1 Introduction
A. Background of The study
The problems of classroom management in many academic subjects are an important area of research in general education in many countries (Doyle, 1990; Jones, 1996; Kagan, 1992; Tauber, 1999). Moreover, Sakui (2007) mentioned compared to the level of interest in the field of general education, not enough attention is paid to classroom management issues in language classrooms, and in particular there is little empirical research on classroom management in English as a Foreign Language (EFL). Therefore, the writer was interested in conducting a research related to the classroom management of English teacher in senior high school.
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Micro Teaching, English Language Teaching Management, and Teaching Practicum. The writer believes that those courses are very useful for ED students who want to be a teacher, but unfortunately there is no course about classroom management. In the teaching learning process teacher has to deal with students and the teaching-learning process. One of the main things inside the learning process is how teacher manages the classroom.
Another reason why classroom management is important is that teaching English as a foreign language in Indonesia is not easy. English is not commonly used in daily life. Students‟ anxiety toward English lesson makes
the condition becomes harder for both teacher and students. English is one of the main subjects in the national examination for junior high and senior high school. Therefore, considering the importance of English, the teacher‟s role in
managing an English classroom becomes essential to create a good atmosphere in an English as a foreign language classroom.
Realizing that teacher‟s strategies in managing classroom is important
and teacher needs it the writer was interested in doing a study about how teacher manages their English classroom in order to help teacher and also ETEP students to know about how to manage a classroom by this study.
B. Relevant Studies Related to the Study
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gain her purpose is by observing the way teachers manage their EFL classroom in Hong Kong.
The findings reported that the critical differences among Marina (the most expert teacher) and the three non-expert teachers, as well as the differences among these three teachers, is not so much on what Marina can do that Eva, Ching, and Genie cannot, but it was rather on the way they perceive and understand what they do. There are differences between their conception of teaching and learning and their perception of the same or similar routines that each of them used. Ching‟s understanding of the routines is primarily
bound up with her conception of a component teacher, one who is able to keep the students quiet and under control.
Another study of classroom management was conducted by Saad Shawer and El-Shayed El-behery in 2005 in Egypt. They narrowed the issue into classroom management strategies. In their study they mentioned that there are four classroom management strategies used by teachers they observed. Those strategies are Organizing Strategy, Teaching Management Strategy, Teacher-student Relationship Strategy and Teacher Sanction or Reward Strategy.
C. Statement of the Problem
4 D. Research Objectives
This study aimed at answering the research question above. The results of this study can give suggestions or input for teachers and for those who want to be a teacher in managing their classroom.
E. The Scope of the Study
This study dealt with the sitting arrangement, the norms and routines that teachers established the time management and the activity they used in managing senior high school classrooms.
F. Significance of the Study
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Theoretical Framework
A. Classroom Management
Classroom management has been an important part to be discussed in education. For teachers, managing classroom can be a challenging thing to do, as Jones (1996) claims that teachers see classroom management as one of the most important aspects of their work. Research based on teachers‟ interviews further suggests that when classroom management becomes difficult, it can be a cause of teacher burnout and loss of self-esteem (Brouwers & Tomic, 2000). Classroom management takes a crucial part in which if teachers fail to manage the classroom well, it might cause difficulties for both teachers and students.
The term of classroom management is usually used to describe teacher‟s
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learning can take place. In addition, it “consists of practices and procedures that a
teacher uses to maintain an environment in which instruction and learning can occur” (Wong and Rosemary, 2001).in conclusion, this requires teachers to use
organizing strategies, including things relevant to space, time, and materials so teaching and learning occur. Therefore, establishing students norms and routines, deciding sitting arrangement, time managing and choosing appropriate materials as teaching resources are the most important things in classroom management.
As Sakui (2007) mentioned that classroom management is an atmosphere in the class in which the learner are cooperating in the program of action defined by the activity a teacher is attempting to use. This means that it is important to establish a good atmosphere between the teacher and the learners. If students feel comfortable with the class atmosphere they would be able to enjoy the lesson and this would also allow the teacher to deliver the materials easily.
