English Education Study Program – STKIP PGRI Sumatera Barat

(1)

TEACHERS’ LEADERSHIP STYLE IN CLASSROOM MANAGEMENT IN SMAN 1 VII KOTO SEI SARIK, KAB. PADANG PARIAMAN IN ACADEMIC

YEAR 2015/2016

JOURNAL

Submitted in Partial Fulfillment of Requirement For Getting Strata One (S1) Degree

SEPTINA RIKA WATI NIM 12040158

ENGLISH EDUCATION DEPARTMENT

COLLEGE TEACHER TRAINING AND EDUCATION STKIP PGRI SUMATERA BARAT

PADANG

2016

(2)

1

TEACHERS’ LEADERSHIP STYLE IN CLASSROOM MANAGEMENT IN SMAN 1 VII KOTO SEI SARIK, KAB. PADANG PARIAMAN IN ACADEMIC

YEAR 2015/2016

Septina Rika Wati

¹⁾

, Armilia Riza, M.Pd

²⁾

, Astuti Pratiwi, M.Pd

³⁾

1)English Education Departmet, STKIP PGRI West Sumatera, Gunung Pangilun-Padang email: [email protected]

_____________________________________________________________________

Abstract

This research is covered by the difficulties of teacher in managing class in English learning. This research aims to find out teachers’ leadership style in managing class in SMAN 1 VII Koto, Sei. Sarik, Kab. Padang Pariaman. The purpose of this research is to find out types of teachers’ leadership style in managing class and the activities that done by teacher in implementing leadership style. This study is descriptive research with qualitative method. The data is gotten from English teachers that consist of three teachers of SMAN 1 VII Koto, Sei.

Sarik, Kab. Padang Pariaman. In collecting the data, researcher use observation by recording all of teacher activities during teaching and learning process by take video recording. To support observation, researcher also write teachers activities suitable with the indicator by taking field note so that the data gotten can answer research question of the activities done based on teachers’ leadership style. The indicator of field note is consist of 26 indicators. After analyze the data based on the instruments, researcher finds all of leadership style, they are:

authoritarian, democratic, and laissez – faire is used by all of English teachers with different intensity. Meanwhile in the application, all of English teachers have different way in managing class.

Penelitian ini dilatarbelakangi oleh kesulitan guru pada pengelolaan kelas pada pembelajaran bahasa inggris. Penelitian ini bertujuan untuk mengetahui gaya kepemimpinan guru dalam pengelolaan kelas di SMAN 1 VII Koto, Sei. Sarik, Kab. Padang Pariaman. Pelaksanaan penelitian ini bertujuan untuk mengetahui tipe kepemimpinan guru dalam pengelolaan kelas dan apa saja aktivitas guru dalam mengimplementasikan gaya kepemimpinan tersebut. Penelitian ini merupakan penelitian deskriptif dengan metode qualitaif. Data diperoleh dari guru bahasa Inggris yang berjumlah 3 guru di SMAN 1 VII Koto, Sei. Sarik, Kab. Padang Pariaman. Dalam mengumpulkan data, peneliti menggunakan observasi dengan cara merekam semua aktivitas guru selama proses belajar berlangsung dengan menggunakan video recording. Untuk menunjang pengamatan, peneliti juga menulis aktivitas guru sesuai indikator dengan menggunakan catatan lapangan atau field note sehingga data yang di dapat dapat menjawab pertanyaan penelitian mengenai aktivitas yang dilakukan berdasarkan gaya kepemimpinan masing – masing guru. Indikator dari field note terdiri dari 26 indikator. Setelah menganalisa data sesuai dengan instrumen yang digunakan, peneliti menemukan bahwa ketiga gaya kepemimpinan, yakni : authoritarian, democratic, dan laissez

– faire digunakan oleh guru bahasa Inggris dengan intensitas yang berbeda. Sementara dalam

pengaplikasiannya, guru – guru bahasa Inggris memiliki cara yang berbeda dalam pengelolaan kelas.

Key Words: Teachers’ Leadership Style; Classroom Management.

(3)

2

INTRODUCTION

In teaching and learning process, classroom management is an important part because a good classroom management describes a good classroom atmosphere.

Teacher must know how to manage all of the activities during teaching and learning process. Moreover, teacher control all of activities done by students in the classroom.

