Learning process can influence the result of the students‟ achievement

THE CORRELATION BETWEEN PHYSICAL CLASSROOM

MANAGEMENT AND THE STUDENTS’ ENGLISH ACHIVEMENT TO THE ELEVENTH GRADE STUDENTS OF MA MAARIF BALONG PONOROGO

IN ACADEMIC YEAR 2016/2017 THESIS

By:

PUJI NURJANAH NIM: 210913016

ENGLISH EDUCATION DEPARTMENT FACULTY OF TEACHING AND EDUCATION

STATE INSTITUTE OF ISLAMIC STUDIES

(IAIN) PONOROGO

2017

CHAPTER I INTRODUCTION A. Background of the Study

The students spend their half of activity with learning process in the classroom to get the new knowledge and experiences. The students will enjoy and feel motivated to join the lesson when they are comfortable in the class.

The teachers must be creative to manage and create the good atmosphere in the classroom. Classroom environment encompasses a broad range of educational concepts, including the physical setting such as the tools position, desk arrangement, lighting, and wall pictures.

While studying in the classroom students need to feel comfortable and safe. Learning process can influence the result of the students‟ achievement.

Besides, learning is the development of new knowledge, skills, or attitudes as an individual interacts with information and the environment. The learning environment includes the physical facilities, the psychological atmosphere, instructional methods, media, and technology.¹ So that, teachers must pay attention toward classroom condition in order students motivated to study in the class.

In teaching and learning English as a foreign language, to get good English achievement, the students need something to support them in learning.

1 Robert Heinich, et al., Instructional Media and Technologies for Learning (New Jersey: Upper Saddle River, 2002), 6.

The students will be motivated if theyare supported by the good condition in the classroom. The learning environment stimulates students‟ engagement in the learning process and influences their behavior.

The importance of the students feeling enjoy in the class is increasing the students‟ motivation in the learning process. When the students motivated in their learning process,it can improve their achievement. It is supported by Dollar and Miller that the effectiveness of study behavior influencedby themotivation, cue, response and reinforcement. It hasmeant that the students must want something, notice something, do something, and must get something.²

It is important for the teachers to create the good atmosphere and physical condition in the classroom in order to help the learning process become conducive. The teachers‟ ability to create well-managed physical and psycho-social environments can make the difference between a calm and functioning classroom and a classroom in chaos.³

From student‟s point of view, effective and successful classroom management provides the students with opportunities to socialize while learning interesting content. From a teacherpoint of view, effective classroom

2AbinSyamsudinMakmun, PsikologiPendidikan(Bandung: PT RemajaRosdakarya, 2002),164.

3ILFE, Practical Tips for Teaching Large Classes; A Teacher’s Guide (UNESCO:2000), 5.

management involves preventive discipline and interesting instruction.⁴So that, the good condition in the classroom is very important for both students and teachers during learning process.

Ideally, a class is held in a bright, clean, well-equipped room that accommodates every student comfortably and allows them to move around and work well either individually or in groups. To encourage active learning and student involvement, seats are arranged so students can see each other as well as the teacher.⁵ This statement explains that the physical classroom condition has influences toward students‟ activity in the class.

The teacher must pay attention to the classroom‟s physical environment. The seating arrangement, wall decorations, bulletin boards, special reading areas, learning centers, and posters all attribute to the classroom‟s emotional tone.⁶ This entire element also influences the students feeling in the class. When the students feel comfortable in their classroom, they are motivated in learning process.

Eric Jensen explains in his book, the factors correlated students‟ achievement includes temperature, acoustic, lighting, seat arrangements, and

4QaiserSuleman, IshtiaqHussain, “Effect of Physical Classroom environment on the Academic Achievement scores of secondary school students of Kohat Division Pakistan,”

International Journal of Learning and Development, Macrothink Institute, (Journal Vol. 4 No. 1, 2014), 72.

5ILFE, Practical Tips for Teaching Large Classes; A Teacher’s Guide (UNESCO:2000), 5.

6 Ronal L.Partin, The Classroom Teacher’s Survival Guide; Practical Strategies, Management Techniques, and Reproducibles for new and Experienced Teachers (USA:2009), 21.

social condition.⁷It means the physical classroom condition influences students‟ achievement. Therefore, the teachers must be creative in managing and creating the good atmosphere in the classroom.

Besides, based on the result of interview between the writer and English teacher at MA.MaarifBalongPonorogo, Mr. BustanulArifin on Wednesday, 2^nd November 2016, in this academic year teachers has some problems about student‟s behavior in the classroom and their achievement especially in English subject. It can approve by the researcher observation that found some problems in the class such as students not feel comfort and bored in the class during learning process. According to the theories above, the researcher argues that all of the problems cause of the classroom management that conducted by the teachers.

The goal of this research is to know the correlation of physical classroom management and students‟ English achievement. So, the researcher took a title:“The Correlation Between Physical Classroom Management and Students’ English Achievement To the Eleventh Grade Students of MA MaarifBalongPonorogo in Academic Year 2016/2017.”

7Eric Jensen, Guru Super & Super Teaching: Lebih Dari 1000

StrategiPraktisPengajaran Super,Terj. Benyamin Molan (Jakarta: PT Indeks, 2010), 12.

B. Limitation of the Problem

To make the problem clearly, it is necessary for the writer to limit the problem. The limitation of the problem as the follows: the relationship between physical classroom management of seat arrangements and classroom sight and the students‟ English achievement in the eleventh grade students of MA MaarifBalongPonorogo in academic year 2016/2017.

C. Statement of the Problem

The research concerns the phenomenon of correlation between physical classroom management and students‟ English achievement.

Therefore, the research problem is formulated as follow:

Is there any significant correlation between physical classroom management and student‟s English achievement to the eleventh students of MA MaarifBalongPonorogo in academic year 2016/2017?

