CLASSROOM CONTROL TECHNIQUES USED BY ENGLISH TEACHERS IN TEACHING ENGLISH AT SMPN 11 SOLOK SELATAN
*) Mursida, S.Pd **) Dr. Martin Kustanti, M.Pd **) Dra.Yelliza,M,M.Pd.MM Email:mursida120@gmail.com
*) Program StudiPendidikanBahasaInggris STKIP PGRI Sumatera Barat Email:martinkustati@yahoo.com
**) Staff Pengajar Program StudiPendidikanBahasaInggris STKIP PGRI Sumatera Barat
Email:yellizajr@gmail.com
**) Staff Pengajar Program StudiPendidikanBahasaInggris STKIP PGRI Sumatera Barat
ABSTRAK
The background of this research is importance of control techniques used in teaching English.
The purpose of this research to look at how English teacher to implement control techniques in teaching English. Participants in this research are an English teacher at SMPN 11 South Solok.The participant of English teachers in schools that is 2 people. In determining participants, researchers using total sampling technique. In the process of this research, researchers collected data through observation checklist using field notes and video recorder to find out how an English teacher in implementing the control technique classes in learning English. In analyzing the data obtained from the observation and video, investigators using descriptive data analysis phase of the proposed by Gay and Airasian. After analyzing the data of observation checklists and video recorder, researchers found that both participants have implemented any control technique classes for learning English. Based on this research can be concluded that an English teacher at SMPN 11 South Solok has implemented control technique classes in English language teaching in conformity with those described experts. Which part of the control technique is setting limits, Getting started, critic and reward.
Key words: Classroom Control Techniques, EFL Teaching
Penelitian ini dibelakangi oleh pentingnya teknik kontrol kelas yang dignakan dalam mengajar bahsa inggris.Penelitian ini bertujuan untuk melihat bagaimana seorang guru bahasa Inggris mengimplementasikan teknik kontrol kelas dalam mengajar bahasa Inggris.Partisipan dalam penelitian ini adalah guru bahasa inggris SMPN 11 Solok Selatan. Adapun jumlahnya guru bahasa inggris disekolah itu adalah dua orang. Dalam menentukan partisipan, peneliti menggunakan total sampling teknik. Dalam pengumpulkan data,peneliti menggunakan video dan observation checklist,kedua instrument tersebut digunakan untuk melihat bagaimana mengimplementasikan teknik control kelas dalam mengajar bahasa inggris di SMPN 11 Solok Selatan. Data deskriptif yang diusulkan oleh Gay dan Airasian. Setelah menganalisis data video dan observation checklist peneliti menemukan bahwa kedua partisipan telah mengimplementsikan setiap teknik control kelas selama pembelajaran bahasa inggris. Berdasarkan penelitian ini bahwa guru bahasa inggris di SMPN 11 Solok selatan sudah mengimplementasikan setiap teknik control dikelas dalam pengajaran bahasa inggris sesuai dengan yang dijelskan para ahli yaitu seting limits,getting started,critic dan reward.
Kata Kunci: Classroom Control Techniques, EFL Teaching
*) Penulis
**) Pembimbing INTRODUCTION
Classroom is a place for teacher and students in doing teaching and learning process where teacher deliver the lesson to students. In classroom, teacher is one of the
important elements because in teaching learning process they are viewpoint and center of knowledge to students. Classroom management is one of the most essential parts to become an effective classroom. Managing
classroom means to create conducive learning process. Good managing class is key factor contributing to a good classroom management.
Moreover, classroom management is a term used by teachers to create and maintain an optimal learning conditions and a pleasant atmosphere to achieve the learning objectives.
It has been understood that classroom management is a teacher’s skill in creating and controlling teaching condition optimally and if there is a problem during the learning process the teacher must be able to handle it directly.
In other word, classroom management refers to sequence of activities for creating and protecting the optimal condition of teaching and learning process. Therefore, a teacher needs to understand the basic concept of classroom management because all of its roles have to be done well by the teacher in order to create an effective teaching learning process.
The main function of the teachers in classroom management is as professional educators. The professional educators just can be done by good teachers in classroom management. The good teachers have several personalities and qualities that make them stand out as excellent teachers. The good teachers in controlling classroom will improve students to be active in teaching learning process. The students are active in teaching learning process, it will create a good relation between them, so the teaching learning process will run well.
Learning process cannot run effectively if there is gap happens in classroom. It affects the students’ interest to learn and breaks the teacher’s teaching plans that have been prepared before. This condition forces the teacher to be able to transform back that condition to be conducive at the time. It can be analyze that roles of teacher very important needed in managing the classroom as a result, the learning outcomes can be gained optimally.
There are some techniques in classroom management process, such as control technique, uncontrolled technique, and semi control technique. First, Control technique refers to use language in a limited way with predicted responses from the teacher.