B. Adolescent learner characters
Teaching adolescence learners will be different from teaching young learners. Adolescence learners have their own characteristics related to their age. Senior high school students are included into middle adolescence learners because their ages are between 15-17 years old. Their characteristics can be divided into several aspects according to Newfoundland Labrador site:
1. Social development :
Modeling behavior after that of older students, not necessarily that of
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Feeling intimidated or frightened by the initial middle school experience.
Liking fads and being interested in popular culture.
Overreacting to ridicule, embarrassment, and rejection.
Seeking approval of peers and others with attention-getting behaviors.
2. Physical development
Restlessness and fatigue due to hormonal changes.
A need for physical activity because of increased energy.
Developing sexual awareness, and often touching and bumping into
others.
A concern with changes in body size and shape.
Physical vulnerability resulting from poor health/dietary habits or engaging
in risky behaviors.
Bodily changes that may cause awkward, uncoordinated movements.
3. Intellectual development
Moving from concrete to abstract thinking.
High achievement when challenged and engaged.
Prefers active over passive learning experiences.
Interest in interacting with peers during learning activities.
An ability to be self-reflective.
Developing the capacity to understand higher levels of humor, some of
which may be misunderstood by adults to be sarcastic or even aggressive. 4. Emotional and psychological development
Mood swings marked by peaks of intensity and by unpredictability.
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A desire to become independent and to search for adult identity and
acceptance.
Self-consciousness and being sensitive to personal criticism.
Concern about physical growth and maturity.
A belief that their personal problems, feelings, and experiences are unique
to themselves.
Overreacting to ridicule, embarrassment, and rejection.
Seeking approval of peers and others with attention-getting behaviors .
5. Moral development
An understanding of the complexity of moral issues (question values,
cultural expressions, and religious teachings).
Being capable of and interested in participating in democracy.
Impatience with the pace of change, and underestimating how difficult it is
to make social changes.
Needing and being influenced by adult role models who will listen and be
trustworthy.
Relying on parents and important adults for advice, but wanting to make
their own decisions.
Judging others quickly, but acknowledging one‟s own faults slowly.
Show compassion and are vocal for those who are downtrodden or
suffering and have special concern for animals and environmental issues.
C. Several aspects in classroom management :
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According to Yinger (1979) norms are rules governing what constitutes acceptable and unacceptable behaviors, and routines are procedures that have been established over time to control and coordinate specific sequences of behavior. Well-established classroom norms and routines are important means of preventing disruptions and managing learning in the classroom (Kouin, 1970; Anderson, Evertson and Emmer, 1980; Calderhead, 1984). The teacher has to deal with a large number of students with different social and education background and possibly different culture. Teacher sometimes find difficulty in managing his or her classroom because of those aspects.
Moreover Calderhead, 1984; Doyle, 1986; Woods, 1996 stated that the use of routines is a very important part of interactive decision-making and is considered an essential element in classroom survival: routines create and manage the learning environment. It means that routines that teacher established during the lesson in the classroom could help teachers to manage and control the class.
2. Seating Arrangement
McCorskey and McVetta (1978) stated that the kind of communication as well as the amount of communication that occurs in the classroom has long been thought to be partially a function of the seating arrangement of students. They also mentioned that there are three most common types of seating arrangement: traditional, horseshoe and modular.
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The traditional arrangement for classroom typically consist of about five or six perfectly straight rows, each consist of five to seven chairs equidistant from each other-or as Rosefeld and Civikly (1976) say that something like tombstones in a military cemetery.
2. Horseshoe seating arrangement
The horseshoe seating arrangement allows teacher to see all students and students can also see the teacher directly. This kind of seating arrangement is usually used in a small classroom.
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This type allows students to have more interaction with other students. This arrangement is useful for the students in doing group tasks or projects because they could easily face each other. The teacher also could monitor each group easily.