D. Objective of the Study

Concerning with statement of the problem, this study is to investigate the relationship between physical classroom management and student‟s English achievement to the eleventh grade students of MA MaarifBalongPonorogo in academic year 2016/2017.

E. Significances of the Study 1. Theoretical significance

Theoretically, this study aims to prove the truth about the theory that explains that there is a relationship between physical classroom management and students‟ English achievement.

2. Practical significance

The result of this study is expected to be beneficial for:

a. The teachers

To the teachersespecially the teacher English of MA MaarifBalongmore attention how to manage the physical condition of the classroom such as the arrangement of the students‟ desks, tools position, and the wall pictures in order to the students feel comfortable in the class.

b. The students

To the studentsespecially studentsof MA MaarifBalongwill be more interested and motivated in the learning process. They also feel comfortable in the class and get their good achievement.

c. The researcher

This study increases the researcher‟s knowledge and experience about organizing physical classroom appearance especially in students seating arrangement and classroom decoration.

d. The readers

These studies expected to give contribution to the readers especially for the students of English Education Department in the Institute Islamic Studies of Ponorogo. It can enrich references to the readers who want to conduct research.

F. Organization of the Thesis

The organization of thesis is given to make the readers understand the contents of the thesis. This research report will be organized in five chapters interact one each others. They are:

Chapter I is introduction. This chapter consists of the background of study, limitation of the problem, statement of the problem, objective of the study, and significances of the study.

Chapter II is review of related literature. It consists of theoretical background, previous study, theoretical framework, and hypothesis.

Chapter III is research methodology. It covers research design, population, samples, instruments for collecting data, technique of data collection, and technique of data analysis.

Chapter IV is research result. In this chapter, give explanation about the research location, data description, data analysis, and discussion.

Chapter V is closing. This chapter consists of the conclusion from the first until fourth chapter and the recommendation.

CHAPTER II

REVIEW OF RELATED LITERATURE

A. Theoretical Background

1. Physical Classroom Management

a. The Definition of Classroom Management

Classroom management is a critical part of effective and successful instruction. Effective classroom management, which initiates with well- organized and efficient lesson planning preparation, helps a teacher to teach and students to learn.⁸ The classroom management has important role in creating effective classes while learning process. Teachers cannot teach and students cannot learn in a classroom plagued with disruptions. Therefore, the teachers must be active and creative in managing classroom.

The management of physical classroom is one of the some kinds of classroom management. One of the simplest principles of classroom management centerson the physical environment for learning that is the classroom itself.⁹

8QaiserSuleman, IshtiaqHussain, “Effect of Physical Classroom environment on the Academic Achievement scores of secondary school students of Kohat Division Pakistan,”

International Journal of Learning and Development,Macrothink Institute, (Journal Vol. 4 No. 1, 2014), 72.

9 H. Douglas Brown, Teaching by Principles an Interactive Approach to Language Pedagogy second edition (San Francisco State University, 2000), 192.

The most important thing in increasing students comfort is the arrangement of their desks. Galton in Steve Higgins proves that Rows of the desks considered being appropriate to individual work and increasing time on task. Another research conduct by Wheldall et, al shows that less attentive and less successful pupils are particularly affected by the desks arrangement with their on-task behavior increasing very significantly when seated in rows instead of at tables.¹⁰ Their spaces with their friends are also influences their activities.

b. The Categories of Physical Classroom Management

H. Douglas Brown explains four categories of the physical environment of the classroom as follows:¹¹

1. Sight, sound and comfort

Decorating a classroom with some kind of warmth can help promote a sense of comfort and security.¹²It is important to create an aesthetically pleasing classroom environment. Placing posters, pictures, and student work on the wall helps students feel that the room is a welcoming, comfortable place to be.¹³ This aspect can include posters that express the

10 Steve Higgins et al,”The Impact of School Environment:A Literature Riview,”University of Newcastle(Design Council :2005),26.

11H. Douglas Brown, Teaching by Principles an Interactive Approach to Language Pedagogy second edition (San Francisco State University, 2000), 192.

12Jessica L. Bucholz, Julie L. Sheffler, “Creating a Warm and Inclusive Classroom Environment: Planning for All Children to Feel Welcome,” Electronic Journal for Inclusive Education, (Journal Vol. 2, No. 4 )(Spring/Summer 2009), 2.

13 Tracey Garet, Effective Classroom Management-The Essential (Columbia University :Teacher collage, 2014),18.

values and class norms; o‟clock;and picture that includes materials or picture that students like can makes class look comfortably for learning places.

The layout of classroom is very important to create the effective class. Adding symbolic objects to a classroom can positively affect student performance.¹⁴When the students not interest to their classrooms, it can makes them feel bored an inattentive to the lesson. Moreover, when the class looks dirty and untidy it makes the students uncomfortable in the class. It is important for the teachers to decor the class beautifully in order to make the students interest to the classroom.

In regards to sound, teachers must be mindful of this element in the classroom. Sound can play a very important role in the attention and success of students. Things such as a noisy hallway or a student tapping their pencil repeatedly on the desk can greatly distract a student.¹⁵ Therefore, the students cannot focus to the lesson because of the noisy sound. A series of research studies by University of Florida professors GariSiebein and Carl Crandell revealed that noisy classrooms seriously

14SapnaCheryan et al,”Designing Classroom to Maximize Students Achievement,”

Education, (Journal Vol. 1(1) 4–12) (2014), 7.

15Ryan Hannah, “The Effect of Classroom Environment on Student Learning,”

Western Michigan University, (December, 6 2013), 16.

impair students‟ learning.¹⁶ To promoting the students concentration, the teacher would be to turn on some music quietly for them to listen while they work.¹⁷

Along with sight and sound, light can play a major role in the students comfort. Classroom with minimal windows and minimal outside light increase student depression. Edward and Torcelli in SapnaCheryan journals explain that the students exposed more natural light in their classrooms perform better than students exposed to less natural light.