Teacher have skill in controlling and handling classroom management and know the purpose of classroom management so that the teacher can manage class well.

As a manager in classroom, teacher must lead student to follow the instruction of the material or activities related to classroom rules. Every teacher has different style in managing the class. Teacher leadership style is based on teachers’ behavior and characteristics. Cherry (2006) states a leadership style refers to a leader’s characteristic behaviors when directing, motivating, guiding and managing groups of people. Teachers’ leadership style also influences teacher in managing classroom.

Teacher has different style in managing classroom. Leadership style influences the way teachers teach in the class because they have their own way to transfer their knowledge to the student and handle the student. A good leadership is based on the students’ needs. It will be different from each class. Moore (2001 : 54) states that an effective leader in one situation maybe ineffeactive in another. It means that a good leadership does not have a special criteria, it depends on what the students’

need.

Based on the preobservation in teaching practice in SMAN 1 VII Koto, Sei Sarik, it was found that there were many types of teacher leadership style in English subject. Example: when teacher A came to the class, all of student kept silent until the class end. All of them followed the teacher’s rule without any comment and nobody brave to ask question. In contrast, teacher B came to the class, some of students kept silent and some of them were noisy. It run until the class end. Sometimes teacher asked student how to divide the group. Students had their courage to be active during teaching and learning process. Teacher C was also different. Teacher C came to class for a few minute. Teacher came to the class and explained the material then gave task. The

teacher did not explain how the way the student did it. It based on the student.

Therefore, this research is going to analyze the types based on the theory of leadership style that consist of: authoritarian, democratic, and laissez faire of English teacher in managing class in SMAN I VII Koto, Sei. Sarik, Kab. Padang Pariaman.state that speaking publicly in the target language is particularly anxiety- provoking for many students, even those who feel little stress in other aspects of language learning. In other words, in speaking the students should change their mindset when they try to speak the foreign language actually it is not as difficult as they think.From the background above, it showed that many problems found by the researcher in the class especially in linguistic factors.

Therefore, the researcher is interested in investigating what the linguistic factors that faced by students in speaking English.

RESEARCH METHOD

This research was conducted in descriptive research with qualitative method.

The purpose of the research was to describe teachers’ leadership in managing class in SMAN 1 VII Koto, Sei. Sarik, Kab. Padang Pariaman. According to Gay and Airasian (2000:275), a descriptive study determines and describes the way things are. It means that descriptive study show the real phenomena or the fact about the data. In this research, the researcher described teachers’

leadership style in managing class in SMAN 1 VII Koto, Sei Sarik, Kab. Padang Pariaman.

In this research, there were some English teacher of SMAN 1 VII Koto, Sei.

Sarik, Kab. Padang Pariaman as the participants. Gay and Airasian (2000:139) stated that qualitative researchers choose participant whom they judge to be thoughtful and who have information, perspectives, and experience related to the topic of research. In this research, the researcher used total sampling. Sugiyono (2007) stated that total sampling is a technique of choosing participant if all population used as participant. There were three participant of English teacher in SMAN I VII Koto, Sei Sarik, Kab. Padang Pariaman.

Instrument is used for collecting the data. It referred to variety of tools in collecting the data in the research project. It

(4)

3 was supported by Gay, Mills, and Airasian

(2012:113) state that instrument is a test or other tool that is used to collect the data.

Instrument helped the researcher to get all the data systematically which answer the research question. In this research, the researcher used observation as the tools to collect the data during research process in the field.

The instrument was observation.

The observation is used to get more accurate data about teachers’ leadership style in managing classroom. According to Gay, Mills and Airasian (2012:381) the emphasis during observation is on understanding the natural environment as lived by participants, without altering or manipulating it. Creswel (2009) states that qualitative observations are those in which the researcher takes field notes on the behavior and activities of individuals at the research site. The researcher used observation as the instrument because it gave the real fact about the research.

In this research, the researcher used field note taking and video recording during the observation process. Gay, Mills, and Airasian (2012:382) said field notes describe, as accurately and as comprehensively as possible, all relevant aspects of the situation. Field note is used to make sure that the researcher get all information during teaching and learning activity. Next instrument was video – recording. The video recording used to get more accurate data about teachers’

leadership style in managing classroom.

Amos (2002:131) said that the use of video cameras can provide detailed and accurate information about what was said and done in particular social settings that other data collection strategies cannot match. Video recording used so that researcher can analyze the leadership style of English teacher in SMAN I VII Koto, Sei. Sarik, Kab. Padang Pariaman.

