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ENGLISH TEACHER’S CLASSROOM MANAGEMENT IN TEACHING ENGLISH AT JUNIOR HIGH SCHOOL
SMP ISLAM AL-FALAH JAMBI
THESIS
SITI ROSNANI TE.151628
ENGLISH EDUCATION STUDY PROGRAM
FACULTY OF EDUCATION AND TEACHER TRAINING THE STATE ISLAMIC UNIVERSITY SULTAN THAHA
SAIFUDDIN JAMBI
2019
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ENGLISH TEACHER’S CLASSROOM MANAGEMENT IN TEACHING ENGLISH AT JUNIOR HIGH SCHOOL
SMP ISLAM AL-FALAH JAMBI
THESIS
Submitted as partial fulfillment of requirement to obtain an undergraduate (S1) Degree in English Education
SITI ROSNANI TE.151628
ENGLISH EDUCATION STUDY PROGRAM
FACULTY OF EDUCATION AND TEACHER TRAINING THE STATE ISLAMIC UNIVERSITY SULTAN THAHA
SAIFUDDIN JAMBI
2019
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6 ABSTRACT
Name : Siti Rosnani
Major : English Education Study Program
Title : English Teacher’s Classroom Management in Teaching English at Islamic Junior High School SMP Al-Falah Jambi
Classroom management is one of the keys to success in teaching and learning activities conducted in the classroom. Well designed classroom management by teachers will have a positive effect on students learning outcomes. Teacher is one of the most important people that can make a good classroom management; it is about how the teachers can organize the classroom in English learning process. Every teacher must have method to present some skill of their student with always up to date the knowledge. The purpose of this research was to investigate classroom management applied by English teacher at eight grade in the state Islamic junior high school SMP Al-Falah Jambi City. The design of this research was descriptive qualitative.With the data methods such as observation, interviews and documentation. The results of the research show that the English teacher has been going well and has made a plan based on the lesson plan implementation plan (RPP) that has been formulated before, then preparing the material and the media will be taught, then the teacher enchances the positive atmosphere by providing motivation and physical arrangements of the class that need to support the teaching and learning process in the classroom such as, ventilation, lighting and storage in the classroom all perfectly organized to create a quiet and comfortable classroom. So, that the process of teaching and learning activities in Islamic junior high school SMP Al-Falah Jambi city runs effectively and efficiently.
Keywords: classroom management, English teacher, classroom management in classroom.
7 ABSTRAK
Nama : Siti Rosnani
Jurusan : Pendidikan Bahasa Inggris
Judul : English Teacher’s Classroom Management in Teaching English at Islamic Junior High School SMP Al-Falah Jambi
Manajemen kelas merupakan salah satu kunci keberhasilan dalam proses kegiatan belajar mengajar yang dilakukan di dalam kelas. Manajemen kelas yang dibuat dengan baik oleh guru akan memberikan efek positif pada hasil belajar siswa. Guru adalah salah satu orang penting yang dapat membuat manajemen kelas yang baik; yaitu tentang bagaimana guru dapat mengatur kelas dalam proses pembelajaran Bahasa Inggris. Setiap guru harus mempunyai metode untuk menunjukkan beberapa keterampilan siswa mereka dengan selalu menambah wawasannya. Penelitian ini bertujuan untuk mengetahui manajemen kelas yang diterapkan oleh guru bahasa inggris di kelas VIII A SMP Islam AL-Falah Kota Jambi pada tahun akademik 2018/2019. Penelitian ini menggunakan penelitian kualitatif deskriptif dengan metode pengumpulan data seperti observasi, wawancara dan dokumentasi. Hasil dari penelitian menunjukkan bahwa guru bahasa inggris sudah berjalan baik dan telah melakukan rencana berdasarkan pada rencana pelaksanaan pembelajaran (RPP) yang telah di formulasikan sebelumnya, kemudian mempersiapkan materi dan media akan diajarkan, lalu guru meningkatkan Suasana yang positif dengan memberi motivasi serta pengaturan fisik kelas yang perlu sebagai penunjang proses belajar mengajar didalam kelas seperti ventilasi, pencahayaan dan tempat penyimpanan didalam kelas semuanya sudah teratur dengan sempurna untuk menciptakan ruang kelas yang tenang,dan nyaman. Sehingga proses kegiatan belajar mengajar di SMP Islam Al- Falah Kota Jambi berjalan dengan efektif dan efisien.
Kata Kunci: manajemen kelas, Guru bahasa inggris, manajemen kelas dalam pembelajaran
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DEDICATION
This paper is dedicated to all people who always pray and give support in finishing this paper for my success, they are:
First, In the name of Allah SWT the most gracious and the most merciful, who has given the researcher mercy and blessing, health and ability to finish thesis. Sholawat to the Prophet Muhammad SAW his coming really change the world.
Seconds, my beloved father (H.Effendi) and my mother (Zuraida) who always has honesty sincerity to grow me up, educate, accompany and pray for me until getting success and their greatest live and support for me at all until I can accomplish this script.
Third, my beloved sisters (Novrika Susanti S.Pd), (Najwa Ilmira) and my brothers (M.Pajri Yansyah), (Amar Amirullah). Thanks for your love, help, support, pray and advice, so I am better than before.
Forth, my beloved cousin (Kurniati S.Pd, Hayati, Nadia, Najmi Laili, Fitrottun Wahida and M. Bhasir Ahkbar). Who love me very much and because of their support and big love, so I can finish my paper well. Thanks you are always beside me in certain condition.
My first advisor Mahyuzar, M.Ag and My second Advisor Juliana Mesalina,
M. Pd who guided me, advised me and supported me to finish this thesis.
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All of my lecturer who teach me since I don’t know anything till I graduated.
My Close friends (Baseng Kadak ) Tasmia, Septi Duwi Yanti, Sara Desmayani, Syariful Huda, Fauzan Saputa, Saputra, Thabrani Aziz. Special thanks for you all who always guidance, always besides me when happiness,
sadness and all condition.
All of my beloved classmate in D class of English Department, I thank them for the spirit, motivation and togetherness.
And also big thanks to all my friends English Education Program academic year 2015, thanks for your sharing and participant.
