, sometimes louder, sometimes just need to have emphasize on some words. But when I set the rule, I have to
use louder voice to make them hear me clearly” (Pre-service teacher D)
Based on the Harmer, J. (2007) he recommend that teachers‟ voice need to be
effective in many kind of circumstances, also need to be audible, so that all of the
students in the classroom will hear what the teacher talking about. We can see that
this strategy is quite effective to control the students, especially when the-pre-service
teachers want to state the rules that the students have to obey in the classroom.
Something that pre-service teachers should know that, they do not need to always use
loud voice, it depends on the situation, such as; setting the rule at the beginning of the
class, emphasize on the main important point of the materials, or warn the noisy
students.
2. Using cheat sheets
Cheat sheet is a concise set of notes that can be used for quick reference. This
kind of cheat sheets are also used by some pre-service teachers to write some point of
their teaching. It doesn‟t mean that the pre-service teachers are cheating. These notes
are used to help them to remember the steps and the point that they need to do during
teaching. So this strategy tends to prevent the problem that may appear. Some of the
pre-service teachers make these small notes at home, and bring to the class. The
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“For me, cheat sheets are very helpful. As pre-service teacher it is normal to
have that kind of thing to help me when we forget something that we have planned on the lesson plan, we have already had the point on the cheat sheets
itself.” (Pre-service teacher F)
Teachers are human, so they can do some mistakes. This strategy is used by
pre-service teachers to help them prevent the problems such as; forget what the
materials that they have to share on the classroom, or maybe they forget some
vocabularies, and in result the cheat sheet was very effective for pre-service teachers.
3. Making some jokes
Not all the pre-service teachers have the ability to make some jokes during
teaching. It is used to face the bored students. The result of the interview shows that
only two pre-service teachers use this kind of strategy to make their students relax
during teaching learning process.
“So, we have to know that we are as teachers, new teachers, it is normal when
some of them will not really familiar with us, or maybe afraid because of us, so we have to think smart to be closer to them, one of the ways is by giving
some jokes” (Pre-service teacher G)
As in his article, Why Laughter Makes Classroom Management More
Effective, (2011) Michael Linsin stated that when teacher can make effort to add
some humor in classrooms, they will instantly become more likable to their students.
This strategy is applied by one of the pre-service teachers to make the atmosphere of
the class is more enjoyable.
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During teaching, usually pre-service teachers will do some activities, such as;
role play, discussion, presentation, etc. Those activities need to be clear instructed to
the students so that the students will not confuse what they have to do. This is to
prevent the problems, such as; noisy class, uncontrollable students, and also
less-respect students to the pre-service teachers. As teachers, pre-service teachers need to
have the ability to transfer the instruction clearly and able to read the condition of the
students whether their students have already understand the instruction or not. Some
of pre-service teachers will use their initiative to re-state the instruction although
there is no students who ask them to repeat the instruction.
“Usually it comes from my own initiative because based on my first teaching
experience there was a problem in giving instruction. So after teaching I think that for example I explain some materials once and some students do not understand and I have to repeat the explanation again and again it is wasting
time, so I prefer explain more than one time directly” (Pre-service teacher A)
In another side, there are some pre-service teachers who will only repeat the
instruction if there are some students ask them to do so.
“So for example some students do not ask any questions, it means that my
instruction is clear, but if for example they still keep asking questions it means
that I need to repeat my instruction” (Pre-service teacher F)
Mohammed Rhalmi, in his article, Practical Teaching Tips for Giving
Instruction (2010) argue that the way teachers talk to their students is crucial for both
successful learning and teaching. It depends on the way the instruction is formulated
by the teachers. So we can see that based on this new finding, clear instruction is very
24 5. Giving feedback after the activity
It is very important to let the students know how well they are doing in the
classroom, stated on the journal, The Importance of Giving Feedback to Students by
Professor Y.K. Ip (2006)
“Feedback is from my own initiative. So for example I give feedback and encourage them to do better‟ (Student H)
Some pre-service teachers think that they will give feedback to their students
after or during teaching learning process. Moreover, inside the feedback we can also
find the encouragement that can be some motivations to the students to do better.
6. Remembering the students’ name
Some of us will be familiarized with these words “apalah arti sebuah nama”.
This new finding shows the important behind the name itself. By remembering the
students‟ names it can build up a better relationship with the students, it also makes
the teacher more approachable, remembering Student Names, (1998).
As teachers, we are not supposed to teach only, but we need to know the
characteristic of the students. Based on the interview, some pre-service teachers think
that when they can remember their students‟ name, it will make their relationship goes better. This strategy is used to handle the unrespect full students to pre-service
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“If we are remembering the name of the students it is like an honor for someone.
So they will know that we care of them. It also makes our relationship get closer,
and then automatically the students will be more respect to us” (Pre-service teacher D)
In addition, another pre-service teacher said that was very important because
if teachers can remember the students‟ name, they will be more respect to the pre-service teachers.
“It is very important because it has a big influence. Because in fact the
students whose names are remembered by the teacher will be more respect to us. They may think that we know them than another student by calling their
names directly.”(Pre-service teacher C)
It shows that pre-service teachers really want to grab the students‟ attention and make the students feel honored by the teacher and respect them back by
remembering and calling their names.
