AN ANALYSIS OF TEACHER’S ROLES IN MANAGING CLASSROOM (A STUDY AT SENIOR HIGH SCHOOL 14 PADANG)
Novela Atika Suri
*),Belinda Analido
**),Hevriani Sevrika
***)*)
Mahasiswa Pendidikan Bahasa Inggris, STKIP PGRI Sumatera Barat [email protected]
**)
Staf Pengajar Program Studi Pendidikan Bahasa Inggris STKIP PGRI Sumatera Barat
[email protected]
***)
Staf Pengajar Program Studi Pendidikan Bahasa Inggris STKIP PGRI Sumatera Barat
[email protected]
ABSTRACT
This research was motivated by the important roles of teachers in managing classroom when teaching and learning at Senior High School 14 Padang. The purpose of this research were to find out the types of roles were used by the teachers in managing classroom and to find out how the teachers applied the roles in managing English classroom. This research was qualitative research. This research was aimed at high school N 14 Padang, where participants are all of teachers who teach English. The researcher used total sampling to the research but the researcher did not observe all of class that the teachers teach, just one class for each teacher.The number of participants in this research were 5 participants. In the process of this research, researchers collected data using a questionnaire, video and observation checklist and fieldnote. Based on the data obtained during the research, the researcher conclude that there were five types of the roles of the teacher in managing classroom: the teacher as controller, the teacher as prompter, the teacher as participant, the teacher as resource, and the teacher as tutor
.
Penelitian ini dilatar belakangi oleh pentingnya peranan guru didalam mengelola kelas ketika proses belajar mengajar di SMA N 14 Padang. Adapun penelitian ini dilakukan bertujuan untuk mengetahui peranan guru ketika mengelola kelas dalam proses belajar mengajar bahasa inggris dan bagaimana pengaplikasian peranan guru tersebut dalam proses belajar mengajar bahasa inggris. Penelitian ini merupakan penelitian kualitatif yang bermaksud untuk menganalisa peranan guru dalam belajar bahasa inggris. Penelitian ini ditujukan pada SMA N 14 Padang, dimana partisipannya adalah semua guru yang mengajar bahasa ingris. Jumlah partisipan dalam penelitian ini adalah 5 orang. Dalam proses penelitian ini peneliti mengumpulkan data dengan menggunakan questionnaire, video dan observation checklist and fieldnote untuk menemukan tipe- tipe peranan yang digunakan guru dikelas dalam belajar mengajar bahasa inggris dan bagaimana pengaplikasian peranan tersebut dalam proses belajar mengajar bahasa inggris. Berdasarkan data yang didapatkan selama penelitian, penulis dapat menyimpulkan bahwa terdapat 5 peranan yang digunakan dan diaplikasikan oleh guru yaitu peranan guru sebagai pengatur (the teacher as controller), guru sebagai pendorong (the teacher as prompter), guru sebagai peserta (the teacher as participant), guru sebagai sumber (the teacher as resource) dan guru sebagai tutor (the teacher as tutor).
Keywords: Analysis; Managing Classroom; Teacher’s Roles; Types of Teacher’s Roles in Managing Classroom.
*)Penulis, **)Pembimbing I, ***)Pembimbing II
INTRODUCTION
Teacher is an important actor to manage, to guide and to improve student’s ability and make
the students comprehend and understand more about the materials in the classroom. Gebhard (2000:69) said that, classroom management is the way of teacher how to organize what goes on in the
classroom and the goal of classroom management is to create a conducive classroom atmosphere to interact in English in meaningful ways. It occurs through meaningful interaction that students can make progress in learning English. Besides, the teacher serves as role model who shape and influence their student’s knowledge, student’s achievement and student’s behavior. Moreover, managing a classroom can be difficult and demanding for the teacher as educators because it is not easy to manage or control the students in teaching learning process.
Sometimes in teaching learning process, the teacher does not concern on the students in classroom to control students when teaching learning. In this case, the teacher must give something that is interesting to the students to make students not bored or lazy to study, and the teacher must use strategy, ways and roles depend on situation to make students enjoy in learning.
Therefore, teacher should play a role to create a community of learners where students play an active part in forming their environment, understand the student’s roles, and learn how to work effectively as an individual and with peers.
The teacher has many roles to help students to learn. The role may change from one activity to another, or from one stage of an activity to another, it depends on situation and activity in class.
Furthermore, there are many types of teacher’ roles that can be used by the teacher in managing classroom. According to Harmer (2007:108), there are the roles of teacher : the teacher as controller, the teacher as prompter, the teacher as participant, the teacher as resource, the teacher as tutor. All of the roles are important to support the student’s activities in the classroom.
The aims of all the roles are to facilitate the student’s progress in some ways or other it is very useful to help students when doing activity during teaching learning.
Based on the fact in the field,the teachers at SMA N 14 Padang in academic year 2014/2015 did some roles during teaching learning although they do not know the roles that they used. The roles that have been used by the teachers of Senior High School 14 Padang influence teaching learning process in managing classroom, but the researcher did not find all of the types of the roles used by the teacher. Moreover, the researcher want to conduct the research about the teacher’s roles in managing classroom.