The entire school apparatus
who guidance, motivation and allowing me to research and all students thanks for your participant.
All of people who keep supporting me wherever you are.
May Allah SubhanahuWaTa’ala bless us.
Aameen.
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MOTTO
ِإ اَواَمَأْلا اوُّدَؤُت ْنَأ ْمُكُرُمْأَي َهَّللا َّن اَذِإَو اَهِلْهَأ ٰىَلِإ ِت
اَّمِعِو َهَّللا َّنِإ ۚ ِلْدَعْلاِب اىُمُكْحَت ْنَأ ِساَّىلا َهْيَب ْمُتْمَكَح اًريِصَب اًعيِمَس َناَك َهَّللا َّنِإ ۗ ِهِب ْمُكُظِعَي
Verily, Allah tells you to deliver the message to those who have the right to receive it, and (tells you) if you establish a law among men so that you determine it fairly. Surely Allah gives you the best teaching. Allah is All-Hearing, All- Seeing. (QS. An-Nisa‟ : 58)
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ACKNOWLEDGEMENTS
By saying Alhamdulillahirabbil‟aalamiin all veneration to Allah SWT. The beneficence and merciful, who has given us the mercy, and blessing and guidance to complete writing this thesis. May peace and salutation always be given to our prophet Muhammad SAW who has given his life moral improvement and to be mercy to universe.
The goal of this thesis is a partial requirements for the undergraduate degree (S1) in English Education Study Program at The State Islamic University of Sulthan Thaha Saifuddin Jambi which is entitled “English Teacher’s Classroom Management in Teaching English at Junior High School SMP Islam Al-Falah Jambi City”.
The writer would like to express my sincere gratitude to Mahyuzar Rahman M,Ag as the first advisor and Juliana Mesalina, M. Pd as the second advisor who have given me support, guidance for accomplishing this thesis. Then writer also would like to express many thanks to the following people who provided me helps in finishing this thesis, namely:
1. Prof. Dr. H. Suai‟di Asy‟ari, MA, ph. D as the Rector of The State Islamic University of Sulthan Thaha Saifuddin Jambi.
2. Dr. Hj Armida, M.Pd.I as the Dean of Faculty of Education and Teacher Training of The State Islamic University of Sulthan Thaha Saifuddin Jambi.
3. Amalia Nurhasanah, M. Hum as Chief of English Education Study Program of Education and Teacher Training Faculty in The State Islamic University of Sulthan Thaha Saifuddin Jambi.
4. All lecturers at of Tarbiyah Science and Teacher Training Faculty in The State Islamic University of Sulthan Thaha Saifuddin Jambi who gives knowledge to writer.
5. The official administration staffs at The State Islamic University of Sulthan Thaha Saifuddin Jambi.
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TABLE OF CONTENT
PAGE TITTLE ... i
OFFICIAL NOTE ... ii
ORIGINALITY THESIS STATEMENT ... iii
DEDICATION ... iv
MOTTO ... v
ACKNOWLEDGEMENT ... vi
ABSTRACT ... viii
ABSTRAK ... ix
TABLE OF CONTENT ... x
LIST OF TABLE ... xii
LIST OF APPENDICES ... xiii
CHAPTER I INTRODUCTION
A. Background of the Study ... 1B. The Formulation of Research Problem ... 5
C. The Limitation of Problem ... 5
D. The Purposes of the study ... 5
E. Significances of the study ... 6
CHAPTER II REVIEW OF LITERATURE A. Classroom Management ... 7
1. Definition of Classroom Management ... 7
2. Purpose of Classroom Management ... 9
3. The activities of classroom management ... 10
4. The function of classroom management ... 12
5. The principles of classroom management ... 16
6. Components of Classroom Management ... 18
7. Classroom Management Approaches ... 19
8. Factors Influencing the Classroom Management ... 20
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B. Teaching English ... 21
1. The Definition of Teaching English ... 21
2. Components of Teaching ... 23
3. Teaching Strategy ... 24
4. Procedure of Teaching Learning Process ... 27
5. Teaching Four Skills of English ... 27
6. English Teaching and Learning Process ... 29
7. Managing the Teaching and Learning Process in the Classroom Management ... 31
1) The Teacher Roles ... 31
2) Grouping Students ... 31
3) Giving Feedback... 32
8. Factors influences Teachers Succeed in the Classroom ... 32
9. Scope of Teaching English ... 35
10.Relevant Studies ... 36
CHAPTER III RESEARCH AND METHODOLOGY A. Research Design ... 37
B. Setting ... 37
C. Subject of the Research ... 37
D. Data and Data Source ... 38
E. Technique of Collecting Data ... 38
F. Instrument of Collecting Data... 39
G. Technique of Analysing Data... 42
1. Data Reduction ... 42
2. Data Display ... 42
3. Conclusion/Verification ... 43
H. Triangulation of Data ... 43
CHAPTER IV FINDING AND DISCUSSION A. Research Finding a. The physical classroom management ... 46
b. The Process Of The Classroom Management ... 49
B. Discussion 1. The summary of the data finding ... 53
15 CHAPTER V CONCLUSION AND SUGGESTION
A. Conclusion ... 59 B. Suggestion ... 61 REFERENCES
APPENDIX
CONSULTATION CARD CURRICULUM VITAE
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LIST OF APPENDICES
Appendix I : Interview transcript first teacher ... 59
Appendix II : Interview transcript second student ... 61
Appendix III: Observation field note teacher... 63
Appendix IV: Observation sheet ... 66
Appendix V : Photo documentation teaching and learning process ... 67
17 CHAPTER I
INTRODUCTION
A. Background of the Study
In the process of teaching and learning, the teacher is a motivator. One of the important parts in education the teacher must take part and put good position as a professional educator. He has to be ready as a mediator in every situation of teaching and learning process.
Classroom management is one of the important aspects in teaching English. Classroom management that used by the teacher can influence the teaching English. So, the English teachers are challenged should be able to manage the classroom, including creating and maintaining of the optimal learning conditions.
Classroom management is needed in every teaching and learning process, including the English teaching and learning process. The English classroom management is a form or support in order that the English teaching and learning process is going efficiently and effectively.
