ENGLISH TEACHERS’ ACTIONS IN THE CLASSROOM MANAGEMENT
(Case Study at SMP N 18 Padang, West Sumatera)
Efni Efrita Eddy*)
English Department, STKIP PGRI West SUMBAR, Jl Gajah Mada Gunung Pangilun Padang [email protected]
Sri Imelwaty, P.hD **) [email protected] M.Khairi Ikhsan, M.Pd **)
ABSTRACT
The purpose of this research is to describe how the English teachers manage their class at SMP N 18 Padang. Participant was important in qualitative research. In this research there were some English teachers of SMP N 18 Padang as the participants. In this research, the researcher did this research in small number. Total sampling was a part of purposive sampling. In this research the researcher used total sampling. The researcher took all of the English teachers as the participants. In this research, the researcher recorded the activities that the participants did in the class. In this research, the researcher used video to collect the data to answer the research question. The researcher did observation to get accurate informations concerning English teacher’s actions in teaching and learning process. The findings of this research show that English teachers at SMP N 18 Padang applied some actions in apply rule, feedback, praise, seating arrangement, and eyes contact that reveals by some experts.
Tujuan dari penelitian ini adalah menggambarkan bagaimana guru bahasa inggris mengelola kelas mereka di SMP N 18 Padang. Partisipan penting dalam penelitian kualitatif. Dalam penelitian ini ada beberapa guru bahasa inggris dari SMP N 18 Padang sebagai partisipan. Dalam penelitian ini, peneliti melakukan penelitian ini dalam jumlah yang sedikit. Total sampling merupakan bagian dari purposive sampling. Dalam penelitian ini peneliti menggunakan total sampling. Peneliti mengambil semua guru bahasa inggris sebagai partisipan. Dalam penelitian ini peneliti merekam aktifitas aktifitas yang dilakukan oleh partisipan di dalam kelas. Dalam penelitian ini, peneliti menggunakan vidio dalam mengumpulkan data untuk menjawab pertanyaan dalam penelitian. Peneliti melakukan observasi untuk mendapatkan informasi yang akurat mengenai tindakan guru guru didalam kelas dalam proses belajar mengajar. Hasil dari penelitian ini adalah semua guru guru bahasa inggris di SMP N 18 Padang menerapkan beberapa tindakan tindakan dalam menerapkan aturan, umpan balik, pujian, pengaturan tempat duduk, dan kontak mata yang dikemukakan oleh beberapa para ahli.
Key words: classroom management, English teachers’ actions INTRODUCTION
Classroom is one of the places where the teacher and the students do teaching and learning process. In the classroom, teacher has role more than the students do, because she or he not only give knowledge but also should manage the classroom. Evertson and Weinstein in Oliver, Regina M et al (2011:7) states that,”Classroom management has been
defined broadly as any action a teacher takes to create an environment that supports and facilitates both academic and social- emotional learning.” This means that, in classroom management the teacher have to performe the actions that can manage the classroom to improve students’ ability and students’ relationship in teaching and learning process. The phenomenon that the
researcher found when did observation in SMP N 18 Padang were some of the students disturbed their friends when learning process, some of the students did not do assignment or task that the teacher gave and the students did other activities. When the teacher explained the material, the students made class be noisy. The teacher did some actions to obtain students’ concern, such as the teacher said
“attention please”, the students regarded the teacher but it just worked a view minute and also when the class was so difficult to controlled, the teacher stand up in front of the class and finding from where the sound came from and the teacher regarded them. It worked, but only a view minute. the purpose of this research was to describe how the English teachers manage their class at SMP N 18 Padang.