RESEARCH METHOD
The design of this research used qualitative design. According to Ary et al (2010:29), qualitative researchers seek to understand a phenomenon by focusing on the total picture than breaking it down in to passive variables. The researcher choosen the descriptive research because in this research, the researcher
wanted to describe to describe deeply the fact of the teacher’s roles in managing classroom at Senior High School 14 Padang. The researcher needed participants as a sample. According baker and ellece (2011:87), participants are people who take part in social activity. The researcher used total sampling to select participants. According to Pitney and Parker (2009:43), total sampling is sampling includes everyone associated with a small group as participants in a study. Thus, researcher choosen all of the English teacher at SMA N 14 Padang as participants in this research, the teacher who teach were five teachers. In this research, the researcher used questionnaire, observation checklist and fieldnote as instruments and used video recording to make it valid. In collecting data, the researcher did some steps. First, the researcher prepared observation checklist, field note and the questionnaire. Second, the researcher distributed the questionnaire to each the participant, then entered to the classroom and observed the english teacher during classroom process. Third, during the observation the researcher did the checklist process and note writing for all of teaching activities also took the video recording. After all the data collected, the researcher would read the data, saw the video recording, and read the result of observation checklist and fieldnote. The researcher would described result of the data that researcher got from questionnaire, observation checklist and fieldnote, video recording. The researcher would classified that represent different aspects of the data. After the researcher got the data and all steps done, the researcher would interpreted the the types of roles of teachers used and applied by the participants.
FINDINGS
Referring to the observation and questionnaire that had been conducted by the researcher, the researcher had analyzed the data. In data analysis in previous step, the researcher gots some findings related to the teacher’s roles in managing english classroom. It is in order to answer the research questions. The research questions are: what are the types of roles used by the teacher in managing english classroom and how do the teacher apply the roles in managing english classroom.
In observation, the researcher found five types of roles in the classroom when teaching and learning of English subject. This roles include that the teacher as controller, the teacher as prompter, the teacher as participant, the teacher as resource, and the teacher as tutor. Based on researcher analysis from participant experience and field note, the finding was the teacher applied all types of roles in managing classrooom and the role that dominantly used by the teacher was the teacher as
controller. Besides, the result of the questionnaire, the researcher found out the teachers applied all of the types of roles in managing classroom.
CONCLUSION
To collect the data based on the purposes in this research, the researcher have a conduct a research at SMA N I4 Padang. The first purpose of this research wass to describe what the types of roles are used by the teachers in managing classroom and the second was how the teachers apply the roles in managing english classroom. To describe all of them, the researcher used indicator of teacher in managing classroom by Harmer.
Furthermore, the researcher used video recording, observation checklist and field note and questionnaire to collect the data of this research.
Questionnaire, video recording and observation checklist and field note used to get the data related to the first and the second purpose of the research.
From the observation checklist and field note, questionnaire and video recording, the researcher analyzed it and found the result of the data. The teacher as controller, the teacher as prompter, the teacher as participant, the teacher as resource, and the teacher as tutor.
After observation, the researcher got the data related to the types of roles are used by the teachers in managing classroom and how the teachers apply the roles in managing english classroom. Based on researcher analysis from teacher experience and field note, the finding was the teacher applied all types of roles in managing classroom and the role that often used by the teacher was the teacher as controller. Besides, the result of the questionnaire, the researcher found out the teachers applied all of the types of roles in managing classroom.
ACKNOWLEDGMENTS
Alhamdulillahirabbilalamin,firstly, the researcher would like to express his deepest gratitude to ALLAH SWT who has given the researcher mercy, chance and health to finish this thesis. In addition, thanks to prophet Muhammad SAW as his inspiration to keep fighting to finish this thesis that entitles “An analysis of Teacher’s Roles in Managing Classroom ( A Study at SMA N 14 Padang)”. This thesis was aimed to fulfill one of the requirement for SI Degree of English Department at STKIP PGRI Sumatra Barat.
Secondly, the researcher would like to express her sincere gratitide to her first advisor
Belinda Analido,M.Pd for the continuous support of this research, for her patience, motivation, enthusiasm, immense knowledge, her guidance helped her in all the time of research and writing of this thesis. The researcher’s sincere thanks also goes to the second advisor Hevriani Sevrika M.Pd for her guidence advice, suggestion and support her in finishing this thesis.
Thirdly, the researcher’s special gratitude goes to Sesmiyanti, SS M.Pd, Rhini Dwitya Sani M.Pd, and also Edward Kemal, SS M.Hum who have given valuable contribution and suggestion to improve this thesis. Fourthly, the researcher’s gratitutes give to Sesmiyanti, SS, M. Pd as academic advisor. Fifthly, the researcher also thanks to Armilia Riza M.Pd as the head of English department of STKIP PGRI Sumatra Barat and Mayuasti, M.Pd as the secretary of English department of STKIP PGRI Sumatra Barat and also all of lecturers who have given their knowledge to the researcher.
Sixth, the researcher thanks so much for her beloved father and mother who has given love, pray, support, care, financial, courage, in her life, and also for all of her brothers and her sisters who always give her guidence, support and financial in finishing her study. Seventh, the researcher says thank for SMA N 14 Padang especially all of teacher English who have helped the researcher in doing the research until the researcher finished this thesi. Eighth, the researcher also says thank you for 2011 L members who have been together along 4 years also given support, helped at the time to the researcher. Finally, the researcher says thank for all of friends who have given a support and shared ideas together to the researcher, thus the researcher can finish this thesis.
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Gebhard, Jerry G. (2000). Teaching English as a Foreign or Second Language. Ann Arbor:
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Harmer, Jeremy. (2007). The Practice of English Language Teaching. (4th ed.). Longman:
Pearson.
Pitney, William A and Jenny Parker. (2009).
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