Classroom management influences the teaching-learning process, including English in the class. Nunan (2000: 189) says that in the teaching and learning process, classroom management plays an important role to establish and maintain workable system in the classroom. Furthermore, he states that classroom management can be used to organize and manage the class. Levin (1996: 32) explains that classroom management will enable the teaching-learning process to take place effectively. It is clear from the explanation above that classroom management refers to the actions and strategies of the teachers to maintain, to organize and to control the pupils‟
behavior, movement and interaction to keep them constructively engaged in English teaching-learning process. Management also is a science and an
2 art. Art is a skill knowledge gained from experience, observation and learning and the ability to use knowledge management (Sardiman, 2004).
Management education is one of the management classes. A room is used for effective teaching and learning processes and to motivate students to learn well within your means. Learning park for formal student is in the class. In this place student can grow and develop their intellectual and emotional potential. Therefore, it is needed that teacher try to make a place that is really comfortable and fun to learn.
In a class all aspects of learning to meet and precede, teachers, pupils, methods, media, materials, learning resources interact in the classroom.
Meanwhile, the learning outcomes determined also everything that happens in the classroom. Therefore, it is fitting to Be in a good class, professional, and sustainable.
Fauziati (2015:79) proposed that classroom management is the way teacher organizes what goes on in the classroom. As a controller, prompter, and observer, the teacher has duty to make a joyful environment, strong motivation, and good influence, thus that the students can accept the lesson well and the process of input taking and out the output in the students‟ mind is optimum.
McCreay (2013:5) stated that classroom management is as the methods and strategies an educator uses to maintain a classroom environment that is conducive to students‟ success and learning. Together with the methods, the techniques, and the topics, the way teacher manages the classroom influences the teaching learning process. The teacher should manage the class well to make the students following the instructional tasks and not misbehaving. Successful teachers are often very effective managers of the classroom environment. They create a positive learning community where students are actively involved in their own learning and the management of the classroom. Teacher with all competence is expected to maintain positive situation and change negative situation to be positive situation in learning in the class. So that, teacher have to know
3 and understand with principles of learning and then have skill to teach in the class. The important sides in developing student capability are teacher cares with their students and have capability in relationship with another teacher so that it will create conductive environment. So, their students will be fun in teaching learning English. According to Munif Chatib (2012), teacher is a profession, professional teacher certainly concerned with their works in making lesson plan, then applying their lesson in the class, after that make evaluation day.
From the above it can be concluded the opinion that classroom management is an attempt to leverage the potential of classroom teachers to organize learning activities and motivate the students to the learning effective and enjoyable. Effort of classroom management is viewed as the effort to maintain classroom order. According to the modern conception of classroom management is the selection process that uses a tool that fixed the problem and classroom management situations.
Purpose of classroom management as follow: realizing the situation and condition of the positive class, removes obstacles that could hamper the teaching learning interactions, providing and arranging facilities and furnishings learning, fostering and guiding students. The purpose of classroom management is the provision of facilities for a variety of student learning activities in a social environment, emotional, and intellectual in the classroom, so that every child in the class can work in an orderly manner so as soon achieved the goal of teaching effectiveness and efficient.
As a profession ,teachers have a very complex task. Especially if a teacher already in a class. He will face a lot of students who have a diverse character. When interacting with students in the classroom, sometimes he fiends a good thing and a bad thing, finding learners industrious and lazy, and fiend students who are good and less intelligent. Certainly a positive work will facilitate the work of teachers in organizing learning activities
4 for their students, while the negative circumstances that will surely make teachers feel difficulty in teaching their students.
Teachers with all its competence in demand o as to maintain the positive state of the study and demanded to change the negative situation in the classroom. That is why a teacher in charge to be able to know and understand how to manage the class so the learning to be effective.
As that happened at this Islamic junior high school SMP Al-Falah Jambi, there were several classes in this school which according to most teachers were difficult to condition, but there was one class that had the highest learning outcomes than other classes. Therefore, the authors are interested in conducting research in one of the classes that is learning the most up to date related to classroom management problems.
This research was conducted because the writer wanted to be as good as where the teacher used the management class to create and maintain the class in supporting effective teaching and learning activities and allowing students to be able to learn safely and comfortably.
The English class at this junior high school SMP Al-Falah Jambi eight grade especially in the academic year of 2019/2020 is considered as a class, consisting of 30 students. In such a class, the learners have different characteristics, learning styles, motivations, knowledge and interests. The teacher then have to think carefully about what teacher is going to do in class teachers and plan how teachers is going to organize the English teaching-learning process.
Besides, after the researcher did an observation, the teaching learning process in SMP Al-Falah Islam Jambi very nice especially the teachers managing the students, and also it has good facilities, students Islamic junior high School Al-Falah Jambi. The other side, academic achievement of students from year to year always increasing. In fact the graduation rate is always 100% and always occupied the top five of the graduation rate of junior high school SMP Islam SMP Al-Falah around Jambi, always be a champion in very joined the competition in Jambi area, among the
5 competition which has attended by students, namely: quiz competitions, speech English, speech Arabic, Indonesian and others. If students follow competition they always got the champion and pride the school. Based on the above Islamic junior high School Al-Falah Jambi is great for managing knowledge in the classroom. Thus, it becomes an interesting thing to be investigated.
Discussing about teacher‟s Classroom management at Islamic Junior High School Al-Falah Jambi, the researcher found that some teacher at Islam Junior High School Al-Falah Jambi, had implemented learning action that where useful for developing students create. It is a very interesting phenomenon to be investigated further. To know how is English teacher‟s classroom management in the teaching learning process.
So far, based on those explanation, the researcher is interested taking a research entitle is “English Teacher‟s Classroom Management in Teaching English at Islam Junior High School Al-Falah Jambi. The reason of choosing entitle because of the importance of classroom management in the learning process that is able to create and maintain classroom conditions in order to create an effective and efficient learning environment and atmosphere.
B. Limitation of the problem
This research is limited only on the English teacher classroom management in teaching English in eight grade of Islamic Junior High School AL-Falah Jambi.