Benya also explains that although incorporating more daylight into classrooms may be beneficial, it should be done carefully, to avoid visual discomfort and temperature increases ¹⁸

Another aspect of the classroom that is difficult to control but can play a large in keeping students‟ comfort in the classroom is temperature.

Temperature and ventilation systems inside classroom are crucial factors that affect classroom learning environment. Classrooms too cold or too hot negatively affect students‟ performance and concentration, as they feel uncomfortable in such condition.¹⁹

16Ronal L.Partin, The Classroom Teacher’s Survival Guide; Practical Strategies, Management Techniques, and Reproducibles for new and Experienced Teachers (United States of America: 2009), 10.

17Ryan Hannah, “The Effect of Classroom Environment on Student Learning,”

Western Michigan University, (December, 6 2013), 16.

18SapnaCheryan et al,”Designing Classroom to Maximize Students Achievement,”

Education, (Journal Vol. 1(1) 4–12) (2014), 5.

19QaiserSuleman, IshtiaqHussain, “Effect of Physical Classroom environment on the Academic Achievement scores of secondary school students of Kohat Division Pakistan,”

2. Seats arrangement

The arrangement of seating is one major variable in the classroom management. Teachers like to arrange their classroom layout for the largest students benefit. Students need to focus and see what is going on in the classroom. In the traditional arrangement of students‟ desks and chairs, students in the front and in the middle of class are more likely to participate and be called-on by the teacher. Therefore, well-planned seating arrangements help maintaining the students focus and encourage the students to pay attention and participate to the lesson.²⁰Ideally, the arrangement of students‟

desks should not be permanent, except for large lecture halls or laboratories.

The purpose of the learning activity should dictate the most favorable seating pattern.²¹

Although arrangements will vary according to the type of lesson, age of pupils and nature of activity, it is important that initially teachers decide where children should sit.²² The seating pattern should both maximize the opportunity to focus on a task and actively listen, as well as minimize

International Journal of Learning and Development,Macrothink Institute, (Journal Vol. 4 No. 1, 2014), 72.

20Joyce McLeod, The Key Element of Classroom Management: Managing Time and Space, Students Behavior, and instructional Strategies (USA: ASDC Publication, 2003), 7.

21 Ronal L.Partin, The Classroom Teacher’s Survival Guide; Practical Strategies, Management Techniques, and Reproducibles for new and Experienced Teachers (United States of America: 2009), 3.

22Colin J Smith, Robert Laslett ,Effective Classroom Management; a Teachers’

Guide (London: Routledge, 1993), 4.

transition time between activities.²³ Therefore, the teachers must mindful to arranging the students‟ chairs and desks.

The teachers must organize the teachers‟ desk well and placing the blackboard or whiteboard in right place that students can see the board clearly.

It is alsosupported by Robert J.Marzono that all students should be able to easily see this area without having to stand or move their chairs too much.²⁴ The teachers can increase students‟ involvement in lessons by making sure students have enough space among them to be able to focus on the lesson.²⁵So that, both the teachers‟ desks and the students‟ chairs and desks, must arranged well.

3. Chalkboard

The chalkboard influences classroom-learning activity. It gives students added visual input along with auditory. It allows the teachers to illustrate with words and pictures, graph and charts.²⁶Chalkboard helps the learning become effectively because the teacher can use the chalkboard as media in learning process.Besides, the teachers must organize the chalkboard right position in order to students can see the chalkboard clearly.

23Carol Cummings, Wining Strategies for Classroom Management, (USA: ASCD, 2000), 40.

24Robert J. Marzono, et.al Classroom Management That Work (USA: ASCD, 2003), 94.

25 Tracey Garet, Effective Classroom Management-The Essential (Columbia University: Teacher collage, 2014), 17.

26H. Douglas Brown, Teaching by Principles an Interactive Approach to Language Pedagogy; second edition (San Francisco State University, 2000), 194.

4. Equipments

The arrangement of students‟ desk is not the only important component of the classroom‟s physical layout. The teacher also needs to decide where to place desks, any additional tables, or other furniture, computer or other equipment, materials and supplies that students use regularly.²⁷

We glimpse various artifacts in the classrooms-furniture such as a blackboard, teachers‟ table, and students‟ desks, paper materials such as teachers‟ notes and books, equipment like “teaching aids,” writing implements.²⁸ All of that equipment is necessary to helps students learning process in the class.

The teacher must pay attention to the equipment places in order to make the students feel comfort in their learning activity in the class. If the size of the class is small, the teachers must arrange the equipment properly in enough space. So that, the teachers must sure that:

- The room has outlets

- The equipment fits comfortably in the room

- Everyone can see (and/or hear) the visual/auditory stimulus

27 Tracey Garet, Effective Classroom Management-The Essential (Columbia University: Teacher collage, 2014), 17.

28Tony Wright, Classroom Management in Language Education (New York:

Palgrave Macmillan, 2005), 12.

- Teachers leave enough time before and after class to get the equipment and return it to its proper places.

- The machine actually work - Teacher know how to operate it

- There is an extra light bulb or battery or whatever else that teachers will need if a routine replacement is in order.²⁹

Equipment is necessary to accomplish the goal of the learning.

Facilities and materials for teachers and students, therefore, can be perceived as significant factors for a classroom. Students seem to learn the most when they feel the environment is conducive and supportive.³⁰The arrangement of the equipment also influences the student‟s activity. So that, the teachers must creatively in managing equipment places in the small or large class.

Based on the explanations above, we can conclude that physical environment is all physical aspects in the classroom that can influence learning process. To create an effective class the teachers must creative in managing physical aspect of the class such as seats arrangement, wall decoration, and class equipment.

