STUDENT TEACHERS’ CLASSROOM MANAGEMENT IN MICRO TEACHING CLASS
A SARJANA PENDIDIKAN THESIS
Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
Angela Merici Yudiyanti Kusuma Dewi
Student Number: 071214038
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY YOGYAKARTA
i
STUDENT TEACHERS’ CLASSROOM MANAGEMENT IN MICRO TEACHING CLASS
A SARJANA PENDIDIKAN THESIS
Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
Angela Merici Yudiyanti Kusuma Dewi
Student Number: 071214038
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY YOGYAKARTA
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DEDICATION PAGE
“Janganlah takut, sebab Aku menyertai engkau,
Janganlah bimbang, sebab Aku ini Allahmu;
Aku akan meneguhkan, bahkan akan menolong engkau;
Aku akan memegang engkau
dengan tangan kanan-Ku yang membawa kemenangan”
(Yesaya 41:10)
I dedicate this thesis to:
☺ My beloved parents, Bp. Petrus Sugiyanto & Ibu Natalia Suratmi
☺ My siblings, Mbak Ita, Mas Henry, Mbak Gatha, & Mbak Lusi
☺My nephews, Satria & Arvin
☺My beloved fiancé, Mas Anjar
☺My best friends, Novi & Shanti
I o r
I honestly de or parts of t references, a
STATE
eclare that th the work of as a scientifi
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vii
ABSTRACT
Dewi, Angela Merici Yudiyanti Kusuma. 2012. Student Teachers’ Classroom Management in Micro Teaching Class. Department of Language and Arts Education, Faculty of Teachers Training and Education, Yogyakarta: English Language Education Study Program, Sanata Dharma University.
Micro teaching is a teaching simulation which focuses on training for the accomplishment of a specific task. Therefore, the student teachers take responsibility of successfully teaching by employing many skills and techniques. One of the skills is classroom management. The ELESP student teachers are trained to be teachers. Thus, they have to be able to conduct the teaching well. In order to do so, they have to be able to manage the classroom since it plays an important role in the successful teaching.
The research was aimed to answer two questions: (1) What are the classroom management conducted by the ELESP student teachers? and (2) What are the classroom management problems that occur in the student teachers teaching practice? Therefore, this research studied Student Teachers’ Classroom Management in Micro Teaching Class.
The subjects of the research were eight students of the ELESP of academic year of 2008/2009 who were taking Micro Teaching Class. The data were collected through four steps, first by using observation checklist, second by using observation note, third by using questionnaire, and the fourth was by using guiding questions for interview. The observation checklist was employed to gain data on the classroom managements conducted by the ELESP student teachers and as the main data. Observation note was employed in order to record the teaching performances. Questionnaire was employed to gain data based on the respondents’ point of view. Then, guiding questions for interview was employed to validate the data.
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when the student teachers could not make contact with all students in big classes, manage the time which led into the failure to completing assignment, operate electronic equipment in less than three minutes which led into failure to preview media, and forget to check out audio visual and monitor the students and explain instruction clearly which led to student apathy and unclear assignment. Meanwhile, the problems covering conduct management happened when the student teachers could not build self-discipline which led into cheating and they could not correct inappropriate behavior causing talking out of turn and attention seeking.
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ABSTRAK
Dewi, Angela Merici Yudiyanti Kusuma. 2012. Student Teachers’ Classroom Management in Micro Teaching Class. Yogyakarta: Program Studi Pendidikan Bahasa Inggris, Universitas Sanata Dharma.
Micro teaching merupakan simulasi pengajaran yang berpusat pada pelatihan untuk tercapainya tugas tertentu. Oleh karena itu, mahasiswa praktikan bertanggung jawab atas keberhasilan pengajaran dengan menerapkan teknik-teknik dan keterampilan-keterampilan yang mereka pelajari. Salah satu keterampilan tersebut adalah manajemen kelas. Karena mahasiswa micro teaching PBI merupakan mahasiswa yang dididik untuk menjadi guru, mereka harus mampu untuk menerapkan manajemen kelas karena hal tersebut memegang peranan penting terhadap kesuksesan pengajaran.
Penelitian ini bertujuan untuk menjawab dua permasalahan, yaitu (1) Manajemen kelas apa saja yang diterapkan oleh mahasiswa praktikan PBI? dan (2) Permasalahan apa saja yang muncul dalam manajemen kelas ketika mahasiswa praktikan PBI mengajar? Dengan demikian, penelitian ini meneliti tentang tentang bagaimana cara mahasiswa praktikan dalam menerapkan manajemen kelas.
Penelitian ini dilakukan terhadap delapan mahasiswa PBI tahun angkatan 2008/2009 yang sedang mengambil mata kuliah Micro Teaching. Ada empat tahapan dalam mengumpulkan data, yaitu observasi, catatan observasi, kuesioner, dan wawancara. Observasi digunakan untuk memperoleh data mengenai jenis manajemen kelas apa saja yang diterapkan oleh mahasiswa praktikan PBI dan sebagai data utama. Catatan observasi untuk mencatat seluruh kegiatan mengajar. Kuesioner untuk memperoleh data berdasarkan pendapat mahasiswa, sedangkan wawancara untuk mengklarifikasi hasil yang berbeda antara observasi dan kuesioner.
Hasil penelitian menunjukkan bahwa covenant management dalam manajemen keanekaragaman meliputi kombinasi antara pria dan wanita dalam satu kelompok, partisipasi seluruh siswa, dan keterlibatan didalam aktivitas siswa telah diterapkan dengan baik oleh praktikan. Selain itu, content management dan
conduct management juga turut diterapkan oleh praktikan ketika mengajar.
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elektronik kurang dari tiga menit sehingga mengakibatkan kegagalan menampilkan media dan kealapan untuk mengecek audio visual, serta memantau siswa dan menjelaskan perintah secara jelas yang menimbulkan keacuhan siswa dan tugas yang tidak jelas. Sedangkan masalah conduct management terjadi ketika praktikan tidak bisa menciptakan disiplin pribadi siswa dimana hal ini mengakibatkan siswa mencontek, mengkoreksi tingkah laku yang kurang baik yang mengakibatkan siswa berbicara bukan pada waktunya dan mencari perhatian.