1. Classroom Management
Classroom management is the key of controlling and managing teaching and learning process by the teachers. Rothstein, Carrie and Fischelise Trumbull (2008:3) states that, “classroom management is the set of strategies that teachers and students use to ensure a productive, harmonious learning environment to prevent disruptions in the learning process.” Moreover, to create good classroom management cannot be separated from the actions of the teacher. Ming-Tak, Hue and Li Wai-Shing (2008:4) states that,
“classroom management is teachers’ actions which lead to the creation of a learning environment where positive interpersonal interaction is promoted and effective learning is facilitated.” This means classroom management is all of the actions that the teacher do in the class to build positive environment. Those actions create interaction between students that can promote the effective learning process. According to Mingtak, Hue and Li Wai-Shing (2008:47) states that “there are four major components of classroom management; management of the physical environment, management of learning, classroom procedures and rules, managing discipline
Thereover, According to Garret, Tracy(2014:3) states that,” physical design of the classroom lies in how the classroom is laid out, where the students’ desks are, where the teachers’ desk is, where learning centers
and materials are located, where heavily used items such as the pencil sharpeners are and so on.” Accoding to Mcewan in Mingtak, Hue and Li Wai-Shing, (2008:52) states that,” the provision of explicitly stated rules and guidelines, and practical experience with them, not only helps pupils to understand the school’s expectations but also contributes to their sense of security and academic success.”
With the result that by applying rules in school it can protect the students from dangerous situation, so that the rules was very useful in the classroom. It useful to protect teaching and learning process from bad situations.
Marzano, Robert J, Gaddy, Barbara B et al (2005:44) states that,” secondary tangible rewards are generally are verbal praise and critique, certificates, reward field trips.” From these rewards, the researcher explained about praise. Praise is one of the actions from the teachers in the classroom.
with the result that in this research, the researcher do research about praise also.
Emmer, Evertson, and Worsham Marzano in Marzano, Robert J, Gaddy, Barbara B , et al (2005:35) states that,” list a variety of teacher reactions that include make eye contact, use a physical signal, provide the student with a simple verbal and state the desired appropriate behavior.” Marzano in Marzano, Robert J, Gaddy, Barbara B , et al (2005:48) states that,” the behaviors are organized into three strands: response opportunities, feedback, and personal regard.” From the explanation above, the researcher investigate about praise and feedback.
2. English Teachers’ Actions
The action of the teacher is the tactics that the teacher does in the class to managing her or his classroom to create good classroom environment. Wright in Hall Graham (2011:22) states that,” any action in the classroom by the teachers or learners can elicit a variety of possible responses, ranging from the expected to the unexpected.” Its’
means that, the actions of the teacher determine response that teacher receive about classroom management in school environment. Start from positive comment to negative.
According to Marzano, Robert J, Barbara B. Gaddy et al (2005:101) states that,
“the actions a teacher can and should take regarding classroom management are numerous.” That is to say the action of the teacher is very needed in the classroom to create active, positive, safe, and successful learning environment. To create all of those the teacher must be able to does any actions in their classroom. The teacher have many ways to apply the rule in the class that supported by some experts such as California Department of Education (2000:12) states,”
let’s look at how a point system might be used initially to foster rule following. Points for following class rules may be use at the elementary, junior high, or high school level.
To implement this program:
1. Prepare and post a chart containing five to seven classroom rules stated positively. For example, the rules might be (1) be in your seat when the tardy bell rings. (2) pay attention. (3) raise your hand for permission before speaking. (4) work quietly at your desk.
(5) leave your seat only with the teacher’s permission. (6) you may have gum and food outside of class only.
2. Points can be given in a variety of ways.
Moreover according to Mingtak (2008:55) states,”a checklist for effective classroom rules. (1) Explain clearly the rationale behind the rules and the consequences of not following them. (2) Apply the rules to all. (3) Display the rules in an appropriate place. Second, Feedback is the activities that the teachers do wherewith students. It is very needed for the students, because feedback give contribution to the students to be the better human. To supply feedback, the researcher must know how to provide feedback in the right way. It is supported by Kapalka (2009:37) states, “there are several ways to give positive feedback:
1. Verbal ways to do so include saying thing such as “thank you” “great job!” ”cool!”
“way to go” “i like it when you do what i ask” and “i really appreciate when you listen to me”
2. Non verbal ways, such as smile, a wink, or a gentle pat on the shoulder.
Based on the expert above the teacher can apply the verbal ways and non verbal ways that have different ways in apply
feedback in manage the class. Moreover Knoff (2012:119) states, “when giving performance feedback, the teacher need to make sure that the feedback is:
1. Focused and reinforcing students’
successful use of the social skill or on correcting an inaccurate and incomplete social skill demonstration