The use of the seating arrangement depends on the aim of the teaching and learning process itself. For example if the aim of the teaching and learning process is to encourage students to discuss about certain topic then the most appropriate seating arrangement model is modular. The most important thing is the use of the seating arrangement could accommodate students to achieve teaching and learning‟s aim.
3. Classroom Activities
Deciding classroom activity which is suitable for the students is one of the aspects of managing classroom. The activities are needed as the medium to carry the materials that will be delivered by the teacher. University of North Carolina at Chapel Hill site (http://cfe.unc.edu) divided classroom activity as:
1. Small group:
Pair-Share: Lyman (1992) as cited in University of North Carolina
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instructor simply poses an issue or problem to the class and then gives students 30 seconds to one minute to think about or write out their response. Students then pair up and explain their responses to one another for 3 to 5 minutes. Finally, as a class, the issue or result is discussed.
Buzz Groups: McKeachie (2006) as cited in University of North
Carolina at Chapel Hill site (http://cfe.unc.edu) used a buzz group technique to ensure student participation in large classes. In his lectures, when he comes to a concept that lends itself to discussion, he asks students to form groups of five to eight people to talk about the issue. He instructs them to make sure each member of the group contributes at least one idea to the discussion. After 10 minutes, he calls on some of the groups to report and asks other groups who came to the same conclusion to raise their hands. As they report, he records their main points on the blackboard and then incorporates the material into a future lecture.
Three-Step Interview: For this small group process, students first
14 2. Whole class involvement:
Whole-Class Debates (Frederick, 2002) as cited in University of
North Carolina at Chapel Hill site (http://cfe.unc.edu): Taking advantage of the dividing aisle in large lecture halls, the instructor assigns sides of a debate to the two halves of the class (or, by prearrangement, students sit on the side of the room representing the point of view they wish to support). The instructor asks each side for five statements supporting their side of the issue. This process may be repeated, with rebuttals, until the instructor feels that the class has fully explored the issue. To end the debate and achieve closure, the instructor asks for two or three volunteers to make summary arguments for each side.
Role-Playing and Debates (Fredrick, 2002) as cited in University
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immediately incorporate them into a lecture on how closely they reflect positions people have taken in these conflicts.
Besides the entire classroom activities mentioned above, there are still many activities that could be done in classroom. Teachers could simply conduct a game or ask students to come in front to answer questions. Teachers have to make sure that they activity they choose works in the classroom.
D. Classroom management strategies
According to Shawer (2006, p.37) as it is stated in (Rahman, 2011) classroom management strategies involve:
1. Organizing strategy: classroom management organizing strategies helps teachers to organize their classroom. This includes seating arrangement and classroom protocol (norms and routines). Norms and routines such as arriving and exiting classroom and turning homework will show the differences between well-managed classroom and less-managed classroom.
2. Teaching management strategy: through teaching management strategies, teachers could achieve effective classroom management based on their quality. Teachers need to use activities that defuse attention-seeking behaviors, like a group or in pair work (Shawer, 2006). This keep students busy working rather than side talks. Teachers also need to pay attention to the students‟ different style of
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3. Teacher – student relationship strategy: positive teacher-student relationship improve students‟ affective and cognitive development,
increase motivation, and minimize negative behaviors ( Brandly & Pauley, 2005). Teacher-student relationship strategies helps teacher to establish a good relationship with students. Creating a good relationship can be done if the teacher keeps calm, takes the heat of the situation, do not argue with students, calling students by their name, has a sense of humor and constructive criticism. A teacher, as a good classroom manager does not, use verbal reprimand, threats, embarrassing and taunting comments and they do not suspend, or expel students (Geiger,2000) . This is very important because adult learners, senior high school students are more conscious about their prestige. Moreover, the boys and the girls remain conscious about their own position in front of the opposite sex. Victor (2005) said that the teacher should act in a professional manner and always remember that he/she is not a teenager. Even though in reality they are teenagers they like to be treated as adults.