Kata kunci: micro teaching, classroom management, content management, conduct management, covenant management
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ACKNOWLEDGEMENTS
First of all, I would like to express my deepest gratitude to God the Almighty for his blessing, love, and strength. He always helps me in enlightening my path, especially in completing my thesis. I believe that this achievement is
nothing without Him.
My gratitude also goes to Christina Kristiyani, S.Pd., M.Pd. as my advisor. I thank her for guiding me in the process of completing this thesis from
the beginning until the end, spending her time to read and give beneficial
feedback for my thesis, and for always giving me encouragement to finish this
thesis. I also thank her for giving me permission to do the research in her micro
teaching class.
I am indebted to my lecturers, especially Yose Rianugraha, S.Pd., Hanadya Darjito, S.Pd., M.Hum., and Sr. Rachel, FCJ who gave me permission to observe and conduct my research in their classes. I really thank
them for being so cooperative. They also gave me valuable suggestions for my
thesis. My thanks are also addressed to Sr. Margaret, FCJ for correcting grammar mistakes in my thesis.
My wholehearted thanks go to my family, especially my father and my
mother, my grandpa, my brother and sisters, also my nephews for the prayer,
support, and encouragement in every step I took in completing my thesis. I thank
them for putting their trust in me to finish this thesis. I am also grateful to my
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down. I also thank him for being patient whenever I was distressed during the
process of my thesis completion.
My gratitude expressed to my beloved friends, Novi, Shanti, and Alfon
who kept motivating me to do the best, Lita, Dina, Aurel, Calvin, Deni, Sance, Widi, Patric, Rieta, Reta, Tanti, Hedwig, Sr. Yusta, Ajeng, Nicho, and Aik
who always gave me support in completing my thesis. My thanks also to my PBI
friends Ria, Eli, Susi, Gobe, Ephin, Galih, Ristia, Yosa, Beni, Yuyun, Rima, Rudi, and Mbak Ping who became my partners in finishing the thesis, and to those whose names cannot be mentioned one by one.
I am further indebted to all Microteaching students who became my
research respondents, especially Enda, Fani, Sabrina, Nita, Seto, Tia, Meita,
and Delis for their cooperation in filling in the questionnaire and being my interviewees.
I would also like to express my appreciation to PBI secretariat staff, Mbak Danik and Mbak Tari for their assistance in providing information during my study.
Finally, nothing is perfect and neither is this thesis. Any correction,
comments, and critique for the improvement of this thesis are always welcome.
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TABLE OF CONTENTS
Page
TITLE PAGE ... i
APPROVAL PAGES ... ii
DEDICATION PAGE ... iv
STATEMENT OF WORK’S ORIGINALITY ... v
PERNYATAAN PERSETUJUAN PUBLIKASI ... vi
ABSTRACT ... vii
ABSTRAK ... ix
ACKNOWLEDGMENTS ... xi
TABLE OF CONTENTS ... xiii
LIST OF TABLES ... xv
LIST OF FIGURES ... xvi
LIST OF APPENDICES ... xix
CHAPTER I. INTRODUCTION ... 1
A. Research Background ... 1
B. Research Problems ... 3
C. Problem Limitation ... 3
D. Research Objectives ... 4
E. Research Benefits ... 4
F. Definition of Terms ... 6
CHAPTER II. REVIEW OF RELATED LITERATURE ... 8
A. Theoretical Description ... 8
1. Classroom Management ... 9
2. Components of Classroom Management ... 11
a. Content Management ... 11
b. Conduct Management ... 16
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B. Theoretical Framework ... 19
CHAPTER III. RESEARCH METHODOLOGY... 21
A. Research Method ... 21
B. Research Setting ... 22
C. Research Participants... 23
D. Instruments and Data Gathering Technique ... 23
E. Data Analysis Technique ... 27
F. Research Procedure ... 35
CHAPTER IV. RESEARCH RESULTS AND DISCUSSION ... 38
A. Classroom Management Conducted by the ELESP Student Teachers ... 39
1. Content Management ... 40
2. Conduct Management ... 71
3. Covenant Management... 76
B. The Classroom Management Problems that Occur in the Student Teachers Teaching Practice... 79
1. Content Management ... 80
2. Conduct Management ... 82
CHAPTER V. CONCLUSIONS AND RECOMMENDATION ... 84
A. Conclusions ... 84
B. Recommendation ... 86
REFERENCES ... 88
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LIST OF TABLES
Table Page
4.1 Observation Checklist Results 1 ... 99
4.2 Observation Checklist Results 2 ... 103
4.3 Questionnaire Results 1 ... 119
4.4 Questionnaire Results 2 ... 123
4.5 Guiding Questions for Interview Results 1 ... 137
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LIST OF FIGURES
Figure Page
1.1 Diagrams of Possible Room Arrangement ... 12
4.1 Seating Arrangement as Ordinary Row for Watching Movie or Listening to Lecture ... 40
4.2 The Setting of Chairs/Tables did not Disturb Classroom Activity ... 41
4.3 All of the Students Obtained the Handout ... 43
4.4 Teacher Gave Example/Description about the Materials Given ... 43
4.5 The Time to do Activity was Appropriate ... 44
4.6 There was not any Time Left (5-10 minutes) after the Materials and Tasks were Given ... 45
4.7 Teacher Provided Sources of the Materials ... 46
4.8 Students could Do the Task by the Time Given ... 48
4.9 Students did not Require Additional Time more than 10 Minutes ... 48
4.10 Teacher Wrote Down/Explained by Employing Marker/Chalk ... 50
4.11 Employing White-Board to Write Down Notes ... 51
4.12 The Use of Eraser ... 52
4.13 Equipment Employed were Related to the Topics ... 52
4.14 Equipment Employed did not Disturb Activity ... 53
4.15 Teacher did not Tend to Come Closer to A Student/ A Group when Explaining ... 54
4.16 Teacher did not Move around very Often ... 55
4.17 Teacher Made Sure that the Students were Ready to Hear ... 56
4.18 Teacher Finished One Activity before Starting next Activity ... 57
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Unfinished Previous One ... 58
4.20 Teacher Avoided Distracter Caused by Irrelevant Happening ... 58
4.21 Teacher Gave Brief Explanation ... 59
4.22 Teacher Avoided Going into much Detail ... 59
4.23 Teacher Involved Students’ Participation ... 60
4.24 Teacher Called up a Group at Once and did not Call Them up One by One………61
4.25 Teacher Explained Instruction Clearly so that the Students did not Make Disturbance during the Activity ... 62
4.26 No Person Moved around very Often during Teaching Activity ... 62
4.27 Teacher Kept an Eye to Entire Class at Once to Make Class Aware ... 63
4.28 Teacher Listened to One Student while Monitoring other Students ... 64