29H. Douglas Brown, Teaching by Principles an Interactive Approach to Language Pedagogy (San Francisco State University, 2000), 194.

30Wongvanakit Pat, The Study of Classroom Physical Appearance Effects on KhonKaen University English Students Learning Outcome (Thailand: KhonKaen University), 725.

2. Student’s Achievement

a. The Definition of Student’s Achievement

Student‟s achievement is important thing that approved the result of students learning process. Achievement refers to the result of an activity that has been done. It will never produced if someone does not do the learning activities. ³¹

One of the important things after their doing the learning process is their achievement, is it increased or decreased. In the Standards for test construction (APA, 1999) achievement is viewed basically as the competence a person have in a area of content. This competence is the result of many intellectual and nonintellectual variables.³² Achievement also defined as the competence of a person in relation to a domain of knowledge. It means that the student‟s achievement measure their knowledge gained in formal or non- formal education. The student‟s achievement usually indicated by test scores, grade, and degrees.

Achievement done successfully with the student‟s effort. Therefore, the students must decide their goals in learning process. According to Oxford pocket dictionary, achievement is the gaining or reaching something by efforts and getting something done. While Oxford Advanced Learner‟s

31 Joyce McLeod, The Key Element of Classroom Management: Managing Time and Space, Students Behavior, and instructional Strategies (USA: ASDC Publication, 2003), 15.

32 Salvador Algarabel and Carmen Dasí, “The definition of achievement and the construction of tests for its measurement:A review of the main trends,” Sección De Metodología, (Journal) Psicológica 22, 43-66 (2001), 44.

dictionarydefines achievement as a thing done successfully, especially with effort and skill.³³ It means that the students must work hard in their assessment in order to get high score.

b. English Achievement

English achievement involves four language skills; they are listening, reading, speaking, and writing. To know the learner‟s English achievement, teacher should do the evaluation. The achievements of four skills are discussed as follow:

1. Listening

Listening activity is the way of learning the language. It gives the learner information from which to build up the knowledge necessary for using the language. The process of listening performance is the invisible, inaudible process of internalizing meaning from the auditory signals being transmitted to the ear and brain. In other means, listening process is a spoken or written response from the student that indicates correct or incorrect auditory processing.³⁴

To make evaluation of learners‟ listening, it can be used the test.

Teachers can use some kinds of task such as; information transfer, fill in the gab based on audio and answer question.

33A S Hornby, Oxford Advanced Learner’s Dictionary of Current English Fifth Edition, Edit. Jonathan Crowther (New York: Oxford University Press, 1995), 10.

34 H. Douglas Brown, Language Assessment: Principles and Classroom Practices (Longman: San Francisco State University, 2004), 118.

2. Speaking

From a pragmatic view of language performance, listening and speaking are almost always closely interrelated.³⁵ Speaking is a process conveying meaning (spoken message) from one to another person by using verbal or non-verbal symbols. When someone wants to give spoken message, it‟s important to listen carefully what the informant said. Besides, we need to be fluent users of language in order to handle the communicative demands of day-to-day interactions outside of the classroom.³⁶

Assessing speaking is challenging, however, because there are so many factors that influence our impression of how well someone can speak a language, and because we expect test scores to be accurate, just andappropriate for our purpose.³⁷Some examples of assessing speaking are telling story, dialogue, and speech.

3. Reading

Reading is a process of readers combining information from a text and their own background knowledge to build meaning.³⁸ So that, the reading activity, is so important for the studentsto increase their fluently in reading ability. In studies addressing factors related to growth in the ability to read

35Ibid.,140.

36 Betsy Parrish, Teaching Adult ESL: A Practical Introduction, (New York: McGraw, 2004), 100.

37 J Charles Alderson, Lyle F Bachman series Editor. Assessing Speaking (New York:

Cambridge University Press, 2009), 1.

38David Nunan, Practical English Language Teaching:Reading, (New York: McGraw- Hill, 2008), 2.

words, development in word reading was found to be related to: home literacy environment; concept of a word in print; rhythm; letter knowledge; phonemic manipulation, and Rapid Automatized Naming (RAN); and phonological awareness, orthographic knowledge, and morphological.³⁹ It means that the students‟ reading behavior and their environment influence toward their reading ability. Many ways to assessing students reading ability such as fill in the gap, multiple choices, picture cued item, and matching tasks.

4. Writing

At the university level in particular, writing is seen not just as a standardized system of communication but also as an essential tool for learning.⁴⁰Therefore, the writing skill is so important for the students to learning language well. As the writers, students must pay attention to their paragraph, is it readable and understandable or not. The purpose of readable and understandable paragraph is the readers know what the meaning and messages of the paragraph that written by the writers. The ultimate goal of learning to write is, for most students, to be able to participate fully in many aspects of society beyond school, and for some, to pursue careers that involve extensive writing.⁴¹

39 Richard E. Mayer, Patricia A Alexander, Handbook of Research on Learning and Instruction (New York: Routledge Taylor & Francis Group, 2011), 18.

40 Sara Cushing Weigle, Assessing writing (Cambridge: Cambridge University Press, 2002), 5.

41Ibid., 4.

Examining the students writing ability is not easy the teacher must choose the effective method in order to measure the student‟s ability. The teacher can use some types of examining student‟s writing skill, such as arrangement text, fill in the gap, and writing paragraph.

3. The correlation between Physical Classroom Management and Student’s Achievement.

Physical environment refers to physical characteristics of the room.