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18 The Study
In this section the writer will provide the types of study, subjects of the study, data collection instrument, and data analysis that was used in this study.
A. Types of Research
This study was designed as a descriptive study since it describes the way English teachers in high school manage their classroom. This study deals with how English teachers in high school use norms and routines in managing their classroom.
Since the data were collected directly using classroom observation when teachers were teaching and semi-structured interview, the data which were collected belongs to primary data.
B. Context of the Study
The study took place in a private senior high school which has been accredited an A in Bawen, Central Java. The writer also already knew the teachers of the school, so it was easier for the writer to have access to the school and English classes and especially build a good relation with the teachers during the research. This study is dedicated to this school because the writer was an alumnae of the school.
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The participants of the study are two English teachers in a private senior high school. The writer decided to choose these schools because the writer used to study at the school and has access to this school. There were four different classes that were observed. Each class has around 25 students.
D. Data Collection Instrument
To collect the data, the writer adapted the aspects of classroom management in Tsui‟s (2003) study in Hong Kong. She also used semi
-structured interview which was held after the teacher taught. The aim of her study was to see how expert and novice use their knowledge in their teaching. She described the way teachers manage their classroom by describing how they establish norms and routines for students, how they maximize the space and time, and how they maximize the resources and materials they used. To conduct this study, there are two methods that the writer used. First, classroom observation and the second is semi-structure interview. In this case, the writer used field notes observation to record how the teachers manage classroom and the writer use interview to obtain deep information about what strategies that teachers used in managing classroom. Below are the explanations for each method.
1. Classroom Observation
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management strategies that the teachers used in high school. From the observation tools, the writer could take a note what strategy teachers use to manage their classroom based on the theory. The writer observed each teachers 4 times. Each observation was 90 minutes. Then, each teacher was observed for 270 minutes. Therefore the two teachers were observed for 540 minutes.
2. Semi-structured interview
In this study, the writer conducted a semi-structured interview to match the information that was obtained from the classroom observation. Semi-structured interviews were used to help the writer to collect more information by asking several questions and confirming several unclear things that might appear during the observation time.
E. Data Collection Procedures
The data were collected by passing some procedure. First, before doing observation, the writer asked permission to do a research in a private senior high school. After getting permission, the writer started to do classroom observation. After the writer was able to collect the data needed during the observation, the writer conducted semi-structured interviews with the teachers to increase the credibility of the data. The data that the writer needed were the data recording about teachers‟ strategy in
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routines and how they maximize space in organizing strategy, what activity they used to manage their classroom in teaching management strategy, how they used teacher-student relationship strategy and how they use teacher sanction or reward strategy. The writer got the richer data about the reasons of the use of the strategies in classroom management by conducting interviews.
F. Data Analysis Procedure
22 Findings
[image:22.595.101.517.210.624.2]In this section, the data that had already been gathered through the class observations and interviews were analyzed and interpreted.
Table 1.
The frequency and occurrences of teachers use of classroom management strategy
No Classroom management
strategies
Teacher
Total Total in %
A B
1. Organizing strategy 15 5 20 37.74%
2. Teaching management strategy 3 2 5 9.43%
3. Teacher-student relationship strategy
21 1 22 41.51%
4. Teacher sanction or reward strategy
6 0 6 11.32%
TOTAL 45 8 53 100%
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[image:23.595.100.515.215.615.2]that classroom management strategies were put into practice under the study. In well-managed classrooms, teachers should include procedure that set out the classroom protocols to make sure the students are in line. Canter (1992) said that teachers make clear what students should consider as the appropriate behavior classroom, when assign the work is complete. In the observation, this strategy occurred in all classes observed as shown in the table below.
Table 2
The frequency and occurrence of teachers use of organizing strategy.