4.29 Teacher Explained Instruction Clearly on How to Do the Activity ... 65
4.30 Teacher Provided several Topics to Discuss so that the Students Were Enthusiastic ... 66
4.31 Teacher Provided enough Materials... 67
4.32 Teacher Provided Fun Activity ... 67
4.33 Teacher Explained the Lesson to Teach ... 68
4.34 Teacher Had Plenty of Materials to Conduct ... 68
4.35 Teacher Finished One Activity before Starting another Activity ... 69
4.36 Teacher did not Jump Back to the Unfinished Activity ... 69
4.37 Teacher Showed Friendly/Cheerful/Interest/Helpful ... 71
4.38 Teacher Called Students’ Name in the Learning Process ... 72
4.39 Teacher Combined Sense of Humor in the Class... 73
4.40 Teacher’s Voice was Clear Heard at the Back ... 74
4.41 Student Worked in a Group Cooperatively when It was a Group work ... 75
4.42 Teacher Gave Reward/Compliment to Students who Behaved Well ... 75
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4.44 Teacher Involved the Participation of All Students ... 77
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LIST OF APPENDICES
Appendix Page
A A Sample of Permission Letters ... 91
B Observation Checklist ... 93
C Observation Checklist Results ... 98
D Questionnaire ... 113
E Questionnaire Results ... 118
F Guiding Questions for Interview ... 132
G Guiding Questions for Interview Results ... 136
1 CHAPTER I
INTRODUCTION
In this chapter, the researcher presents the research background, research
problems, problem limitation, research objectives, research benefits, and
definition of terms.
A. Research Background
Teaching is the world's biggest profession in terms of the number of
teachers teaching at different levels. Unfortunately, the assumption on the part of
the society that all can teach has led to many problems in the profession of
teaching (Ahmed, 2008). Therefore, becoming a teacher is not easy since teachers
have to face many things in the educational world, such as various characteristic
of the students and the limitation of media in teaching. The difficulties in handling
the situation and the classroom condition and in managing the time or conducting
the classroom management are another example of the problems since the
students’ learning and the classroom management are not easy to control.
On the other hand, the student who is trained to be a teacher, especially
becoming a professional and or good teacher, has to be able to conduct the
teaching well. The teacher has to minimize the trouble in the learning process and
maximize the learning process so that the learning process can be conducted well.
One of the skills that a student teacher has to possess is managing the classroom
It is also not easy for the student teachers to manage the classroom since
classroom management can be considered as the most fundamental - and the most
difficult- task the teacher performs (Weber, 1982, p. 280).
The ELESP students of the academic year 2007/2008, PPL II offered a
real situation where they experienced some problems related to the classroom
management when they conducted the teaching. Some of the problems were
difficulties in handling the students who made noise and the difficulties in asking
some students to participate or be active in the learning process, such as
reluctance in answering the questions given by the teacher since the students were
afraid to make mistakes. Another problem faced by students who have taken PPL
II was the difficulty in managing teaching equipment and the difficulty in
involving all of the students in the class.
Thus, the activity in the learning process should be conducted well by the
ELESP student teachers. One of the ways is by managing the classroom well since
classroom management plays an important role in the success teaching. Besides,
the student teachers are required to solve the problems in the classroom by
conducting classroom management, such as content management, conduct
management, and the covenant management which are often faced by the student
teachers in the real teaching (Froyen & Iverson, 1999, para. 2).
Therefore, the researcher examines the English Language Education Study
Program student teachers’ performance in teaching, especially in managing the
classroom when they are conducting the teaching process. In the research, the
student teachers of the English Language Education Study Program (ELESP), or
they are usually called as PBI students, of academic year 2008/2009. The student
teachers are those who are conducting the teaching practice, especially when they
are teaching the lower semester students. In addition, the researcher examines the
classroom management problems that occur in the student teachers teaching
practice.
B. Research Problems
In relation to the topic of the study, it is expected that the result of the
study would be able to answer the following questions.
1. What are the classroom management conducted by the ELESP student
teachers?
2. What are the classroom management problems that occur in the student
teachers teaching practice?
C. Problem Limitation
In conducting the teaching, a teacher sometimes will find some
difficulties in facing a lot of characteristics of the students and also in conducting
the teaching itself. The problems which arise can be the difficulties in handling
the teaching media, managing the situation of the classroom, managing the time
in delivering the activity, and or in managing the students’ behavior related to the
In order to anticipate and solve the problems which come up during the
teaching process, it can be minimized by conducting classroom management. The
classroom management itself is content management which deals with the
classroom and its contents, conduct management which refers to the ability of the
teacher in addressing and resolving the discipline in the classroom, and covenant
management which focuses on the interaction and the relationship in the
classroom.
In this research, the researcher attempts to investigate the classroom
management conducted by the ELESP student teachers and the classroom
management problems that occur in the student teachers teaching practice.
D. Research Objectives
The research is intended to achieve some objectives. They are as follows.
1. Identify the classroom management conducted by the ELESP student teachers.
2. Identify the classroom management problems that occur in the student
teachers teaching practice.
E. Research Benefits
The research will bring some benefits for the student teachers,
microteaching lecturers, and the future researchers. They are as follows.