C. Formulation of the problem
Based on the background above, the problems of the study are as follow:
1. How is the English Teacher‟s Classroom Management in Teaching English by the eight grade students of Islamic Junior High School Al-Falah Islam Jambi the academic year 2019/2020?
6 D. Purpose of the study
Based on the formulation of the problem above, the purpose of the research is to describe the classroom management applied in teaching English by the eight grade students of Islamic junior high school Al-Falah Jambi the academic year 2019/2020.
E. Significance of the Research
This research is expected to give some contribution to the success of the teaching and learning English at the junior high school.
The contribution can be seen as follow:
1. Theoretically
a) The results of the research can be used as input in English teaching process especially about classroom management b) The results of the research can be used as the references for
who want to conduct the research in English teaching learning process.
2. Practically a) For the teacher
They give some information and knowledge about the classroom management in managing a class in teaching English.
b) For the students
They can get motivation and interest to study in teaching English. The result of this research can motivate the student to use English in their English language.
c) For the researcher
1) To make a thesis as partial requirement for the undergrad uate degree (S1) in English education study program Faculty of education and teachers training State Islamic university of Sultan Thaha Saifuddin Jambi.
7 2) Many new valuable experience and can apply all the technique of teaching and efforts to solve the problem of teaching learning when the researcher be an English Teacher in future.
F. Relevant studies
Research usually refers previous research. Because it can serve as references in a study there are: three relevant studies that the research take about English Teacher Classroom Management In Teaching English.
First, from Agata Retno Palupi (Universitas Muhammadiyah Surakarta), entitled “Classroom Management Applied By the Eighth Grade Teacher in Teaching English in SMP Muhammadiyah 1 Surakarta in 2012/2013 Academic Year”. The difference was the researchers using descriptive analysis in the thesis and the researchers described classroom management in English teaching learning process. The similarities were in the object, Palupi‟s research object is jumior High School, in this research was junior High school.
Second, from kociyama (2010) “Classroom Management is in structure II at the second semester of English education study program Faculty of education and teachers training State Islamic university of Sultan Thaha Saifuddin Jambi. Result of kociyama‟s research is shown the implementation of classroom management of structure to aspect that is aspect of interaction classroom management and physical classroom management. Interaction classroom management taken exchange of thought, feeling, or idea between lecture and students, and physical classroom management taken is arrangement of settlement of student chair, hygiene of classroom, and number of students in classroom. The difference between kociyama thesis and this research are first, kociyama analyzed aspects of classroom management are interaction classroom management and physical classroom management, while in this research analyzed aspect of English
8 Teacher‟s classroom management in Teaching English. The similarities were in the object the same analyzed classroom management.
Third, from Indri Setyowati (2017). Classroom management applied in teaching English by the tenth grade English teacher of SMA N 1 wonosari in the academic year 2015/2016. Thesis English Education Department, Islamic Education and Teacher Training Faculty IAIN Surakarta. The result of this research show (1) that classroom management divided into five aspects. There were physical design of classroom orderly rows and separate table, rules and routines, relationships, engaging and motivating instruction, and discipline. (2) The problem faced by English teacher was habit of the students and class discipline. To solve the problem, the teacher gave a punishment and a treatment. The difference was in the object, Indri‟s research object is senior High School. In this research was junior High school. The similarities were in the object the same analyzed classroom management.
9 CHAPTER II
REVIEW OF RELATED LITERATURE
In this chapter, the researcher will elaborate about some theories connected to the thesis. Further description in this following:
Management education is a process of management in the implementation educational tasks by using its resources efficiently to achieve the goals effectively, management education is an arrangement in the field of education is conducted through planning, staffing, organizing, coordinating, controlling, monitoring, assessment and reporting systematically to achieve the goals of quality education.
A. Definition of Classroom Management
Classroom management is a multifaceted concept that encompasses a whole array if distinct tasks, from designing an appropriate physical setting and building an atmosphere of caring and respect to teaching standards for behavior and responding to violation of classroom norms M. Cooper et, al (2011: p 221). According to Ade Rukmana and Asep suryana (2014, p, 107) classroom management is variety of activities deliberately done by teachers with the aim of creating and maintaining optimal conditions for the occurrence of teaching and learning process (M.Entang:1), Alam (S: 1B) state classroom management is the activity of teachers to cultivate and maintain effective classes, which include: teaching objectives, time unification, learning room arrangements and equipment, and grouping of students in learning, Classroom management is all the activities of teachers in the classroom that creates and maintains optimal conditions for the learning process (Raka Joni:1).
Managing a classroom full of students is one of the biggest challenges faced by teacher. If the teacher do not have an effective plan in place, there will not be much opportunity for students to engage in meaningful learning experiences.
10 Evertson and Weinstein (2006) refer in their definition of classroom management to the actions teachers take to create supportive environment for the academic and social emotional learning of students. They describe five type of actions. In order to attain a high quality of classroom management, Teachers mush (1) develop caring, supportive relationships with and among students and (2) organize and implement instruction in ways that optimize students access to learning. Such management is an essential technique that teachers must use and is a daily focus during class.
Successful teaching often defends on the ability of the teacher to manage the classroom. Frequent occurrence of deciplinary problems in the classroom can have a considerable affect on the effectiveness of teaching and learning. Teacher are responsible for managing and monitoring students learning and therefore losing control of the classroom can be one of the must frustrating experiences for them.
Successful teaching often depends on the ability of the teacher to manage the classroom. ( Emmer & Stough, 2001) in ( Oliver & Reschly, p.I)
“The ability of teachers to organize classroom and manage the behavior of their students is critical to achieving positive educational outcomes.
Although sound behavior management does not guarantee effective instruction, it establishes the environmental context that makes good instruction possible, reciprocally, highly effective instruction reduces, but does not eliminate, classroom behavior problems”. Frequent occurrence of disciplinary problems in the classroom can have a considerable affect on the effectiveness of teaching and learning teachers are responsible for managing and monitoring student learning in the classroom.
According to Djamarah and Zaini in Yamin and Maisah (2012, p.34) in a simple meaning of classroom management is the actives of classroom setting in teaching. While according to Mulyasa (2007:91) classroom management is skills of teachers to create a conductive learning environment and control the classroom\if something bad happens in learning.