Physical classroom environment is a combination of different things i.e., lighting, temperature, ventilation system, size of the room, floor, walls, desks, chairs, rugs, whiteboards, and computers. Teacher and students are considered the main elements of the classroom environment.⁴² The physical condition of the class influences toward learning activity. Each of these can impact a student‟s focus and achievement. They can also affect a teacher‟s attitude. Included in each of these elements of the classroom is the emotional environment. The way in which a teacher organizes their class, or how they control it, will yield positive or negative consequences for their students. If a teacher in unmotivated or negative there will be a direct impact on the

42QaiserSuleman, IshtiaqHussain, “Effect of Physical Classroom environment on the Academic Achievement scores of secondary school students of Kohat Division Pakistan, 72.

students within the classroom. Similarly, if a teacher is motivated and positive they will likely have a beneficial impact on their students as well. ⁴³

The placement of the student‟s chairs and desks also has big influence to the student activities. When the students has good places in their studying environments‟ they can enjoy their learning process, surely it‟s also has influence to their achievements. In the traditional arrangement of students in rows of desks and chairs, students in front and center are more likely to participate and called on by the teacher. Therefore, well-planned seating arrangements help maintaining their focus encourage these students to pay attention and participate to the lesson.⁴⁴

It can be conclude that the physical classroom management has many aspects such as the student‟s desk, class decoration, lighting, and equipment.

All of them must sets conductively in order to create good environment.

When student‟s feel comfort in their classroom they are motivated in learning.

Surely, classroom learning process influences student‟s achievement.

In sum, it can be argued that there is any correlation between physical classroom management that conducted by the teachers and the student‟s achievement. Therefore, if the teacher is unmotivated and uncreative in managing classroom condition there will be direct impact to the

43Ryan Hannah, “The Effect of Classroom Environment on Student Learning,”

Western Michigan University, (December, 6 2013), 1.

44Joyce McLeod, The Key Element of Classroom Management: Managing Time and Space, Students Behavior, and instructional Strategies (USA: ASDC Publication, 2003), 7.

students‟attitude and their achievements.On the other hand, if the teacher is motivated and creatively in managing classroom, they will likely have a beneficial motivation on their students as well.

B. Previous Study

Some studies that can support and become the sources of this research some of those are:

Kartikawati conducted a research entitle “The Correlation Between Teacher’s Classroom Management and English Achievement to The Tenth Grade Students of SMAN 1 Balong Ponorogo in Academic Year 2012/2013”.

The result of her research is (1) Teacher applied well in term classroom management in teaching English (2) In globally the student‟s English achievement is good. It shownby increasing student‟s scorefrom 65 on mid- semesterto 81 on final semester. (3) There are significant correlation between teacher‟s classroom management and students‟ English achievement.

AriniHepiRohmah conducted a research entitle “The Effect of School Facilities on Student’s English Achievement at the Tenth Grade Students of SMA N 1 JenanganPonorogo in Academic Year 2015/2016”. The result of this research there is significant effect of school facilities on student‟s English achievement with quantification; R=0.207. It implies that the independent variable X (school facilities) gives 20.7% contribution on the dependent variable Y (student‟s English achievement), then 79.3% influenced by other

factors. Then, the equationnal regression model is Y=0.051B – 0.0927X. so it can be concluded that H_a was accepted and H_o was rejected.

QaiserSuleman and IshtiaqHussain conduct the research entitle Effect of Classroom Physical Environment on The Academic Achievement Scores of Secondary School Students InKohat Division, Pakistan. The result of this study there is significant effect of classroom physical environment toward student‟s academic achievement. The students of experimental group obtained high scores as compared to the students of control group. Retention of the students of experimental group was found significantly better than that of the students of control group. In addition, the students of experimental group were found more motivated, interested, and attentive during the treatment. It‟s concluded that if the students feel comfortable within classroom, then they will have much concentration on the lesson taught to them, that is why they will get more information from the teachers, and thus they will obtain high scores.

In this research, the researcher wants to investigate the specific one of classroom management aspect it is the physical appearance. Eric Jensen explains in his book, the factors correlated students‟ achievement includes temperature, acoustic, lighting, seat arrangements, and social condition.⁴⁵Therefore, this study wanted to investigate the relationship

45Eric Jensen, Guru Super & Super Teaching: Lebih Dari 1000

StrategiPraktisPengajaran Super,Terj. Benyamin Molan (Jakarta: PT Indeks, 2010), 12.

between physical classroom management and the students‟ English achievement.

C. Theoretical Framework

A theoretical framework (also called a paradigm or theoretical system) is more abstract than a middle-range theory.⁴⁶ This theoretical framework contains of physical classroom management and student‟s English achievement. Physical classroom management is the teacher‟s concept in managing physical aspect of the classroom such as seats arrangement, wall decoration, lighting, and equipment. While English achievement contains of listening, speaking, reading and writing test that can done by student‟s effort.

Theoretical framework is describes about the regression of the variables which are arranged from any described theories.

Based on theoretical analysis, we know the variable of this research.

Those are:

X: Physical Classroom Management Y: Student‟s English Achievement

From the two variables above, we can conclude the theoretical framework as follows:

46W Lawrence Neuman, Basic of Social Research Quantitative and Qualitative Approach Second Edition (Boston:Pearson Education, 2007), 32.

a. If the teacher is bad in managing physical appearance of the classroom, the student‟s English achievement is low.

b. If the teacher is good in managing physical appearance of the classroom, the students English achievement is high

D. Hypothesis

 Alternative Hypothesis (Ha)

There is significant correlation between physical classroom management and student‟s English achievement to the eleventh grade students of MA Maarif Balong Ponorogo in academic year 2016/2017.

 Null hypo (Ho)

There is no significant correlation between physical classroom management and student‟s English achievement to the eleventh grade students of MA Maarif Balong Ponorogo in academic year 2016/2017.