1. For the Student Teachers
The study would help the student teachers to improve their ability in
become teachers, they can anticipate and solve the problems related to classroom
management. Besides, it can help the student teachers to teach better when they
are conducting their PPL II by knowing what components of classroom
management should be conducted in order to anticipate the problems which occur.
2. For the Micro Teaching Lecturers
The study would help the lecturers of microteaching to know the student
teachers’ ability in teaching related to the classroom management. Therefore, the
lecturers will know what aspects in teaching related to the classroom management
which should be improved for the student teachers. In addition, by knowing the
problems that occur in managing the classroom during the teaching practice
conducted by the ELESP student teachers, the lecturers could give solution or
anticipation about it.
3. For the Future Researchers
This study would help the future researchers to know the components of
classroom management which can be explored more since this research studies
classroom management which encompasses three components. Therefore, the
future researchers would have a specific classroom management to study. In
addition, the future researchers could obtain more respondents as the sample by
focusing on a certain skill of a class since the researcher obtained limited number
F. Definition of Terms
There are two definitions that are discussed in order to clarify the title of
the research.
1. Classroom Management
According to Johnson and Bany, classroom management is the process of
establishing and maintaining the internal environment of the group and the
classroom conditions for the attainment of educational goals which consist of
provision and procedures (as cited in Clark & Starr, 1991, p. 98). Meanwhile,
Clark and Starr (1991) explain that classroom management is the process of
organizing and carrying out classes so that learning occurs smoothly and
efficiently. To focus classes on learning is the major purpose of it (p. 111). In
addition, it conveys components of classroom management namely conduct
management, content management, and covenant management as the three major
components (Froyen & Iverson, 1999, para. 2).
In this study, classroom management is all components of classroom
management so that the disturbance or other noise activities in the classroom can
be minimized. The classroom management is conducted by the ELESP student
teachers in the academic year of 2008/2009 who were taking micro teaching class
and conducting teaching practice to lower semester students. In addition, the
student teachers are required to manage the classroom which covers content
management, conduct management, and covenant management as one of the
teaching skills so that the flow of learning process during their teaching practice
2. Micro Teaching
Allen and Ryan (1969) state that micro teaching is real teaching which
focuses on training for the accomplishment of specific task. The students of micro
teaching should be skillfully taught. Besides, the skill or technique practiced must
fit in well with the lesson specified for that day (pp. 2-4). Here, the student
teachers take responsibility for successfully teaching an entire unit, and, to do this
well, the student teachers have to utilize many skills and techniques.
In addition, there are several skills that student teachers should be able to
master in conducting micro teaching. They are material mastery, self teaching
performance, classroom management, and the use of language and grammar
(Buku Pedoman, 2008).
In this study, micro teaching is a teaching simulation during micro
teaching course taken by the ELESP student teachers at Sanata Dharma University
where the student teachers have to apply the skills of teaching. The micro teaching
students are the English Language Education Study Program (ELESP) student
teachers in the academic year 2008/2009 who are joining the Micro Teaching
Class. They are conducting the teaching practice to lower semester students at
Sanata Dharma University in academic year of 2010/2011 to different classes,
such as Reading Class, Writing Class, Speaking Class, and Listening Class. In
addition, they have to manage the classroom as one of the skills that they have to
be able to master in conducting the teaching practice and as their responsibility for
8 CHAPTER II
REVIEW OF RELATED LITERATURE
This chapter presents the discussion of any literature related to the topic
discussed. As stated in the previous chapter, the objectives of this study are to
identify the classroom management conducted by the ELESP student teachers and
identify the classroom management problems that occur in the student teachers
teaching practice. It is important to base the study on some related theories to see
how the study should be conducted so that the expected result can be obtained.
Related opinions and views from the experts are considered to provide a strong
foundation for this study.
The supporting theories are under two subtopics in this chapter. The
subtopics are the theoretical description and the theoretical framework. In the
theoretical description, the researcher discusses some theories and research studies
which are relevant to the topic. In the theoretical framework, the researcher relates
the theories to the study.
A. Theoretical Description
In the theoretical description, the researcher will provide the basic theories
about the definition of classroom management and components of classroom
management.The purpose in the theoritical description is to give an illustration to
the reader about the classroom management conducted by the ELESP student
management, convey content management, conduct management, and covenant
management.
1. Classroom Management
Weber (1982) states that classroom management is a set of activities by
which the teacher establishes and maintains the classroom conditions which
facilitate effective and efficient instructions (p. 282). While Clark and Starr (1991)
explain that classroom management is the process of organizing and conducting a
class so that it runs smoothly. Well done, it reduces wasted time and wasted
motion (p. 98). In addition, according to Johnson and Bany, classroom
management can be defined as the process of establishing and maintaining the
internal environment of the group and the classroom conditions for the attainment
of educational goal (as cited in Clark & Starr, 1991, pp. 98-99). It consists of all
the provisions and procedures that are necessary to maintain an environment
where instruction and learning can occur. The provisons and procedures are as
follows.
a. Planning, organizing, coordinating, directing, controling, communicating and
house keeping.
b.Manipulating time, space, personnel, materials, authority and responsibility,
rewards, and punishment.
c. Resolving conflicts between school and society, between roles and
personalities, between the group and individuals, between immediate and
long-term goals, among personalities, and among roles.
Moreover, Huitt (1999) states that classroom management’s primary
purpose is to gain control of the classroom in which a good classroom
management results in high levels of student engaged time (para.2).
Instead of that, Borich (1996) explains that the teachers are required to
“stop problems which can disturb the flow of the lesson such as surface behaviors
which represent the majority of disruptive classroom action” (as cited in Levin &
Nolan, 1991, p. 520). The example of the problems are laughing, talking out of
turn, passing notes, daydreaming, not following directions, combing hair,
doodling, humming, tapping, and so on. Moreover, in 2010, Orlich, Harder,
Callahan, Trevisan, and Brown note that there are several problems in a
classroom:
Those problems are student apathy, difficulty getting students involved, students not following directions, failure to complete all assignment, unclear assignment, forgetting to check out projector or AV equipment, failing to preview media, resulting in presentation of inappropriate material, failure to plan discussion groups in advance, excessively talking at the beginning of the class, note passing, cheating, and attention seeking (p. 197).
