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Teachers‟ Classroom Management Strategies for Adolescent Learners
in Senior High School
THESIS
Submitted in Partial Fulfillment of the Requirements for the Degree of
Sarjana Pendidikan
Ester Kusuma Putri
112010037
ENGLISH TEACHER EDUCATION PROGRAM
FACULTY OF LANGUAGE AND LITERATURE
SATYA WACANA CHRISTIAN UNIVERSITY
SALATIGA
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COPYRIGHT STATEMENT
This thesis contains no such material as has been submitted for examination in any course or accepted for the fulfillment of any degree or diploma in any university. To the best of my knowledge and my belief, this contains no material previously published or written by any other person except where due reference is made in the text.
Copyright@2014. Ester Kusuma Putri and Victoria Usadya Palupi, S.Pd., MA-ELT.
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.
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ACKNOWLEDGEMENTS
This thesis would not have been completed without the help and support from
many people. Therefore, I would like to express my sincere appreciation to the
following people who have assisted e in completing this thesis. First of all, I
would like to express my sincere gratitude to:
- Jesus Christ who has made everything fit beautifully in its appropriate
time.
- Mrs. Victoria Usadya Palupi, S.Pd., M.A., my beloved supervisor, who
was abundantly helpful and gave meaningful assistance, support, patience
and guidance.
- Mrs. Drs. Martha Nandari, M.A., my second reader, without her
knowledge and assistance this study would not have been completed.
- My beloved parents, thank you for always here to educate, support and
motivate in the process of the making of this thesis.
- My best friends: Jeany Bella, Gita Septifani and Yuni Kurnia, thank you
for the motivation and support.
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Copyright Statement iii
Publication Agreement Declaration iv
Acknowledgements v
Table of Content vi
List of Table vii
List of Appendices viii
Abstract ix
Classroom Management Strategies 15-17
The Study
Conclusion and Recommendation 28-29
References 30-31
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LIST OF TABLES
The frequency and occurrences of teachers use of classroom management strategy.
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The frequency and occurrence of teachers use of organizing strategy. 23
The frequency and occurrence of teachers of teaching management strategy.
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The frequency and occurrence of teachers use of teacher-student relationship strategy.
25
The frequency and occurrence of teaches use of teacher sanction or reward strategy.
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LIST OF APPENDICES
First observation with the subject Teacher A 32-34
Second observation with the subject Teacher B 35-36
Transcribing interview with the subject Teacher A 36
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TEACHERS‟ CLASSROOM MANAGEMENT STRATEGIES FOR
ADOLESCENT LEARNERS IN SENIOR HIGH SCHOOL
Ester Kusuma Putri
Abstract
This study investigated the English teachers‟ classroom management
strategies used for adolescent learners in senior high schools. The participants of the study were two English teachers in a private senior high school. The data were collected using observations and semi-structured interview. The data were analyzed and described qualitatively. In this study, the writer found that one teacher used four classroom management strategies, i.e. Organizing Strategy, Teaching Management Strategy, Teacher-student Relationship Strategy and Teacher Sanction or Reward Strategy. The other one used all of the four strategies except Teacher Sanction or Reward Strategy. From the four strategies,
Teacher-student relationship strategy„s frequency was the highest among the other
strategies. Interestingly, this strategy was mostly used by one teacher in order to establish a good relationship and atmosphere between teacher and students. Another finding was that the Teacher sanction or reward strategy was only used by one teacher in order to motivate students to participate in classroom activities. The writer concluded that the use of classroom management strategies helped teacher to make the classroom more lively.