CHAPTER III

RESEARCH METHODOLOGY A. Research Design

Reedy and Ormrod in Carrie Williams definesResearch as the process of collecting, analyzing, and interpreting data in order to understand a phenomenon.⁴⁷ While research design is best described as the actual structure according to which our study is organized.⁴⁸ To make the research clearly in organized the data, the researcher must decide the research design that will be used. The preparation of such a design facilitates research to be as efficient as possible yielding maximal information. In other words, the function of research design is to provide for the collection of relevant evidence with minimal expenditure of effort, time, and money.⁴⁹

This research applies quantitative method. Quantitative method is a means for testing objective theories by examining the relationship among variables. These variables, in turn, can be measured, typically on instruments,

so that numbered data can be analyzed using

statisticalprocedure. ⁵⁰ Additionally,Aliaga and Gunderson describes

47Carrie Williams, “Research Methods,”Journal of Business & Economic Research, Grand Canyon University,(Journal Vol. 5 No.3, March 2007), 65.

48 Sebastian E. Rasinger, Quantitative Research in Linguistic; Second Edition(London: Bloomsburry, 2013), 35.

49C.R Kothari, Research Methodology; Methods and Techniques; Second Revised Edition (New Delhi: New Age International Publisher, 2004), 14.

50 John W. Creswell, Research Design: Qualitative, Quantitative, and Mixed Methods Approaches Third Edition (USA: SAGE Publication, 2009), 4.

quantitative research is „Explaining phenomena by collecting numericaldata that are analyzed using mathematically based methods (inparticular statistics).⁵¹

According to the explanation above, we can conclude that quantitative method is research that explaining phenomena by collecting numerical data that analyzed using statistic method. Statistics is a body of mathematical techniques or processes for gathering, organizing,analyzing, and interpreting numerical data. Because most research yields suchquantitative data, statistics is a basic tool of measurement, evaluation, and research.⁵² The data must describe specifically and clearly with numerical explanation. Besides, quantitative research based on the real problems and result of phenomena „the truth is out there‟.

This study applies a correlation research. A correlation is the measurement of the co-relationship between two or more variables using correlational statistics to investigate the precise degree of their relationship.⁵³ It means that correlation procedure is a statistical technique for determining relationship between pairs of score. In correlation research, the relationships between two variables are related.It‟s also supported by Creswell in Carrie

51 Daniel Muijs, Doing Quantitative Research In Education(London: SAGE Publication, 2004), 1.

52 John W Best, James V. Kahn, Research in Education Eight Edition (USA: Viacom Company, 1998), 338.

53Muhammad Adnan Latief, Research Methods on Language learning: An Introduction (Malang: UM Press, 2014), 112.

Williams, that correlation as a statistical test to establish patterns for two variables. The statistical analysis of the research question can be conducted through a progression or sequence of analysis using a standard test for correlation that produces a result called “r.”Cooper and Schindler describes the r coefficient is reported with a decimal numeral in a process known as the Pearson Correlation Coefficient.⁵⁴

The research is intended to know is there any significant correlation between physical classroom management that conduct by the teachers and student‟s English achievement or not. The object of this research is the eleventh grade students of MA MaarifBalong in academic year 2016/2017.

The hypothesis offers two variables, those variable are physical classroom management (X) as independent variable and student‟s English achievement as dependent variable. The researcher tries to express phenomenon by collecting data from natural research to understand phenomenon and to get conclusion after observing the fact. The result of collecting data will be treated as the data of this research prove the hypothesis that formulated.

B. Population and Sample 1. Population

54Carrie Williams, “Research Methods,”Journal of Business & Economic Research, Grand Canyon University, (Journal Vol. 5 No.3, March 2007), 67.

The populationdefines the group of people we are generally interestedin; however, it does not necessarily mean all people. More specifically, the population refersto a group of people who share certain characteristics.⁵⁵Kultar Singh defines population is a group of individuals, object or items from among which samples are taken for measurement.⁵⁶It means that population is the large group set up of object or subject that has characteristic and quality that researcher used to conduct the research.

The population of this study is the second grade students of MA MaarifBalong in academic year 2016/2017. There are 43 students at eleventh grade students of MA MaarifBalong whom divided into two classes. Namely, class A there are 22 students consists of 8 males and 14 females, and in class B there are 21 students consists of 11 males and 10 females.

2. Sample

Webster in KultarSinghs‟ book defines sample as a finite part of statistical population whose properties are used to make estimates about the population as a whole. When dealing with people, it can be defined as a set of target respondents selected from a larger population for the purpose of a

55 Sebastian E. Rasinger, Quantitative Research in Linguistic; Second Edition(London: Bloomsburry, 2013), 44.

56 Kultar Singh, Quantitative Social Research Methods(Los Angles: SAGE Publications, 2007), 88.

survey.⁵⁷According to the definition of sample, we can conclude that sample is small number of whole population or small part of population.

The sample must be representative of the population. There are many methods to get representative sample for accessible population; simple random sampling technique stratified random sampling technique, and cluster random sampling technique.⁵⁸So that, the sampling technique applied in this research is simple random sampling. The sample is directly drawn randomly from the population. In this technique, each member of the population is given equal chance of being selected to become the members of the sample.⁵⁹The researcher used it because the whole students of each class are different.

To determine the respondents for the validity test, the researcher using lottery method. Each member of the population is assigned a unique number.

Each number is placed in a box and mixed thoroughly. Then, the researcher picks numbered tags from the box. All the individuals these picked by the researcher are the samples for this research.

From explanation above, researcher decided to take the sample based on the Sugiyono books that used technique from Isaac and Michael by using 5%

57Kultar Singh, Quantitative Social Research Methods (Los Angles: SAGE Publications, 2007), 88.

58 Muhammad Adnan Latief, Research Methods on Language learning: An Introduction(Malang: UM Press, 2014), 182.

59Ibid., 183.

error level.⁶⁰ The population in this study is 43 students, with 5% error level so the sample of this research is 36 students. The researcher took 18 students of class XIA and 18 students of class XIB.