11 From the definitions of classroom management above can be understood that classroom management refers to all the teacher behavior and classroom organizational factors that lead to an orderly learning environment. This includes the established routines, school and classroom rules, teacher response to student behaviors and the instruction that promotes a climate conducive to student learning. Some of the principles to be considered in classroom management in Yamin Martinis & Maisah (2009, p,34) is:
1. Warmly and enthusiastic 2. Challenge
3. Varies 4. Flexibility
5. The emphasis on positive things 6. Discipline
2. Purpose of Classroom Management
Generally, the purpose of classroom management is to create comfort of classroom atmosphere as a place learning and process take place. So, that activity run effectively and guided until the purpose of learning which has been determined can be achieve. Specifically, According to Djamarah in (Wiyani, 2013, p.64) stated that purposes of classroom management are:
1. For students
a) Encourage the students to develop individual duty toward students‟
behavior and needs to self control.
b) Help the students to know the behavior which appropriate with classroom rules and comprehend if the teacher‟s reprimand is a warning not anger.
c) Arouse the students‟ duty to involve in task and activity.
2. For teacher
a) Evolve comprehending in provide material with opening fluently and appropriate celerity
b) Aware with students‟ duty to give instruction clearly to the students.
12 c) Study how to give respond effectively toward the students‟ behavior.
d) Has remedial strategy which more comprehensive and it can use which relate the students‟ behavior problem that appears in classroom.
B. The activities of Classroom Management
Classroom have a considerable influence on the process and students learning outcomes. Teachers need to conditioned classrooms capable of supporting the development of learners optimally, because most of time students spend in the classroom is. Comfortable classrooms need to be set by the teacher in such a way for students to avoid the boredom.
Classrooms are created by teachers need to fulfill the requirements of education in accordance with the growth and development of the potential physical, intellectual, social, emotional, and the psychological learners with regard cognitive, affective and psychomotor.
In the classroom management, teacher do a process or stages of activities starting from planning, implementing and evaluating, so that the activities carried are interrelated. The activities carried out are also effective and on target to be achieved, and efficient, the end point of the management have a purpose with high productivity, Ade Rukmana &Asep Suryana (2014, p.108-110) classroom management activities in general consist:
1. Setting of Student
Students are people doing the activity and the activities in is placed as an object and arena of development of science and human consciousness, the learners move then occupy the function as a subject. Learners are objects that have the potential to move.
The function of the teacher has a large proportion to be able to guide, direct and guide every activity that must be done of learners.
Setting of learners are arranged and put learners in the classroom in accordance with the potential intellectual and emotional development. Learners are given the opportunity to acquire a position in study in accordance with the interests and desires.
13 2. Setting of Facilities
The activities of teachers and students in the classroom are influenced by the condition and situation of the classroom environment. According to Mcleod Joyce (2003, p.14) other important areas are those in which you store materials: bookcases, closed cabinets, bins, and any other creative storage systems you may have, placing storage systems near the area where they are frequently used minimizes lost time. So that classroom environment be facilities and basic facilities must can support the interaction.
Facilities in the classroom consisted of students tables and chairs, teacher tables and chairs, a cupboard, long boards, the media of education and other equipment required in accordance with the interests of the classroom. According to (Arikunto & Yuliana, 2008) in Mustari Mohamad (2014-119) Educational facilities are all the necessary facilities in the learning process both moving and immovable in order to achieve educational goals can learn smoothly, effectively, regularly and efficiently (Arikunto & Yuliana, 2008). For example: building, classroom, desk chair and teaching media tools.
The purpose of the management of facilities and infrastructure is to provide services in a professional manner related to educational facilities and infrastructure so that the learning process can take place effectively and efficiently. In connection with this objective, Bafadal (2003) describes in detail the objectives of the management of educational facilities and infrastructure as follows: (1) to seek the procurement of school facilities and infrastructure through careful planning and procurement system carefully so that schools have the facilities and infrastructure in accordance with the needs, (2) to seek the proper and efficient use of school facilities.
(3) to seek the maintenance of educational facilities and infrastructure, so that the situation is always in a state of ready – made in any required by all school personnel. The management of facilities and infrastructures can be
14 defined as organizing activities, ranging from planning (needs analysis), procurement, inventory, distribution, utilization, maintenance, destruction and accountability to movable and immovable goods, school furniture, learning tools, and etc.
The classroom is a room with the main activities of reading and writing, so that the specious the room that is comfortable for the learners are expected according to the standard that is 9 meters x7 meters with a width of 1.8-2 meter terrace.
In the classroom management, teacher do a process or stages of activities starting from planning, implementing and evaluating, so that the activities carried are interrelated. The activities carried out are also effective and on target to be achieved, and efficient, the end points of the management have a purpose with high productivity.
According to Karwati & Priansa (2014, p.25) for the detailed activities that need to be undertaken by teachers in classroom management as aspects that exist in the instructions for classroom management are:
1. Check student attendance
2. Collect the students‟ work, checking and appraise 3. Distribution of materials and learning tools 4. Delivering course material
5. Give the task or home work.
C. The Function of Classroom Management
Function of management can be seen in two major classifications, are organic functions and complementary functions. Organic functions related with all the functions that is absolutely run by the management, while the complementary functions associated with all functions that though not absolutely run by the organization, but should be implemented, because the implementation of complementary function well, it will improve of\organizational performance. Functions of management related to each other and can not separated. Usually the function of management is not implemented in a specific order, but adjusted to the interests. To wage a
15 new organization, usually starting with the planning, followed by other functions.
Terry 1997 in Kawati & Priansa (2014, p.18) stated that the basic function of management is planning, organizing, actuating and controlling;
1. Planning in Classroom
Planning involves the teacher deciding what activities will best suit the material to be covered, what sequence of activities will have the most impact on learning, and thoroughly preparing to execute those activities. Planning also includes structuring of activities to ensure harmony of communication and student teacher interaction.