2. Positive, emphasizing what was done well and what can be done well next time.”
Seating arrangement will help the students in the class to set eyes and hark the activities in the class well. Some experts that tell about how do seating arrangement in the classroom are Powel (2009:4) states, “there are several basic desk arrangement that teacher rotate between:
1. Rows(straight or angled) 2. Modified u(horseshoe) 3. Groups or teams
Eyes contact is the action that the teachers do in the class to manage the class, there are some experts that talking about eyes contact shepherd (2015:151) states, “these cues might include hand gesture, facial expression, and eye contact. The following are examples of signal interference technique:
1. Putting finger to your lips to indicate quiet
2. Shacking your head slowly to indicate disapproval
3. Making eye contact with a student who is talking to a classmate
4. Pointing to a seat when a student is wondering around
5. Holding up a hand to stop a students from calling out
6. Making a thumbs up gesture for approval or a thumbs down gesture for disapproval 7. Holding up the number of fingers that
corresponds to the number of a classroom rule being broken
8. Teachers can use non-verbal signal such as smile and nods.
Moreover Mendle in Tauber (2007:300) reveals that,”when you repeat a rule or deliver a consequence to students look directly into the eyes of the students and capture his eyes with yours.” In here the expert tell if the teacher want to apply eye contact to the student the teacher can regard students directly and capture their eyes.
Based on the explanations from the experts above, the researcher concludes that
there are so many tricks to apply eye contact in the class. each of the experts has different opinions to apply the rule in the class, even they have different ways, but they have similar goal. There are different function but it can apply in the class to produce eye contact, in this research the researcher took all of those. All of the students need praise to improving their learning spirit. Several experts that give the ways to apply praise to the students. This supported by Pierangelo (2008:14) states, “the following strategies provide some guidance regarding the use of praise:
1. Provide praise immediately 2. Vary the statement given as praise METHOD
In this research the researcher used the design of basic interpretive studies.
Interpretive study was chosen because the researcher wanted to describe the fact and understanding about teachers’ action in managing their classroom at SMP N 18 Padang. The researcher used total sampling In this research. Total sampling was a part of purposive sampling, so that the researcher took all of the English teachers as the participants. The group of this research is English teachers. Its’ mean in this research the researcher took all of the English teachers as the participant. The English teachers in SMP N 18 were four English teachers. From this research the researcher found all of the English teachers at SMP N 18 Padang used various actions in manage the class and concerning with the opinions from the the experrts.
FINDINGS
in this research the researcher found some actions that used by the English teachers in SMP N 18. In applied rule in the class, the English teachers in SMP N 18 Padang did some actions. According to Hensen In Wiseman (2014:25), California Department of Education (2000:12), Mingtak (2008:55) there are thirteen actions in applied the rule in the class but in this research the resaercher found some of the actions that applied in the class with all teachers were; (1) apply the rules to all. (2) display the rules in an appropriate place.(3) asking pay attention.
(4) ask students to raise your hand for
permission before speaking. (5)ask students work quietly at your desk, discuss the class rules with the students and modify any rules.
Moreover by used the rules above the teacher should gave feedback to the students, according to Hensen In Wiseman (2014:25), California Department of Education (2000:12), Mingtak (2008:55) there were four feedback that should the teacher applied to manage the class. In this research, the researcher found several actions from four actions in gave feedback that the English teachers in SMP N Padang did, there are (1) the teacher says “thank you” “great job!” ”cool!” Way to go” “i like it when you do what i ask” and “i really appreciate when you listen to me”. (2) the teachers also did non verbal ways, such as smile, a wink, or a gentle pat on the shoulder. Best on the video show, it show the students’ spirit when the teacher gives positive feedback for them. The next (3) Focused and reinforcing students’
successful use of the social skill or on correcting an inaccurate and incomplete social skill demonstrations.
Where the researcher took the video the researcher felt the differences of vary of seating arrangement. According to Powel (2009:4), Mingtak (2008:48), California Department of Education (2000:8) there are twelve actions that could the teacher applied in the class. In this research, the researcher found three actions from the teacher in manage the class.(1) First the teacher arrange the students’ desk like rows(straight or angled). (2) organize students in rows or a straight-sided u shape ( u) for teacher-led instruction. (3) provide for small-group work centers and/or reward areas. Therefore, the other action that the teachers used was eyes contact.