Further, Harmer (2007) states that to make contact with the students at the
back and for the students to ask for and receive individual attention are difficult in
big classes (p. 177). Many teachers have come across students who do not seem to
want to talk in a class caused by other students who dominate and may even
intimidate is another problem faced by teacher (p. 182).
Because of that, classroom management takes an important role in the
learning process since classroom management decides whether the learning
establish and maintain the classroom conditions so that the learning activities can
be effective and efficient by applying the provisions and the procedures. In this
study, classroom management covers all aspects which support the learning
process to run efficiently and effectively. It will not waste so much time on
something unnnecesary and will obtain good classroom environment which makes
the learning process runs smoothly. In addition, any problems that come up during
the teaching activities can be solved.
2. Components of Classroom Management
According to Froyen and Iverson (1999 ), content management, conduct
management, and covenant management are the three major components of
classroom management (para. 2). Those components are as follows.
a. Content Management
Content management occurs when teachers manage space, materials,
equipment, the movement of people, and lessons that are part of a curriculum or
program of studies. In content management, it can be conducted by organizing
for classroom management. They are as follows.
1) Managing the space
Managing the space can be conducted by arranging the setting. The teacher
can arrange the classroom so that it is attractive and easy for the students to work
in. In addition, to arrange the class according to the classwork the students are to
do can be obtained by the teacher (Clark & Starr, 1991, p. 102). Some variations
lecture. While for commitee work, small circles of chairs may be best, for
discussion, a circle or some segment of a circle may be suitable. The teacher can
move the chairs to suit the activity. Some of the possible class arrangements are
shown in Figure 1.1
Figure 1.1 Diagrams of Possible Room Arrangement
Taken from Clark and Starr, 1991, p. 103
2) Managing the material and equipment
During the initial days in the classroom, the teacher chooses content
activities that everyone can successfully complete which can promote enthusiasm
for the work that lies ahead. Borich (1996) suggests five examples of first-day
activities related to the materials and equipments that can be employed during the
teaching activities. They are as follows. Eacher’s
desk
W ork table
Teacher’s desk
W ork Table W ork table
W ork table Teacher’s
desk
a) Conducting a brief experiment and explaining its consequences in real life.
b) Reading a lively excerpt from a short story and providing an interpetation.
c) Demonstrating a concrete procedure and having students practice it, such as
using calculator, equipment, charts, or table.
d) Describing a typical current event and explaining how it can affect their lives.
e) Teaching a few words of conversation and having students try them out (p.
499).
In addition, Harmer (2007) suggests that teachers know where to find at
least one good reference grammar at the appropriate level, or can direct them to a
library or a website where the students can find the materials (p. 31). Other than
that, students expect that the teacher should know how to employ equipment that
the teachers have selected to use because how to use various types of equipment is
a major part of modern teacher training. It means that the materials which are
going to be employed in the teaching activities should be suited to the ability or
level of the students and the teacher should be able to employ the equipment in the
learning process.
Consequently, when the teachers conduct the teaching, the teachers should
be able to balance the material and the equipment to be employed. The teachers
have to be able to use the equipment well related to the materials that they are
going to deliver in the teaching process. The teachers should decide what the
learners want to achive and then see what kind of techniques and technology will
3) Managing the movement of people
The movement of people in a clasroom can be conducted by managing the
movement of the students and the movement of the teachers. Harmer (2007) states
that most successful teachers move around the classroom to some extent. The
movement of people is a matter of personal preference, but it is worth
remembering that motionless teachers can bore students, while teachers who are
constantly in motion can make the students feel uncomfortable (p. 35). Therefore,
it indicates that the teachers’ movement should be suited to the activity, whether
the activity needs a lot of movement from the teacher or not.
While the movement of the students can be obtained by keeping the class
moving well. Kounin states that movement management is the technique of
guiding the class smoothly through its activities and from one activity to another.
The movement management can be obtained by avoiding interrupting the progress
of the class as follows.
a) Be sure that students are ready to hear before making announcements,
issue orders, or make statement.
b) Finish one activity before starting on the next activity.
c) Do not start another topic or activity and then jump back to the unfinished
previous one.
d) Avoid the distracters caused by irrelevant happenings or thoughts.
e) Explain what should be explained.
f) Avoid going into much detail, such as call up a group, then call them up at
As a result, the teacher should be able to conduct the teaching well by
managing the movement so that there will be no interuption in the progress of the
classroom activities. Kounin mentions that other teachniques are withitness and
overlapping (as cited in Clark & Starr, 1991, p. 106). Withitness is the ability to
keep an eye on the entire class at once, making the class aware that the teachers
are alert to the students. While overlapping is to do two things at once, such as
listening to one student at the desk while keeping tabs on the progress of another
group in a diffrent part of the room. Another technique is by calling the students’
name after asking the question, calling the students randomly, involving every
student in the lesson, and frequently checking on student progress and activity.
Because of that, monitoring the students’ progress is required in order to keep the
movement of the students as what the teachers’ desire.
4) Managing the lesson
Clark and Starr (1991) state that in the teaching, the teacher should plan
what is going to be delivered in the teaching process by being sure that the
learning activities proceed in a logical sequence is required (p. 102). A little
instruction in how to study, or how to use the tools of learning, or how to carry out
the assignments pay off in more profitable classes. In the study, the teacher
should know what the teacher and the students are supposed to do. Therefore,
providing enough good materials for the students to work with is required.
Besides, the variety of activities and topics are required in order to avoid boredom
of both teachers and students. The activities and the topics are suited to what the
drill running for half an hour that would exhaust both students and teacher
(Harmer, 2007, p. 29). Therefore, in managing the lesson, the teacher has to be
able to suit the lesson and the activity well so the lesson which is delivered can be
obtained without consuming a lot of time or the opposite.
b. Conduct Management
Conduct management refers to the set of procedural skills that teachers
employ in their attempt to address and resolve discipline problems in the
classroom. It refers to the control and administration of consequences. The
activities which are happening in the classroom should be disciplined. This
conduct management can be obtained by building classroom climate, building
self-discipline in the classroom, and establishing rules.