C. Instrument of Data Collection

Data is most important thing in the research. The researcher has to arrange the instrument and technique that are needed to collect the data. This study using questionnaire method for obtain information from respondent,it is about how is their learning process in the class with the physical classroom management that conducted by their teacher.

Table 3.1

Data Collection Information

Title Variable Indicators Technique Number

60Sugiyono, MetodePenelitianPendidikan; PendekatanKuantitati, Kualitatifdan R&D (Bandung: Alfabeta, 2012), 128.

The

Correlation Between Physical Classroom Management And Students‟

English Achievement to the Eleventh Grade Students of MA Maarif Balong In Academic Year 2016/2017.

Independent variable (X):

Physical classroom management

- Classroom comfortable - Seat

arrangements - Classroom

sight, light and sound

- Right position of the

chalkboard - Placing

equipment in the classroom

Questionnaire 1,2

3,4,5,6,7,8

9,10,11,12 13,14,15

16,17

18,19,20, 21,22,23 Dependent

variable (Y):

Students‟

English achievement

- Students‟

rapport

Documentation __

D. Technique of Data Collection

To get the data it is very important to choose the best technique and instrument. In this research, researcher uses documentation and questionnaire to collect the data.

1. Documentation

Documentation is a method for collecting data that use to save all of information among the research. Documentation also can be used to monitoring all of the research process. In this research, documents that be used are the data about students‟ names, result of the students‟ English achievementto the eleventh grade students of MA MaarifBalong in academic year 2016/2017.

Besides, documentation provides the researcher with information that is support the available data, such as vision and mission, geographical location, and the state of teachers and students of MAMaarifBalongPonorogo.

2. Questionnaires

Questionnaire is a written instrument consisting of questions to be answered or statements to be responded by respondents. It is used to gather information about fact or about opinion/attitude.⁶¹ The questionnaire

61 Muhammad Adnan Latief, Research Methods on Language learning: An Introduction(Malang: UM Press, 2014), 192.

consists of question about the physical appearanceof the classroom and students‟ learning activities. The purpose of questionnaire is to obtain information that relevant to the reliability and validity as high as possible and obtain the relevant information.

This questionnaire can be used to see how big the physical classroom appearance influences student‟s English achievement for eleventh grade students of MA MaarifBalong in academic year 2016/2017.Respondents can fill the questionnaire by selecting the appropriate statement with the condition of their liveliness. In this questionnaire, the respondents only have to choose the answer between the statements strongly agree or strongly disagree.

The questionnaire of this research consists of 35 numbersusing likertscale prepares4 choice answer in each question. Likert scale is used to measure the classroom appearance of sight; light; and sound, seats arrangement, chalkboard, and equipment. Scoring of the items counts as follow:

A (always) = 4 point

B (often) = 3 point

C (sometime) = 2 point

D (never) = 1 point

The good instrument as the measure tool must fulfill the test requirement, such as validity and reliability.

1. Validity

Validity is the most important consideration in developing and evaluating measuring instruments. Validity also define as a measure that provide the actually and validity level of instrument. High or low validity ofinstrument is provide how far the ranging of data. Measurement validity refers to how well the conceptual and operational definitions mesh with each other.⁶²

Validity in quantitative research refers to whether one can draw meaningful and useful inferencesfrom scores on particular instruments.⁶³It means that the good instrument that used by the researcher is valid if the measurement of the data is valid. In this research, the researcher used SPSS 16.0 program from windows to measure the validity of instruments. The step to calculate the validity is as follows:

 Making the table of item analysis of all questions.

 Applying the data into SPSS 16.0 program for windows.

 Making an interpretation of the correlation result (rxy) of each question.

62 W Lawrence Neuman, Basic of Social Research: Qualitative and quantitative Approaches second edition (Pearson Education .Inc, 2007), 118.

63 John W. Creswell, Research Design: Qualitative, Quantitative, and Mixed Methods Approaches Fourth Edition (USA: SAGE Publication, 2014), 297.

The correlation is positive when rxy≥ 0,361, so the question item is valid, and if r_xy≤ 0,361 so the question item is invalid. Finally, the result of the test validity is as follows:

Table 3.2

The Result of Validity Test Question

number

“r”

Calculated

“r”

Criteria

Criteria

1 0.357 0.361 Invalid

2 0.241 0.361 Invalid

3 0.024 0.361 Invalid

4 0.282 0.361 Invalid

5 0.624 0.361 Valid

6 0.534 0.361 Valid

7 0.735 0.361 Valid

8 0.032 0.361 Invalid

9 0.517 0.361 Valid

10 0.614 0.361 Valid

11 0.600 0.361 Valid

12 0.370 0.361 Valid

13 0.422 0.361 Valid

14 0.599 0.361 Valid

15 0.256 0.361 Invalid

16 0.491 0.361 Valid

17 0.240 0.361 Invalid

18 0.409 0.361 Valid

19 0.473 0.361 Valid

20 0.741 0.361 Valid

21 0.527 0.361 Valid

22 0.573 0.361 Valid

23 0.493 0.361 Valid

24 0.333 0.361 Invalid

25 0.527 0.361 Valid

26 0.463 0.361 Valid

27 0.590 0.361 Valid

28 0.370 0.361 Valid

29 0.439 0.361 Valid

30 0.453 0.361 Valid

31 0.102 0.361 Invalid

32 0.538 0.361 Valid

33 0.330 0.361 Invalid

34 -0.434 0.361 Invalid

35 0.357 0.361 Invalid

To test the validity and reliability of the instruments, the researcher took sample 30 respondents from twelve grade students of MA MaarifBalong in academic year 2016/2017 uses 35 items of physical classroom management such as the sight; light and sound of classroom, seats arrangement, chalkboard, and equipment.