No. Organizing strategy Teacher Total Total in %
A B
1. Seating arrangement 5 3 8 40%
2. Norms and routines 10 2 12 60%
TOTAL 15 8 20 100%
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once. In the interview, Teacher A explained that modular seating arrangement allows students to interact more with other students and it is easier for the teacher to control the students. Teacher B mostly used traditional seating arrangement because her class often takes place in Language Lab rather than in class. She used modular seating arrangement once when she asked students to work in the library. She mentioned the reason because she wanted students to be responsible for their duty as a group.
[image:24.595.107.517.223.615.2]Teachers must make tasks realistic, meaningful, manageable, and achievable for students (Shawer, 2006).
Table 3
The frequency and occurrence of teachers of teaching management strategy.
No. Teaching Management
strategy
Teacher
Total Total in %
A B
1. Activities 3 2 5 100%
TOTAL 3 2 5 100%
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“I used buzz activity because in the activity, students learn how to give
opinion politely, how to discuss something and how to work as a team.
Besides buzz activity, I also used some other activity like role play,
monolog or presentation.” (TA)
On the other hand, Teacher B used group discussion and monolog activity in her classroom. During discussion time, she left the class and let students discuss the materials on their own. She said it would make them more responsible about their own responsibility because they are not kids anymore. She also said that sometimes she used role play depending on the materials.
[image:25.595.97.519.215.749.2]Regarding the use of teacher-student relationship strategy, there was significant differences between Teacher A and Teacher B. From the total 22 occurrences, Teacher A used 21 times but Teacher B only 1. Brown (2005) as stated in Shawer (2006) mentioned that effective communication is necessary for creating context that foster mutual respect between students and teacher. This is similar as what Teacher A said about their relation with the students.
Table 4.
The frequency and occurrence of teachers use of teacher-student relationship
strategy
No. Teacher-student relationship strategy Teacher Total Total in %
A B
1. Give applause or praise 8 0 8 36.36%
2. Motivate 0 1 1 4.55%
3. Make jokes 6 0 6 27.27%
4. Call students by their name 6 0 6 27.27%
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TOTAL 21 1 22 100%
From the observation, the frequency of teacher-student relationship strategy is highest among other strategies. What is interesting in this data is that the difference between the two teachers is significant. Teacher A used four aspects out of five aspects. On the other hand, Teacher B used only one aspect which is not used by Teacher A.
Teacher A said in the interview that she never called students using “you”. Instead, she always called students by their name. Shawer (2006) stated good teachers always use students‟ name, humor, and criticism constructively and never
patronize students.
“I used this strategy to create a good relationship with my students. If they are
close with me and accept my presence, it would be easier for me to teach them”
(TA)
[image:26.595.100.518.217.611.2]Teachers should tactfully use a range of methods to discourage disruptive behavior and need to keep questioning behavior, so as the students to get accustomed to discipline (Shawer, 2006). Teacher A used teacher sanction or reward strategy to minimize students disruptive behavior because as adolescence learners students tend to seek for more attention. The frequency of the used of this strategy can be seen in table 5 below.
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The frequency and occurrence of teaches use of teacher sanction or reward
strategy.
No. Teacher sanction or reward strategy Teacher Total Total in %
A B
1. Sanction 1 0 1 16.67%
2. Reward 5 0 5 83.33%
TOTAL 6 0 6 100%
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Conclusion and Recommendation
The conclusion is based on the observation and interview which were conducted by the writer in a private senior high school with the participant of two English teachers, Teacher A and Teacher B. The aim of the study is to investigate the use of classroom management strategies in English classroom in senior high school students.
In the study, the writer found that one of the teachers (Teacher A) already used four strategies of classroom management in her classes and Teacher B used three strategies. Teacher B did not use the strategies of Teacher sanction or reward. Teacher-student relationship strategy is used much more than any other strategies. Interestingly, from the 21 occurrences of this strategy, 20 of them used by teacher A and only 1 used by Teacher B.
This study is useful for English teachers so they can also use the same strategies to manage their English classrooms. This study is also useful for those who want to conduct the same research about classroom management strategies in the future.