Moreover, According to shepherd (2015:151), Mendle in Tauber (2007:300), scrivener (2012:64) there are twelve actions taht couuld the teacher applied in the class to applied eye contact. In this research of manage the class, the teachers did several actions to made the students interest or made the students and teachers’ relationship be better. There were some actions that used by teachers; (1) the teacher is putting her finger to her lips to indicate quiet. (2) the teacher is shaking her head slowly to indicate disapproval. (3) the teacher is making eye contact with students who is talking to a
classmate. (4) the teacher is making a thumbs up gesture for approval or a thumbs down gesture for disapproval. (5) teachers use non verbal signal such as smile and nods, and look directly into the eyes of the students and capture his eyes with yours.
Not only that the teachers used praise as well. According to Pierangelo (2008:14), Woolfolk (2013), Partin in shepherd (2015:140) there were seven actions to apply praise in the classroom. In this research the researcher found all teachers gave praise to the students like smile and said very good, excellent, but there were include to feedback. From the videos given, the teacher that applied praise as the criteria that the experts given only one teacher. There are action that she applied (1) provided praise immediately. (2) gave vary the statement given as praise. It was like simple but it so important to use in manage the class.
CONCLUSION
Based on the research question that stated in chapter I previously, the purpose of this research was to explore how the English teachers manage the classroom at SMP N 18 Padang. In collected the data about English teachers’ action, the researcher did this research at SMP N 18 Padang. The participants in this research were four English teachers in SMP N 18 Padang. In this research, the researcher chose trough total sampling. In collecting the data it was done trough observation where the researcher took video when teaching and learning process. It chose because video collected deep information.
In which, this research was done in order to get how the English teachers manage the classroom. The researcher took on video as long as 3 weeks because the researcher took the videos three times. The researcher took videos in the similar class for one teacher. For the teacher A the researcher took videos in the VII-8 class, teacher B the researcher took videos in VIII-3 class, teacher C the researcher took video in the VIII-6 class, and the last participant D, the researcher took videos in the VIII-8 class, so that the researcher came to four classes, there were VII-8, VIII-3, VIII-6, VIII-8. During interview, the researcher recorded it by used
hand phone Oppo R815, Camdig Sony and SLR Canon.
After getting all of the videos, the researcher analyzed the data by read the checklist, then the researcher reread the checklist and watch the video to get the actions, than the researcher transcribed the actions, finally the researcher made the category of the actions based on the checklist given. The teacher did Feedback. Those were the teacher says “thank you” “great job!”
”cool!” “way to go” “i like it when you do what i ask” and “i really appreciate when you listen to me”. Focused and reinforced students’ successful used of the social skill or on corrected an inaccurate and incomplete social skill demonstration.
The teacher applied seating arrangement. Those were rows(straight or angled), organized students in rows or a straight-sided u shape ( u) for teacher-led instruction, provided for small-group work centers and/or reward areas. The teachers also used eyes contact. Those were the teacher was shaking her head slowly to indicate disapproval, the teacher was putting her finger to her lips to indicate quiet, the teacher was making eye contact with students who was talking to a classmate, the teacher was holding up a hand to stop a students from calling out, the teacher was making a thumbs up gesture for approval or a thumbs down gesture for disapproval, teachers used non verbal signal such as smile and nods, looked directly into the eyes of the students and capture his eyes with yours, the teacher kept in regular contact with people in the class even when doing focused with tasks such as writing on the board, allowed her eyes contact to remain relax, warm, and unthreatening (rather than cold and starring).
The teacher applied praise.
Those were the teacher provided praise immediately, the teacher vary the statement gave as praise. . In this research the researcher sugges to all of the teachers for more attention to measures that can improve the quality of classroom management, and also to head master of SMP N 18 Padang to do workshop to the english teachers about classroom management. That for the english teachers in SMP N 18 Padang can manage
the class be the bes
ACKNOWLEDGEMENTS
The researcher would like to express her deepest gratitude to her advisors Ms. Sri Imelwaty, P.hD and Mr. M. Khairi Ikhsan,
M.Pd who gave their valuable time, guidance, suggestion, support and comment during the process of finishing this article.
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