Function of control technique to make effective in managing classroom and controlling the process of teaching and learning process. Second, Uncontrolled refers
to where the process in teaching and learning process happens without control from the teacher. Teacher doing teaching and learning process naturally. Third, category of effective classroom management include semi controlled technique refers to language is used in a less restrictive way than controlled. All of those categories must be understood and implemented by teacher in teaching English.
Classroom management cannot stand without those categories because each of play an important position in classroom management.
It is strongly suggested the entire teacher comprehend those categories.
Specifically, control technique is one of classroom management elements that must be considered and understood well by teachers. Control technique is defined as classroom technique that used in controlling the process of teaching and learning process.
Classroom control techniques consist of four parts; setting limit, getting started, criticism, and rewards (Moore, 2001:239). All of parts must be implemented well by teachers in controlling teaching and learning process because those parts provide the sequence activities of controlling process of teaching and learning process.
Based on the researcher’s experience when having teaching practice program in SMPN 11 Solok Selatan, it is found in teaching learning process the teacher was still not good. Many students were as passive student. It might be happen because in teaching learning process, the teacher had less control in classroom management and did not control all students. Then, the teacher just control some students, so that, another students make noisy in classroom. But several of English teacher have implemented one of the technique in classroom management, namely control technique. Furthermore, make it brief and clearly there are parts of control technique such as setting limits, getting started, criticism, and rewards. Every part of the classroom control technique done by each of English teacher in classroom interaction.
Every English teacher sets the limits by explaining the classroom rules before teaching, preparing and starting the lesson well, and showing any feedback or response toward students’ achievement in teaching English. This situation implies that the English teacher in that school had implemented the
classroom control techniques in teaching English.
Teaching English
According to Gebhard (2000:54) teaching English are changing, “it safe to say thatmany students’ language learning experience are relatively traditional in nature”. It means that, English is treated like academic subject, like history or geography, and considerable emphasis is placed on learning to read translate. During the class, students read orally, repeated readings after the teacher and doing grammar exercises given by the teacher.
As well as teaches give explanations about grammar to students in classroom and also learning the language is very important to learn and have meaning to communicate with others.
In addition, Ediger (2003:1) teaching English is ”a challenge for many teachers everywhere in the world. It means that teachers are not easy to teach English because there must be interaction between teachers and students”. In learning English, teachers should be responsible for making students fluent in English. In other words, where English is considered a window to the world. We can communicate with each other all over the place in the world with knowledge of English .so, the use of English as a first language and in other countries it is used as second language.
In other side, Brindt (2006:12) state that
“English language teaching is a professional that is also known as teaching English to speakers of other language or teaching English as a foreign language”. It can be explained, when the English teacher is conveying the lesson especially English language, who should attend about what will the teacher teach to students because it is foreign language for them.
Definition of Control techniques
Control techniques of controlling the classroom that should be done by teacher in order to get the optimal result of classroom management” (Moore 2001:239).
Moreover, Beltran (2002:83) say that
“control technique refers to management technique of classroom management that depends on how well classroom activities are
control and manage”. It means that management technique in classroom management describes about the condition of classroom which belongs to control and manage classroom. So, teacher must understand how to take the optimally classroom condition by implementing the appropriate techniques of management and controlling.
The other expert who explains about control techniques is Marzano (2003:1) He states that “control technique is teacher’s action in activating the organize teaching learning process”. It means that every action done by teacher in classroom must show an effort to create a condition where the students really pay attention toward teaching and learning activities. The teacher need to considere kind of action will be done in the classroom because all of action done by the teacher shows how well the control technique implemented by that teacher.
Parts of Control Techniques
Pigford (2001:15) state that “parts of control technique such as: First, set parameters of standards refers to to the classroom rules that need to be explain by the teachers, what class activity that is going to be standardize has to be set by the teacher to ensure the students are in classroom programs. Second, take an action and maintain positive interaction it means that teacher takes the appropriate action in classroom and considers everything related to the teaching need. Third, Criticize with compassion refers to teacher critizes the students appropriately. It means that any critics given by teacher must motivate them to better. The last, Develop praise and reward it is part of control technique which emphasizes on the teacher’s creativity in giving positive feedback to what students do during teaching and learning process”.
Moreover,Moore (2001: 239-241) explained that “control techniques of classroom management are:first, setting limits refers to the rules organization in the classroom”. Students need to know what is expected of them and why. Clarity and consistency are vital in the establishment of rules, it means that the teacher must explain the rules of teaching English clearly and run it consistently without any changes in the middle time of the rules are run. Before starting the
further teaching process, it is better to have a few general rules that cover many specifics. In demonstrating the rules, the teacher should always discuss it with the students in order to find one decision. Second, Getting started, Getting started means the teacher starts all of her or his roles in the classroom after designing the rules that are going to be implemented in the classroom. In getting started, a teacher should develop and establish and efficient organizational system and supporting classroom procedures such as arranges the material, establish positive classroom environment, establish rules and consequences, plan well and make your content meaningful to the students. The third, Criticism Any kind of criticism that belongs to the suggestion can be used in classroom in order to inform the students about what they have done, what their mistake is, and will be done next. So, the teacher should give critic positive to students it is important to motivate the students to be more conscious about things that should be done in the classroom. The last, Reward, All of behavior must have some kind of payoff. The reward can be anything that causes the behavior increases in frequency. It is clear that teacher needs to give any reward in classroom in order to increase thestudents’
desire to learn because they feel that are appreciated by their teacher.