2. Organizing of Classroom
Organization requires the teacher to think through the most appropriate use of resources such as physical space, physical materials, time, layout of classroom and placement of individual students either physically or groups for a particular activity and overall scheduling of instruction over time to accomplish goals. Organizing is (1) define resources and activities required to achieve the organization, (2) designing and developing a working group that includes people who are able to bring the organization to the objectives, (3) assigning a person or group of people in one of responsibility.
3. Actuating in Classroom
The process of influencing others to achieve organizational goals.
Actuating requires the teacher to actively model those behaviors which are imperative for learning. Ultimately, students must be responsible for their own learning and teachers can greatly end chance the success of students by illustrating through their actions the skills needed for learning and for social interaction.
Students are more apt to learn about professionalism, commitment and high standards of performance by observing these traits in their professors. In addition, skills such as the ability to communicate
16 respect individuals, to diffuse conflicts, and to share ideas in as egalitarian manner can best be taught by modeling.
4. Controlling in Classroom
Controlling is the segment of classroom management which is most associated with the topic, but which actually refers to discipline in the classroom. Just as students must ultimately motivate themselves to learn, students are also responsible for their own behavior. But while professors are not responsible for adult student behavior in a classroom they must learn methods to be responsive to behaviors in order to achieve positive results for all students in the class.
There are techniques which can be used to respond to inappropriate behavior in the classroom (i.e. discipline problems) which can have positive results and prevent more extensive conflicts or behaviors to make sure that the result of appropriate activities with the draft.
Controlling process can involve several elements: a) set work standard.
b) Measuring the performance. c) Comparing performance with standards that have been set. d) Corrected if an error occurred.
According to M.Cooper et,al (2011: p 12) within the instructional role, teachers must make decisions related to the three basic teaching functions (1) planning, (2) implementation, and (3) evaluation. The planning function requires that teachers make decisions about: their students‟ needs the most appropriate goals and objectives to help meet those needs the content to be taught the motivation necessary to attain their goals and objectives and the instructional modes and teaching strategies most suited to the attainment of those goals and objectives.
The planning function usually occurs when teachers are alone and have time to reflect and consider long and short-range plans, the students‟ progress toward achieving objectives, the availability of materials, the time requirements of particular activities, and other such issues. Some teaching skills that support the planning function include observing pupil behavior, diagnosing pupil needs, setting goals and
17 objectives, sequencing goals and objectives, and determining appropriate learning activities related to the objectives, the implementation function requires that teachers implement the decisions that were made in the planning stage, particularly those related to instructional modes, teaching strategies, and learning activities. While much of the planning function is accomplished when teachers are interacting with students. Research indicates that teachers make an average of one interactive decision every two to six minutes. These decisions frequently must be made rapidly in response to classroom situations. Often, teachers have to make adjustments in their plans based on student question and how the teachers perceive the lesson to be going. Teaching skills that support the implementation function include presenting and explaining, questioning, listening, introducing, demonstrating, eliciting, student responses, and achieving closure.
The evaluation function requires decisions about the suitability of chosen objectives as well as the teaching strategies keyed to those objectives, and ultimately, whether or not the students are achieving what the teacher intended. To make the necessary decisions, teachers must determine what kind of information they need and then gather it.
Teaching skills that support the evaluation function include specifying the learning objectives to be evaluated; obtaining, analyzing, and recording that information, and forming judgments.
The feedback and reflection dimension of the decision making model simply means that you examine the results of your teaching, consider their meaning, and then decide how adequately you handled each of these three teaching functions. On the basis of this examination, you determine whether you have succeeded in attaining your objectives or whether you need to make new plans or try different implementation strategies, feedback and your reflection on the feedback, then, is the new information you process in your decision making to adjust your
18 planning, implementation, or evaluation functions or to continue as before. It is the decisison-making system‟s way of correcting itself.
D. The Principles of Classroom Management
In order for management objectives can be achieved effectively, efficiently, and directionallyso applied the principles in conducting classroom management, classroom management principles according to Daryanto & Suwardi (2016-148-150) consists of :
1. Warmly and enthusiastic
Warmly and enthusiastic is necessary in the learning process, teachers who are familiar with the learners always shows enthusiastic in his work, and activity will be successful in implementing the classroom management.
2. Challenge
Using words, actions, ways of working, or challenging material will increase the passions learners to learn, thus reducing the possibility of the advent deviant behavior.
3. Varies
The use of tools or media, teaching style, pattern of interaction between teachers and learners will reduce the appearance of interference, increase the learner‟s attention, so as to achieve effective classroom management and avoid saturation of learners.
4. Flexibility
Behavioral flexibility teachers to change their teaching strategies can create an effective learning climate. Flexibility of teaching can prevent the occurrence the loudness of learners, no attention, no assignment, etc.
5. The emphasis on positive things
Basically in teaching and educating teachers should emphasize the positive things and avoid focusing and negative things. The emphasis on the positive things that repression by teachers to
19 students positive reinforcement and awareness of teachers to avoid mistakes that could interfere with the learning process.
6. Discipline
The final goal of the management of the classroom is students can develop self- discipline and teachers should be examples of self- control and implementation responsibilities. So, teachers should discipline in every way if want their students to participate disciplined in all respects.
Some of the principles to be considered teachers and school parties organizing classes according to Djabidi Faizal (2017.p,46) is ; (1) visibility (Breadth of views) visibility is the placement and arrangement of items in the classroom does not bother the learners, that students can freely be able to look at the teacher/ ongoing activities. And teachers should be able to look at all students when learning takes place. (2) Accessibility (Easily Achieved) classroom setting should facilitate learners to pick up the items needed during the learning process. And spacing between the seat should be enough to be passed by the learners, so that students can move easily without disturbing other learners, (3) Flexibility, the items in the classroom should be easy to set up and moved accordance with the needs of the learning process. Such as the arrangement of seats need to be changed if the learning process using the method of discussion and working groups. (4) Convenience, convenience with regard to lighting, temperature, acoustic and density classes. According to each is described as follows:
a) Lighting
Lighting can affect the physiology and the beauty of classroom lighting classroom that lack can cause fatigue in the eye that can affect the learners in the learning process in the classroom good lighting can be obtained from the windows and adequate ventilation.
