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.