7. Making eye contact with the students
As pre-service teachers, it is common when they are so nervous to look at the
students eyes directly. But this kind of strategy in fact is applied by the pre-service
teachers during Teaching Practicum. Based on Robert Ledbury, Ian White and Steve
Daern, in their journal The Importance of Eye Contact in the Classroom, it is stated
that teacher need to talk to the learners, not to the book, the board or the screen,
because eyes can set the tone of a lesson. The purpose of using this strategy is to
make the students pay attention back to the teacher. The students will feel more
respected too by the teacher. As student H explained on the interview, this strategy
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„The purpose of making eye contact is actually to make every student know
that they get the full attention from the teacher. It also trains our confidence
to speak in front of the class” (Pre-service teacher H)
Based on the interview, it is showed that eye contact is not only can make the
students pay their full attention, but also it can train the pre-service teachers to reduce
their nerves in front of the class.
8. Providing more than one plan
As novice teachers, pre service teachers need to organize their planning in
teaching well. The purpose is to prevent the problems that may appear during
teaching, such as; unintended situation uncontrollable students, mood of the students.
The purpose is to make them ready to face any kind of problems that may appear and
they are able to solve them with provided planning.
“So before teaching we have to know and we have to plan the strategy, for example like an imagination, but we do not know the real situation in the
classroom. So it is better to have more than one plan before teaching” (Pre
-service teacher G)
From the interview, we can see that it is better to have more than one plan to
help the-pre-service teachers in facing any kind of situations.
9. Walking around the class to check the students
The last finding is walking around the classroom to check the students who
are busy with their own business. This strategy is not only to check whether the
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do not understand the material and to the students who are too shy to ask something.
It just likes “menjemput bola”.
“Yes, it will make them to pay attention on me, and I can also check them
whether they have already understand or not by walking around the class” (Pre-service teacher C)
It is not because pre-service teacher do not have any activities than walking
around the class, it is applied to show that pre-service teachers want to check their
students directly. This kind of strategy is quite popular among pre-service teachers.
CONCLUSION
Based on the research question of this study that is “what are pre-service
teachers‟ problem and strategies during Teaching Practicum concerning with
classroom management?” revealed the behavioral problems which frequently appeared that pre-service teachers found during Teaching Practicum is verbal
interruption, such as; talking, laughing, whispering, humming, and calling out. In
contrast, behavioral problems that rarely appear is physical movement, such as;
visiting, throwing paper and sitting on the desk. The most favorite strategy that the
pre-service teachers apply to prevent the behavioral problem is teaching classroom
routines, such as; explaining and reviewing the materials, checking the attendance
list, performing, and demostrating the model. In contrast, the strategy such as
classroom arrangement and give choices whenever possible are not really preferred
28
Surprisingly, by conducting this study, it can be revealed that there are some
new findings of strategies that have not listed yet in the literature review, such as;
using louder voice, making some jokes, remembering the students‟ name, using cheat
sheets, clear instruction, providing more than one plan, walking around the class and
making eye contact during teaching. Some of pre-service teachers think that it is
better to have strategies before teaching, so that when they are teaching and finding
some problems, they have already prepared the strategies to face the obstacles. Based
on this finding, it shows that classroom management strategies are very important for
pre-service teachers to practice more about classroom management strategies during
Teaching Training or Micro Teaching.
However, this study has limitation concerning on the context of the study
which is only limited in one level of school that is Senior High School context and
only conducted for several times. Thus the findings could not be generalized to the
other level of schools such as elementary shool or junior high school. For instance,
not all level of schools has the same behavioral problems in their classroom
management. Therefore, considering the limitation I would like to suggest for further
study by developing the context of the study not only one senior high school but it
could be any level of school such as elementary or junior high school to get more
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ACKNOWLEDGEMENT
First of all, of course I want to thank Allah SWT for always helping me from
the beginning of my study until I can complete my study in Faculty of Laanguage and
Literature in Satya Wacana Christian University.
On this occasion, I would like to express my sincere thanks to my supervisor
Rindang Widiningrum, M.Hum for her guidance in finishing my thesis. I also thank
to my examiner, Debora Tri Ragawanti, MA-ELT, thank you for your time and your
feedback in examining my thesis, it was so helpful in finishing my thesis. Next, I
would like to thank to my friend in Teaching Practicum for their time to be
interviewed. I also would like to express my gratitude for my beloved parents, Bapak
Tri Hanto, SE and Ibu Afrida Retno Besari , thank you for your support and your
prayer for me throughout my study. Also a big thank for my best friends “pumpkin
girls” who always be my cheerleaders. One more thankyou so much for my boyfriend
who always be my best partner and my moodbooster. Then, last but not least, my
sincere thanks also goes to those who have helped me with all their heart so that my
30
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Brophy, J.E. (1996). Teaching problem students. New York: Guilford.
Burden, P.R.(2003). Classroom management: Creating a successful learning
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APPENDIX
Interview questionsName
Date and time
Interview questions:
1. What are behavioral problems that you usually face during Teaching Practicum?
-
2. What are the strategies that you applied in managing your classroom to face those problems?
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3. When should classroom management strategies be started?
-
4. Do you think you have new strategies that work better on the next occasion?
-
-