20 b) Temperature
Temperature of classroom is very influential on concentration of learners. If learners feel less comfortable in the room temperature, the concentration and their attention will be diverted by their physical discomfort. If this happens so the learning process becomes ineffective, therefore the circulation of air and the condition of windows is essential.
c) Acoustic
Quiet learning environment is a basic need in education not only for of learners but also for teachers. Classroom are noisy causing learners who are learning feel tired because of the influence of hearing and difficult to concentrate.
d) Density classes
Regard to the number of learners in the classroom can affect the learning process.
e) Magnificence
Classroom are beautiful and enjoyable be able positive effect on the attitudes and behavior of learners the learning process implemented.
3. Components of Classroom Management
According to Marzano (2003:13) there are five components of Classroom management:
a. Physical Design of Classroom
The physical design lies in how the classroom is laid out, where the students‟ desks are, where the teacher‟s desk is, where learning centers and material are located, where heavily used items such as the pencil sharpeners are, and so on.
b. Rules and Routines
Teachers establish class rules and routines such as handing back papers and taking attendance to keep the class activities running smoothly with as little disruption and loss of time as possible.
21 c. Relationships
Effective classroom manager develop caring, supportive relationship with students and parent and promote supportive relation among students.
d. Engaging and Motivating Instruction
Effective manager develop instruction that engages learners, and they carefully plan their instruction so that each learning activity is well organized and runs smoothly.
e. Discipline
Discipline revolves around teacher focused on preventing and responding to students‟ misbehavior. Discipline does not mean punishment, nor does it only mean the actions that teachers take after misbehavior occurs. Discipline also includes teacher actions that prevent misbehavior.
4. Classroom Management Approaches
Classroom management is a multifaceted concept and views about classroom and its styles can be categorized in various ways. Writers categorize different classroom management approaches based on the different aspects of classroom management. Nevertheless, most generally degree of teacher-control over classroom issues and students take as the organizer for classification by researchers. According to Burden (1995) in Yasar (2008:8) stated that the most useful organizer for classroom management is the degree of control that teacher exerts on the students and the classroom. A continuum showing a range of low to high teacher control illustrates the educational views. Burden (2000:46) grouped the different classroom management approaches under three main headings:
a. The Intervening Model which consists of high control approaches includes Behavior Modification, Assertive Discipline, Positive Discipline, and Behaviorism and Punishment
b. The Interacting Model which is medium-control approaches includes Logical Consequences, Cooperative Discipline, Positive Classroom
22 Discipline, Noncorrosive Discipline, Discipline with Dignity, and Judicious Discipline.
c. The Guiding Model which can also be called as low-control approaches include Congruent Communication, Group Management, Discipline as Self-Control, Teaching with Love and Logic, Inner Discipline and from Discipline to Community.
E. Factors Influencing the Classroom Management
Classroom management success in supporting the achievement of learning objectives Djamarah (2006: 184) in Karwati & Priansa (2014:
28-28). Some important factors influencing are.
1. Physical condition
Physical environment of learning place has an important influence on learning outcomes. Physical environment which supports is a minimal requirement achievement of learning goals. Physical environment includes:
a) Classroom where the course learning process
Classroom should allow for students to move freely, no crowded, and do not disturb each other between students and other students during the learning process.
b) The seating arrangements
According to Daryanto & Suwardi (2016-165) in arranging the seating that matters is face to face between teachers and students.
So the teacher can control student behavior, the seating arrangements will affecting the smooth running of the learning process.
c) Ventilation and lighting settings
The temperature, ventilation and lighting is an important asset for creating a comfortable learning environment.
23 d) Itemssaving settings
The items should be kept in somewhere special that is easily found when needed for the sake of learning, which needs to be kept such as: textbooks, curriculum guidelines etc:
2. Socio-emotional Condition
Socio-emotional conditions in the classroom will have a great impact on student learning, student enthusiasm and effectiveness to achieve teaching objectives. The condition socio-emotional are:
a) Type of leader
b) The attitudes of teacher c) Sound teacher
d) Development of a good rapport 3. Organizational Conditions
In general factor organizational condition that influence classroom management be two classification:
a) Internal factor of student
The internal factor of learners related to problem emotions, thoughts, and behavior, individually learners have different personalities, biological diversity, intellectual and psychological.
b) Extern factor of students
External factors relating to problems atmosphere conducive of learning, placements of students, grouping learners, the number learners and others. More number of learners in the classroom, it is conflict between the students will easily occur, it can cause uncomfortable when the.
F. Teaching English
1. The Definition of Teaching English
Tomlinson (1998:3) stated that teaching is used to refer to anything done by materials developers or teachers to facilitate the learning of the language. This could include the teacher standing in
24 front of the classroom explaining the conventions of direct speech in English; it could include textbook providing samples of language use and guiding learners to make discoveries for them, it could include textbook inviting learners to reflect on the way they have just read a passage or it could the teacher providing the language a learner need whilst participating in a challenging task. Education consists of teaching and learning. Teaching is a process involves the teaching learning process, (Yusuf, 2009:4).
Mulyasa (2006:100) explains that teaching is an interaction process done by students and the environment in order that the human/student behavior changes to be better. In teaching process, there will involve the interaction between people, material, facilitates, tools, and the procedure that all of them are influence each other in getting the teaching goal (Hamalik, 2004:57). In short, teaching is an effort to use optimally the component of teaching to from the students who have skill and knowledge. Teaching is an active process in which one person shares information with others to provide them with the information to make behavioral changes. Learning is the process of assimilating information with a result change in behavior.
Teaching learning process in a planned interaction that promotes behavioral change that is not a result of maturation of coincidence. It means that teaching is a systematic way, teacher as an organizer should be creative to make learner interested in following the subject. Teaching is not only activities of guiding student activities but also those which aim at helping student develop themselves and be able to adapt themselves in the group to which they are belong. At the result of teaching the student should be able to interest in their group. They are learning to think, feel, and act in harmony through social groups of which they are a part. In teaching activities, teachers absolutely have significant roles and close relationship with student in delivering messages or knowledge.