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manage their classroom well from any disruptive behavior. Disruptive behavior might appear related to the adolescence learners‟ character which is trying to seek
more attention from peers or classmates. The use of classroom management strategies helped Teacher A to make the classroom more lively.
30 References
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33 APPENDICES
Appendix A
Observation Protocol Day 1 (X2)
Name of course : English Name of teacher : Bu Jumiyati, S.Pd
Class time : 7.00-8.30 Topic: Job Vacancy
Class time : 90 minutes Total number of students : 23
Time
Type of classroom
management
strategies
Data Notes*
07.00-07.10
Organizing strategy Teacher use traditional seating arrangement
Seating arrangement
Teacher ask student to pray, singing class‟
song, and “salam Virgo Fidelis”
Norms and routines
7.10-7.20 Teaching
management strategy
Teacher ask students to come in front to present their work
Activity
7.20-7.30 Teacher-student relationship
Teacher praise students work by giving
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Organizing strategy Teacher make students accustom students to appreciate each other by giving applause to their classmates
Norms and routines
Teacher-Student relationship strategy
Teacher does not give negative responds to the group who has not ready yet
Teacher gives another chance to a group who have not ready yet to perform 7.30-7.40 Teacher-student
relationship
Teacher gives positive comment for each group
Teacher also praise some groups and motivate them Teacher knows each
student‟s name
7.40-7.50 Teacher-student relationship strategy
Teacher asks students‟
feeling and opinion Organizing strategy Teacher ask students to
return their test result and peer review on time
Norms and routines
7.50-8.00 Teacher-student relationship strategy
Teacher praise students‟
opinion
Teacher says “ok, right”
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relationship strategy opinion “pinter, ok” Organizing strategy Teachers change the
seating arrangement from traditional to modular
Seating arrangement
Teacher-student relationship strategy
Teacher makes a joke
Teacher sanction or reward strategy
Teacher says that she will give sanction to the group who cannot finish the task in 15 minutes 8.10-8.20 Teaching
management strategy
Teacher asks students to do “buzz activity”
Activities
Teacher sanction or reward strategy
Teacher give a sticker for the group who share their work in front of the class
8.20-8.30 Organizing strategy Teacher accustoms students to rearrange their chairs
Norms and
36 Appendix B
Observation Protocol Day 1 (XI IPA)
Name of course : English Name of teacher : Bu Maria Aryani, S.Pd
Class time : 8.35-10.05 Topic: News Items
Class time : 90 minutes Total number of students : 17
Time
Type of classroom
management
strategies
Data Notes*
08.35-08.45 Organizing strategy
Teacher use traditional seating arrangement Seating arrangement 08.45-08.55 08.55-09.05 Teacher-student relationship Teacher motivates student
9.05-9.15 Organizing strategy
37 9.15-9.25
9.25-9.35 9.35-9.45 9.45-9.55 9.55-10.05
Appendix C
Interviewer : from the observation, I see that you seems like know each student‟s name and characters well, may I ask why?
Teacher A : yes, I tried to be close to all of my students. I want to know their names and characters to create a bond between teacher and students. I think it is very useful for teaching-learning process because if they accept me as their friend, they would enjoy my lessons.
Interviewer : I also notice that you made jokes several times during the lessons, what do you think about that?
38 Appendix D
Interviewer : from the observation I noticed that you establish some norms and routines in the classroom like students have to use correct and appropriate language function to go to restroom or asking for help, may I ask why?
Teacher B : yes, it is because I think English cannot be mastered only by learning, but they also need to do that. I mean they need to apply what they learn. For example they already learned about asking for permission, they have to be able to use that in real life by practicing in this class.
Interviewer : do you apply these norms and routines in all your classes?
Teacher B : sure, I taught four classes for two different levels and I apply that for all.
Interviewer : I also see that you let students to do their tasks by their own, I mean at that time you left them in the class, do you have reason for that?