1) Building classroom climate
Classroom management depends on the students’ respect, which can be
won only by treating students “fairly and compasionately over a sustained period
of time” (Clark & Starr, 1991, p. 99). Therefore, teacher’s personality and the
classroom atmosphere are required to obtain it since students are much more
likely to cooperate with teachers who show themselves to be empathic, warm, and
genuine. By being friendly, cheerful, interested, honest, and helpful can create
close relationship with the students. Besides, teachers have to learn each student’s
name and employ the students’ name in the class.
When conducting the teaching, teachers have to try to combine a sense of
clear the atmosphere. Teachers have to set a good example for the students also,
such as when they are in the classroom and using voice. When teachers are in the
classroom, they should be conscious of how close they are to the students they are
working with or the general way in which teachers sit or stand in classroom. A
teacher has to behave in a way which is appropriate to the students. Besides, the
movement of the teacher in the class and the awareness of assessing what students
have said and teachers have to respond appropriately have to be paid attention
(Harmer, 2007, p. 35).
Harmer (2007) also explains that how the teachers speak and what the
teachers’ sound like have a crucial impact on classes (p. 36). Therefore, the
teachers’ voice is to be audible which means that the teachers’ voice can be heard
by the students at the back of the class. The teachers are required to vary the
quality of the voice and the volume they speak according to the type of the
activity. By conducting these skills, the students will feel comfortable and enjoy
the learning process. Thus, the teachers can have more control of the class.
2) Building self-discipline
Clark and Starr (1991) explain that a major goal of effective classroom
management is student self-discipline (p. 111). To help students to learn the
importance of accepting responsibility for working diligently, for being
dependable, and for carrying out what they have agreed to do by running
well-organized, efficient classes in which students learn what appropriate behavior is
and that behaving appropriately is rewarded. Petty (2009) mentions that praise of
108). The teacher therefore can give the students reward based on their good
achievement and or good behavior.
3) Establishing rules
According to Clark and Starr (1991), a class requires some rules; no class
requires many. So many rules confuse students. A few definite rules that make
sense to students and teacher alike will prove to be more successful (p. 104).
Because of that, in order to make a clear rule, the students should be involved so
that they know exactly what the limits are.
Clark and Starr (1991) find that a rule can be considered a good rule or
principle when it clearly spells out what it is the students must do, seems
reasonable, and can be enforced (p. 104). Therefore, when establishing classroom
rules, the participation of the students is required to develop their own standard
behavior. While according to Borich (1996), there are four suggestions for
creating classroom rules (pp. 480-481). They are making the rules consistent with
the classroom climate the teacher wishes to promote, not establishing rules that
the teachers can not enforce, specifying the necessary rules in the classroom, and
stating the rules at a general enough level to include a range of specific behaviors.
Because of that, in creating the rules, the participation of the students
should be involved in order to make their own standard and the teachers’ decision
c. Covenant Management
Covenant management focuses on the classroom group as a social system
that has its own features that teachers have to take into account when managing
interpersonal relationships in the classroom. Thus, in the covenant management,
the teacher should be able to use the diversity in the classroom to strengthen the
classroom social group. Borich (1996) explains that the greater spatial distance
between teacher and student, the more some students became passive listeners and
engaged in off-task behavior (pp. 493-494).
Therefore, the teacher requires to move closer to the students so that the
students become more interactive. Dillon mentions that:
Establish an open, risk-free classroom climate where students can experience mutual trust and confidence, plan and structure lessons that meet the interests and needs of students, and implement lessons that allow all students to be active learners through activities and responsibilities that are congruent with the learners’ culture are required to bridge cultural gaps (as cited in Borich, 1996, pp. 493-494).
Because of that, teachers should be able to convey all the related lessons
and activities to the diversity of the culture in the classroom, so the learners can be
involved interactively in the learning process.
B. Theoretical Framework
The research studies student teachers’ classroom management in micro
teaching class. The theory of classroom management by Weber (1982), Clark and
Starr (1991), and Huitt (1999) help the researcher to focus on the observation
which observes the process of organizing and conducting a class by maintaining
classroom management help the researcher to see whether the ELESP student
teachers can create smooth learning process without wasting so much time in
conducting unnecesary activities and minimize the disturbance in the learning
process itself.
Indeed, the theory of components of classroom management by Froyen
and Iverson (1999), Borich (1996), Harmer (2007), and also Clark and Starr
(1991) help the researcher to limit the observation which focuses on classroom
management. The observation especially observes the components of the
classroom management. Thus, the observation will only focus on the content
management which focuses on managing space, materials, equipment, and
movement of people and lesson and conduct management which refers to the
management of building classroom climate, building self-discipline, and
establishing rules. In addition, the observation was conducted by the researcher to
gain data related to covenant management which focuses on the classroom group
as a social system.
Moreover, problems in managing the classroom theories presented by
Borich (1996), Harmer (2007), and Orlich, Harder, Callahan, Trevisan, and
Brown (2010) were employed by the researcher to see the classroom management
problems in the student teachers teaching practice. Therefore, in conducting the
observation, the researcher will focus on the specific respondents, the ELESP
student teachers who conduct their teaching practice toward lower semester
21 CHAPTER III
RESEARCH METHODOLOGY
This chapter discusses the methodology employed by the researcher in
conducting the study in order to answer the questions of classroom management
conducted by the ELESP student teachers and the classroom management
problems that occur in the student teachers teaching practice. The student teachers
are the students of English Language Education Study Program (ELESP) at
Sanata Dharma University Yogyakarta in the sixth semester of the academic year
of 2010/2011. The methodology will be presented in six sections which are
research method, research setting, research participants, instrument and data
gathering technique, data analysis technique, and the research procedure.
A. Research Method
A survey was employed in this study. According to Ary, Jacobs, and
Sorensen (2010), the survey is a research technique in which the researchers want
to gather information about the characteristics of population by studying a smaller
group (a sample) carefully drawn from the population (p. 372). Ary, Jacobs,
and Sorensen (2010) also explain that a cross-sectional surveys study a cross
section (sample) of a population at a single point in time (p. 377).