After collecting the data, the researcher analyzed the data based on the instrumentations given. According to Gay and Airasian (2000:239), there were four steps of analyzing the data;

reading/memoing, describing, classifying, and interpreting.

1. Reading/memoing, becoming familiar with the data and identifying the main themes. In this

stage, the researcher read the data from all of instrument.

2. Describing, examining the data in depth to provide detail description of setting, participants, and activities. In this stage, the researcher described teachers’

leadership style that used by English teachers after reading the result of all instruments.

3. Classifying, categorizing and coding pieces of data and physically grouping them into themes. In this stage, the researcher classified the data and then categorize them based on the teachers’ leadership style.

4. Interpreting, interpreting and synthesizing the organized data into general understanding. In this stage, the researcher interpreted teachers’

leadership style that used by English teachers in teaching process.

FINDINGS AND DISCUSSION

Based on the observation, the researcher found that all of teaches leadership style were used by all of English teachers in SMAN 1 VII Koto, Sei. Sarik, Kab. Padang Pariaman.

The result of this research are there are 3 kinds of teachers’ leadership styles in SMAN 1 VII Koto, Sei. Sarik, Kab. Padang Pariaman, they are authoritarian, democratic, and laissez faire. The first participant is using laissez faire leadership style, the second participant is using democratic leadership style, and the third participant is using laissez faire style. Sometime, the first and third participant is using authoritarian Teacher Teachers’ Leadership Style

Authoritarian Democratic Laissez - faire First

Participant

√ √

√ Second

Participant

√ √ √

Third Participant

√ √

(5)

4 and democratic style. It is also done by the

second participant, sometime she used authoritarian and laissez faire leadership style.

In implementing the authoritarian style, researcher found some activities that done by the participant are : controls student performance, teacher does not proud to students ability, use sharp voice, and teacher feel angry when student make mistake.

These activities that done by participants in using democratic style are:

teacher open minded with student, teacher does not punish student mistake, teacher give advice to student during teaching and learning process, teacher help student in doing exercise, when student face problem in studying, teacher guide to solve it.

The activities that done by participant in using laissez faire style are : teacher allows student to do anything during teaching and learning process, teacher allows student to do exercise with their own way, like citing, teacher allows student get out from the class during teaching and learning process, and teacher often get out from the class when student do exercise.

From the explanation above, it can be seen that teacher have their own leadership style in classroom management. During three time observation, each of participants had done the same activities in different class and in implementing the leadership style. Both of the style, It gave different impact for students.

CONCLUSION

The result of this research is all of leadership styles was used by the participant in SMAN 1 VII Koto, Sei, Sarik. The first and second participants was used authoritarian, democratic, and laissez – faire style, meanwhile the third participant was used authoritarian and laissez – faire leadership style. In implementing the leadership style, the participants done some activities in authoritarian and democratic, and all of activities in laissez – faire leadership style.

ACKNOWLEDGEMENT

The researcher would like to express her sincere gratitude to the first advisor, Armilia Riza,M.Pd, for the continuous support of her research, motivation, enthusiasm, and immense knowledge, her guidance helped her in all the time of research and writing of this thesis. The researcher’s sincere thanks also go to the second advisor, Astuti Pratiwi,M.Pd, for her guidance, advices, time, ideas, suggestions, comments and supports to the researcher during the process of completing this thesis.

REFERENCES

Amos, Hatch, J. 2002. Doing Qualitative Research in Education Settings. United States of America: State University of New York Press.

Cherry, K. A., 2006. Leadership Style.

Retrieved from

http://psychology.about.com/od/leadership/a /leadstyles.htm

Creswell, John. W. 2009. Research Design:

Qualitative, Quantitative, and Mixed Method Approaches. United Kingdom: Sage Publication, Inc.

Gay, L.R., Mills, G.E., & Airasian, P. 2012.

Educational Research: Competencies for Analysis and Application. Boston: Pearson Education, Inc.

Gay, L.R., & Airasian, P. 2000. Educational Research: Competencies for Analysis and Application. New Jersey: Prentice-Hall Company.

Moore, Kenneth, D. 2001. Classroom Teaching Skill (5th edition). New York:

McGraw-Hill Companies.Inc

(6)

5