25 According to Stephen N. Elliot (1999: 396) “Teacher acts as Curriculum facilitator and not Curriculum planners”. It can be conclude that teacher as the center of education is faced by a number of decisions to be made in the classroom. As a manager classroom, a teacher must control the student in determining what the students supposed to do and acquire. The respond abilities of teacher in managing favorable atmosphere and media to support learning are important.
Based on definitions above, it can be concluded that teaching is interactive process between teacher and student. The teacher helped the student to learn, give materials, and providing anything to know or understand. Teacher can teach by use combine of art, science and skill.
I. Components of Teaching
In teaching process, there are some components of teaching, the components are:
a. The objective
Objective is the goal of education that interprets from the vision, mission, owned by an institution (Sanjaya, 2010:10). According to Hamalik (1995:6), the objective is a goal which will be reached after do the teaching process. Therefore, this is important as a component of teaching.
b. The students or participant
Students or participants are human being without way any limitation and certain characteristic. In the other world, all of human being is a student without limited by time and place (Aziz, 2003:30). In teaching learning process, the learners have significant roles.
Nowadays, students are demanded to be more active and innovative in learning process. The learners should actively look for meaning and try to find regularity and order to the events of the world in the absence of full complete information.
26 c. The teacher
In the teaching learning process, teacher not only doing/holding the teaching process technically, but also realizing his/her work and responsibility as well as possible (Gulo, 2008:14). Therefore, the electiveness of the teaching learning process based on the teacher roles.
The success of teaching is also based on teacher quality. Michael in his book entitled The Process and Experience in the Language Classroom argues some teacher roles in the classroom, namely:
1. Teacher as coordinator and facilitator 2. Teacher as manager and organizer 3. Teacher as instructor
4. Teacher as investigator and researcher
Michael added that there are some components in teaching learning process: Curriculum, Method, Facilities or Educational tool, Environment, Evaluation. Thus components complete each other in the teaching learning process and the function is significant to reach the education goal.
3. Teaching Strategy
The teacher should make design or select good strategy in teaching learning process. An instructional strategy is defined something a teacher arranges that is designed to establish interaction between teacher, students and subject matter, or combination these three dimensions. Teacher as a selector instructional strategy, according to Singh (2004:3), the effective teacher will:
a. Plan to influence directly or indirectly the learning process by varying his/her behavior.
b. Tailor the subject matter to meet the needs and interest of each individual.
c. Arrange a variety of media including book, lecture notes, homework visual aids, program, discussion, and laboratory experiences.
27 This model of effective teaching places the students in the center completely surrounded by multisensory media arrange by the teacher who the function as prescriber organizer. The teacher should act as a prescriber organizer, studies each students‟ physical and mental characteristics as well as his/her previous achievement record.
According to Sanjaya (2009:128), there are some learning strategies that can be used:
a. Strategy Submission (exposition)
Expository learning strategies are learning strategy which emphasize the process of verbal material delivery a teacher to a group learners with the intention that students can master the subject matter in an optimal unlike the strategy discovery, which teaching materials sought and found by the learner thought a variety of activities, so the task of educators as facilitators and mentors. Because it is so often referred to this strategy as well as indirect learning strategies or it could be in small groups.
b. Strategy on Group
This strategy is not attended to individual learning place, all are considered equal. Therefore, the study group can occur to learners who have high ability. The learners will be hampered by the mediocre ability. Likewise, the learners who have less ability would feel displaced by the participant of high learner ability.
c. Individual Learning Strategies (group individual learning) Individual learning strategies are conducted by learners independent. Pace, delay and success of the student is vey determine by the ability of individual learner concerned.
Learning materials and how to learn are designed to learn by themselves. Example of this learning strategy is learning through module or through audio tapes.
28 Learning strategy is an activity chooses by teacher or lecture in the learning process which can help and facilitate the learners towards the achievement of the objective of teaching particular. The types of learning strategies can be sorted by the following characteristics:
a. Based on the ratio of teachers and students involved learning, there are five types of learning strategies, namely:
1) Learning by teacher with large group (one class) learners.
2) Learning by teacher with small group (5-7 peoples) learners.
3) Learning by teacher to participant learners.
4) Learning by a team of teacher in large group (one class) learners.
5) Learning by a team of teacher in small group (5-7 peoples) learners.
b. Based on pattern of relations teacher and learner in the learning, there are three types of learning strategies, namely:
1) Learning face
2) Through media learning
3) Face to face and through the media of learning
c. Be reviewed based on the role of teacher and learner in management of learning in general, there are two types of learning strategies, namely:
1) Centered teacher learning (teacher center)
Centered teacher learning are that the teacher is the most level strategy, also called strategy traditional learning. Teacher act as a source has a very dominant position. Teacher must try to divert knowledge ad convey formation as possible to students.
2) Centered students learning (students center)
Teaching is an attempting to create an environment optimizes the system of teaching learning process. In the learning process the students attempted actively to develop
29 themselves under the guidance of teacher. Parallel technique in this learning strategies are an inquiry technique, techniqual discussion, group work techniques, non-directive techniques and case presentation techniques. After the teacher knows about teaching strategy then the teacher has to know about the procedure of teaching learning process.
4. Procedure of Teaching Learning Process
According to Ahmadi et al (2011:42), basically there are three components of procedures applied in teaching learning process, namely:
Introduction component, presentation/content component and closing or conclusion component. The three components can be described as follow:
a. Opening activity/Introduction
This component which is the activity to improve the students‟
motivation, to inform objective learning, to improve students‟ brain storming.
b. Main activity/Presentation
This component consists of delivering the material, helping to explore the information of the mind, accompanying students to doing exercise.
In this component, teacher should use interest method in order to students get the point material.
c. Closing activity/Conclusion
In this component, teacher giving conclusion about the material, questioning the students to evaluate, giving feedback and motivation.
5. Teaching Four Skills of English
Language teaching aims to improve students‟ four skills of listening, speaking, reading and writing, and also to improve the ability of vocabulary mastery and good grammar. The final expectation is to let the pupils‟ be able to implement the language in the real life. So, the students need to know all the abilities of the four skills. According to Brown (2000:34) in