Therefore, this research was a survey research which studies a smaller group
of the ELESP student teachers. They were the ELESP student teachers at Sanata
teaching course. Besides, the survey was employed in this research to gather
information about the classroom management conducted by the ELESP student
teachers and the classroom management problems that occur in the student
teachers teaching practice. In addition, this research studies the ELESP student
teachers in the academic year 2008/2009 who conducted teaching practice to
lower semester students at a single point in time. It was in the academic year of
2010/2011 in even semester when they conducted teaching practice to lower
semester students.
B. Research Setting
This study was conducted at Sanata Dharma University, especially at the
English Language Education Study Program classes. The research was conducted
in two different classes and in five days in conducting the observation and
distributing the questionnaire. The research was conducted in Intensive Reading II
class at I/K.42 on 4 May 2011, Paragraph Writing class at I/K. 42 on 20 May
2011, Pre-Intermediate Listening class at Listening Laboratory on 9 May 2011,
and Interactional Speech II class at I/K. 42 on 10 and 11 May 2011.
While the guiding questions for interview itself was conducted in five
days, on 14, 15, and 17 June 2011 as many as two participants for each day. While
there was only one participant on 20 June 2011 and 8 August 2011. The interview
C. Research Participants
Ary, Jacobs, and Sorensen (2010) define population as to all members of
any well-defined class of people, events, or objects (p. 148). The population of
this research was the sixth semester students of the English Language Education
Study Program (ELESP) of academic year 2008/2009 at Sanata Dharma
University who were taking Micro Teaching Course (KPE 373) in academic year
2010/2011. There were seven classes of micro teaching class and there were 20 to
22 student teachers for each class.
According to Ary, Jacobs, and Sorensen (2010), in purposive sampling-
also referred to as judgment sampling- sample elements judged to be typical, or
representative, are chosen from the population (p. 156). In this research, the
researcher took eight students who were conducting the teaching practice in
Reading Class, Speaking Class, Listening Class, and Writing Class. While from
each class, the researcher observed two students as the representative of each
class. Since there were four classes to be taught by the student teachers, therefore,
eight students were required. The respondents were purposively chosen based on
the subject of the course at Sanata Dharma University that involved the productive
and receptive skills. They were reading and listening as receptive skills and
speaking and writing as productive skills.
D. Instruments and Data Gathering Technique
In carrying out the data in the study, the researcher employed four
guiding questions for interview. The observation checklist (see Appendix B)
contained some points about what to be observed. The researcher attempted to
discover any information about the classroom management conducted by the
ELESP student teachers and the classroom management problems occur in the
student teachers teaching practice. In the first part of observation checklist
(close-ended part) helped the researcher to answer the first research question and the
second part of observation (open-ended part) helped the researcher to answer the
second research question.
The second instrument employed in this research was observation note
(see Appendix H). The researcher attempted to discover the respondents’ teaching
performance related to the classroom managements conducted by the ELESP
student teachers and also the classroom management problems occur in managing
the classroom. Meanwhile, the observation note (see Appendix H) was employed
to help the researcher to answer the second research questions on the classroom
management problems that occur in the student teachers teaching practice.
The third instrument employed in this research was questionnaire (see
Appendix D). It contained some questions that should be answered by the ELESP
student teachers. The questions were designed from the observation checklist in
order to find out their own evaluation after conducting the teaching. The
questionnaire consisted of two different parts. The first part was close-ended
questions which consisted of a set of statements where the respondents just
needed to give check mark or cross mark on the options given. Besides, the
part was open-ended questions which were a set of questions where the ELESP
student teachers could give their reason why problems occurred during the
teaching activities and how they solved the problems, and also what classroom
management that they have conducted well. The close-ended part of questionnaire
was aimed to help the researcher to answer the first research question while the
open-ended part to answer the second research question.
The fourth instrument was guiding questions for interview. The guiding
questions for interview (see Appendix F) contained some questions that should be
answered orally. The guiding questions for interview was employed in order to
ensure and cross-check the data of the researcher (data from observation checklist)
and the data of the respondents (data from the questionnaire) about the classroom
management conducted by the ELESP student teachers. The guiding questions
helped the researcher to answer research questions number one and two.
Having the instruments, the researcher employed some techniques to
obtain the data required. The first was conducting the observation to eight
respondents in two different classes. They were two students of the ELESP
student teachers who conducted teaching in Reading Class, two students taught at
Speaking Class, two students taught at Writing Class, and two students taught at
Listening Class. The observations were aimed to discovering the classroom
management conducted by the ELESP student teachers and the classroom
management problems occur in the student teachers teaching practice. Before the
observation was employed, the researcher explained to the respondents that the
result, the researcher observed eight student teachers on their teaching
performances and completed the observation checklist when the student teachers
were teaching the lower semester students. The observations were conducted on
4th, 6th, 9th-11th, and 20th of May 2011 when the ELESP student teachers taught the
lower semester students.
After the respondents conducted the teaching, the respondents were given
the questionnaire as the second step. It was employed in order to gain the data
from the point of view from the respondents. The questionnaires were distributed
to each ELESP student teacher after they conducted the teaching. It was aimed to
recall the student teachers’ teaching performance during the teaching activities.
Therefore, the questionnaires were distributed to eight students on 4th, 6th, 9th-11th
of May 2011.
After the questionnaire and the observation checklist were completed, the
next step was examining the data from the respondents and the observation
checklist. The researcher analyzed the data from the observation checklist and the
data from the questionnaires to find out the different data that the researcher
obtained.
Then, the researcher conducted the guiding questions for interview to eight
students of the ELESP student teachers on 14, 15, 17, and 20 June 2011, and 8
August 2011. The researcher conducted the guiding questions for interview in
order to obtain more information and reason from the respondents about the
interview employed to ensure and cross-check the data taken in order to validate
the data of the researcher.