Moreover, parts of control technique are also explained by Marzano( 2003:1-6). He says that “control technique parts such as, the first, establishing rules and procedures very important in the classroom. Rules refers to behaviors relevant to how to treat each other.
Then a procedure refers to behaviors in specific situations. The teacher must establish the tone of teaching English to make the students realize what have to do and what have to leave during teaching English. The second, Discipnary action. This stage, teacher takes the important role to start teaching English. This action must have well preparation because the teacher is going to elaborate teaching activities. Teacher needs to consider about the material, classroom condition and students learning needs. This part asks the teacher to think much about how to run the teaching and learning process well. The third, Teacher and student relationshipThis stage, it shows how good a teacher creates an establishes positive classroom environment to facilitate the
students an effective teaching English and learning process. So the teacher must have the appropriate technique on it. The last, maintaining an appropriate mentalset It is a technique where the teacher tries to maintain the students’ mental by giving feedback such as critic, punishment, praise, or reward. It describes about the teacher’s attention toward students’ teaching English in classroom.
RESEARCH METHOD
The method of this research was descriptive research, the researcher tried to express about classroom control technique used by English teacher in teaching English at SMP N 11 Solok Selatan. According to Gay and Airasian (2000:11), descriptive research is research that reports phenomena as it appears in the process of the research and collects the data in order to answer the research questions.
In this research, for answering the research question, the researcher described the kinds of control technique implemented by English teacher who as the participants of this research, and to get the data, the researcher used observation checklist, video recording and field notes as instrument.
The approach of this research was qualitative.Creswell (2009:4) define that qualitative research means for exploring and understanding the meaning individual or groups ascribe to a social or human problem. It means that, qualitative research is to describe the phenomenon that will be investigated by the researcher in order to get answer of the question. So, in this research the researcher tried to investigate, and get the data about classroom control used by teachers in teaching English at SMPN 11 Solok Selatan academic year 2015/2016.
FINDINGS AND DISCUSSION
This chapter presented the data and their analysis. This study was conducted to find out the classroom control used by English teacher in teaching English. The data was taken from the result of observation (checklist and field note), and video recorder that has been done at SMPN 11 Solok Selatan academic year 2015/2016. In doing this research, the researcher got the data that would be interpreted of classroom control used by English teacher in teaching English.
The aim of this research was to find out classroom control techniques implemented by English teachers in classroom interaction of teaching English at SMP. The researcher wanted to know the implementation of classroom control techniques in teaching learning process of English teaching in SMPN 11 Solok Selatan. This research was conducted at SMPN 11 Solok Selatan that is located in BatangTiak Street (Abai). Based on the Moore’s explanation that is explained in chapter II, there are four parts of classroom control techniques which were investigated by the researcher in this research. They were setting limits, getting started, criticism, and reward. In collecting the data during investigation process, the researcher planed to do observation checklist, field notes, and video recorder. Therefore, when the researcher did observation of investigation, he did not observe the participants in the same class but he observed the participants in different class because the researcher had seen the characteristic of the students during pre- observation.
After explaining the data specifically, researcher found that there are four control techniques that used by English teacher in teaching English. The control techniques are setting limits, getting started, criticism, and reward. Based on the indicators on the chapter II, there are many activities that implemented by the English teachers related to each of their control technique. Furthermore, the first participant implemented almost all of activities of control techniques, he did not critic each of teaching English and the second participant almost same with the first participant she also did not critic for each of mistake made by students.
CONCLUSION AND SUGGESTION To collect the data based on the purposes in this research, the researcher had conducted this research at SMPN 11 Solok Selatan. The main purpose of this research was to know how the English teachers implement control techniques in managing the classroom of teaching English.
Moreover, this research used observation (field notes and video recorder) to collect the data this research. Observation, field notes and video recorder were used to get the data from the purpose of this research. In
collecting the data, the researcher records all activities of English teachers and the students.
Before record, the researcher asked politely so that the teachers wanted to be as objective as possible. From observation, field notes and video recorder, the researcher analyzed it and found the result of the data. The researcher firstly analyzed the data from each of English teacher. The researcher classified every parts of control technique used by English teacher in teaching English.
Based on the research finding, the researcher formulated the conclusion into; the result of observation, field notes and video shows that the implementation of control technique implemented by English teachers in teaching English at SMPN 11 Solok Selatan was good. It shows by observation, field notes and video show that the two participants implemented almost all classroom control techniques although there were a few activities were not implemented but these activities did not affect the process of teaching and learning English significantly. In short, because the teachers implemented classroom control techniques effectively, it reduced students’
misbehavior and the participated actively during teaching English class. Therefore, the process of teaching and learning process run well.
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