After obtaining the data from guiding questions for interview, the
researcher examined the result of guiding questions for interview to be compared
to the result of observation checklist and questionnaire data. Finding the data from
three instruments, the researcher employed the observation checklist result as the
main data. While the result of questionnaire and guiding question for interview are
as means to help the researcher to find what components of classroom
management are conducted and are not conducted. Meanwhile, the result from
observation note and open-ended parts of observation checklist and questionnaire
are a means to help the researcher to find out the problems which occur in
managing the classroom.
E. Data Analysis Technique
All the data gained through some techniques using certain instruments
were analyzed to obtain the result of the research. There were several steps
conducted by the researcher.
1. Data from the Observation Checklist
The first data to analyze were data gained from the observation checklist
to eight students of the ELESP student teachers in four different skills classes. The
data provided information about what components of classroom management
which were conducted by giving check (v) mark and components of classroom
be categorized to make it easier to observe the components of classroom
management which were conducted and which were not conducted. The data
collected through the observation on four different skills classes to two
respondents on each class. Each item of the observation checklist would be
presented in a form of table to show the result. The observation result would be
presented in Table 3.1 The Observation Checklist Results 1.
Table 3.1 The Observation Checklist Results 1
No. Component of Classroom Management Respondent 1 2 3 4 5 6 7 8
1. Content Management:
a……….. b……….. c…………
2. Conduct Management:
a………. b………. c……….
3. Covenant Management
a……….. b……….. c……….etc.
After obtaining the data in form of Table 3.1, the researcher counted how
many respondents who conducted the components of classroom management and
who did not conduct the components of classroom management on every
component into percentage by using formula below. The result of it would be
presented in form of table as in Table 3.2 Blank Table for Observation Checklist
and would be presented in form of figures on Chapter IV.
(1) ∑a ×100%= %
(2) ∑b ×100%=% ∑n
∑ : Total
a : The number of respondents who conducted the components of classroom management
b : The number of respondents who did not conduct the components of classroom management
n : The number of respondents
Table 3.2 Blank Table for Observation Checklist
No. Components of
Classroom Management
Percentage
Conducted not Conducted
Total % Total %
1. …
55. …
Having all the data in form of percentage, then the researcher formulated
those components of classroom managements namely conducted and not
conducted. Those components of classroom managements were conducted during
teaching activities if the percentage of check (v) mark was more than 50%. While
having the percentage of cross (x) mark was more than 50%, the researcher
concluded that the components of classroom management were not conducted
during the teaching activity. Despite the fact that there were the same results of
percentage which was 50%, it means that components of classroom management
were balanced.
The last step, the data would be analyzed later by elaborating it with the
data gained through the questionnaire, the guiding questions for interview, and
2. Data from the Questionnaire
The second data to analyze was gained from questionnaire. The result of
the questionnaire provided data about the respondents’ point of view on the
components of classroom management that are conducted and which are not
conducted during the teaching process. First, the researcher listed what
components of classroom management which were conducted and were not
conducted by the ELESP student teachers. The components of classroom
management which were conducted were marked by check (v) mark and the
components of classroom management which were not conducted were marked by
cross (x) mark. The result of it would be presented in Table 3.3.
Table 3.3 The Questionnaire Results 1 (Close-Ended)
No. Component of Classroom Management Respondent 1 2 3 4 5 6 7 8
1. Content Management:
a……….. b……….. c…………
2. Conduct Management:
a………. b………. c……….
3. Covenant Management
a……….. b……….. c……….etc
After obtaining the data in the form of table, the researcher counted how
many respondents conducted the components of classroom management and who
into percentage using formula below. The result of it would be presented in form
of table as in Table 3.4 Blank Table for Questionnaire. In addition, the result of it
would be presented in form of figure.
(1) ∑a ×100%= %
∑n
(2) ∑b ×100%=%
∑n
∑ : Total
a : The number of respondents who conducted components of classroom management
b : The number of respondents who did not conduct components of classroom management
n : The number of respondents
Table 3.4 The Blank Table for Questionnaire
No. Components of
Classroom Management
Percentage
Conducted not Conducted
Total % Total %
1. …
55. …
Having all the data in form of percentage, then the researcher formulated
those components of classroom managements namely conducted and not
conducted. Those components of classroom managements were conducted during
teaching activities if the percentage of check (v) mark was more than 50%. While
having the percentage of cross (x) mark was more than 50%, the researcher
concluded that the components of classroom management were not conducted
percentage which was 50%, it means that components of classroom management
were balanced.
The last step, the data would be analyzed later by elaborating it with the
data gained through the guiding questions for interview, observation, and
observation note.
While the data from open-ended questionnaire were employed to gather
information from the student teachers. They were functioned to find out the
reasons why the ELESP student teachers did not conduct the components of
classroom management during the teaching. Besides, the data would be presented
in Chapter IV.
3. Data from the Guiding Questions for Interview
The next step was the data from the guiding questions for interview. The
result of the guiding questions for the interview provided the result of the
differences between the data of observation checklist and questionnaire. The data
gained through the guiding questions for interview would be analyzed to ensure
that the data of the researcher were correct and to gain more information from the
respondents on different data. Then, the researcher presented the result in table
form. The researcher listed what components of classroom management were
conducted and which were not conducted by the ELESP student teachers. The
components of classroom management which were conducted by the respondents
were marked by check (v) mark and the components of classroom management
Afterwards, the result of it would be presented into a table as in Table 3.5. The
Guiding Question for Interview Results 1.
Table 3.5 The Guiding Question for Interview Results 1
No. Component of Classroom Management Respondent 1 2 3 4 5 6 7 8
1. Content Management:
a……….. b……….. c…………
2. Conduct Management:
a………. b………. c……….
3. Covenant Management
a……….. b………..,etc
After obtaining the data in form of table, the researcher counted how many
respondents conducted components of classroom management and who did not
conduct on every component into percentage using formula below. Further, it
would be presented in form of table as in Table 3.6 The Blank Table for Guiding
Question for Interview and in form of figure.
(1) ∑a ×100%= %
∑n
(2) ∑b ×100%=%
∑n
∑ : Total
a : The number of respondents who conducted the components of classroom management
b : The number of respondents who did not conduct the components of classroom management