From the result of the validity calculation, there are 23 questions indexes of correlation ≥361 there are number 5, 6, 7, 9, 10, 11, 12, 13, 14, 16, 18, 19, 20, 21, 22, 23,25, 26, 27, 28, 29, 30, and 32. Therefore, those valid questions will be used in this research as thequestionnairefor collecting the data.

2. Reliability

Reliability means dependability or consistency. It suggests that the same thing is repeated or recurs under that the same or very similar conditions.It‟s also supported by H. Douglas Brown that a reliable test is consistent and dependable.⁶⁴Its mean that, numerical result produced by an

64H. Douglas Brown, Language Assessment; Principles and Classroom P ractices (Longman: San Francisco State University, 2004), 20.

indicator do not change because of characteristics of the measurement.⁶⁵ If the scores or the results of assessment are provided with evidence of high consistency, then the scores or the results of the assessment convincingly have high degree of reliability/preciseness.⁶⁶ Reliability refers to a notion that an instrument is sufficiently reliable to be used or not, so that a data collection tool such instrument has been good. To measure the reliability, in this research, researcher employed SPSS 16.0 program for windows. The result of reliability calculation is presented in the following table:

Table 3.3

Reliability Statistics

Cronbach's Alpha N of Items

0.840 35

The more reliability coefficient is depressed below and the lower the reliability. Conversely, if the reliability coefficient is near 1,00, the instrument

65W. Lawrence Neuman, Social Research Methods; Qualitative and Quantitative Approaches Fourth Edition (USA: Pearson Education Company, 2000), 116.

66Muhammad Adnan Latief, Research Methods on Language learning: An Introduction (Malang: UM Press, 2014), 218.

is relatively little error and high reliability.⁶⁷ In this research, the calculation of the reliability is 0,840 and near to 1,00. It means that the reliability of the instruments is high.

E. Technique of Data Analysis

After all of data is collected, the next step to be done by researcher is how to analyze those data. In this case, researcher counts the data to answer statements of the problem and try to test the hypothesis. In this research, researcher employed SPSS 16.0 program for windows by using product moment correlation technique by Karl Pearson because the product moment correlation is technique that used to finding the correlation between two variables.

Picture 3.1 SPSS 16.0 for Windows

67 Donald Ari, et al, Introduction To Research in Education (USA: Wadsworth, 2010), 241.

CHAPTER IV RESEARCH RESULT A. Research Location

1. Background of the School

a. Geographical and Status of the School

MA Maarif Balong is one of the education institutions in Ponorogo.

This school inaugurated on 20 July 1987 and located within urban areas, it is Jl. Diponegoro No.5, Jalen village, Balong District, south Ponorogo. This school occupies an area 2089 m² with building large 813 m² . MA Maarif Balong registered as an accreditatedschool with score 90.00. The status is A.

The statistic number is 131235020003.

b. Condition of the students

The totals of the students at MA Maarif Balong are 105 students. It consists of 27 students for X grade, 43 students for XI grade, and 35 students for XII grade.

In X grade there are 8 male students and 19 female students, in XI grade consists of 19 male students and 24 female students, while XII grade consists of 19 male students and 6 female students.

c. Condition of the teachers

The totals of the teachers at MA Maarif Balong are 27 teachers. They are consists of 19 permanent teachers and 8 non-permanent teachers. All of the teachers are non-PNS. The descriptions of the teachers‟ condition of MA Maarif Balong are described as follows:

Table 4.1

The Teachers Condition of MA Maarif Balong No. Subjects PNS Permanent

teacher

Non- permanent

teacher

Total

1. Qur‟an Hadits - 0 1 1

2. AqidahAkhlak - 1 1 2

3. Fiqih - 1 0 1

4. Bhs. Arab - 1 1 2

5. SKI - 1 0 1

6. Bhs. Indonesia - 1 1 2

7. Bhs. Inggris - 2 0 2

8. Matematika - 1 1 2

9. PPKn/Tata Negara - 1 0 1

10. Fisika / Kimia - 0 1 1

11. Ekonomi/Akuntansi - 2 0 2

12. Geografi - 1 0 1

13. Sejarah - 1 0 1

14. Biologi - 0 0 0

15. Sosiologi - 1 0 1

16. Penjaskes - 1 1 2

17. TIK - 2 0 2

18. MuatanLokal - 0 1 1

19. BP/BK - 2 0 1

Total - 19 8 27

d. The condition of infrastructures and facilities

Facilities and infrastructures are the components that also determined the success of the learning process. Educational process that supported by the sufficient infrastructures will make the learning process run well. The infrastructures and facilities that support the students and the teachers learning process at Maarif Balong are described as follows:

Table 4.2

The Infrastructures of MA Maarif Balong

No. Room Total Condition

1 R. Teori/ R. Kelas 6 Good

2 R. Guru 1 Good

3 R. KepalaSekolah 1 Good

4 R. Tata Usaha 1 Good

5 Lab. Komputer 1 Good

6. R. Ket. Tata Busana 1 Good

7. R. BengkelOtomotif 1 Good

8. Perpustakaan 1 Good

9. TempatIbadah 1 Good

10. R. OSIS 1 Good

11. R. UKS 1 Good

12. Gudang 1 Good

13. KamarMandi/WC 1 Good

Table 4.3

The Facilities of MA Maarif Balong

No. Facilities

Total facilities based on the

condition Good Ruined

1. KursiSiswa 65 35

2. MejaSiswa 70 30

4. Kursi Guru di RuangKelas 4 2

5. Meja Guru di RuangKelas 4 2

6. PapanTulis 6

7. Komputer/Laptop di Lab. Komputer 10 5

8. AlatPeraga PAI 15

9. Bola Sepak 1 1

10. Bola Voli 1 1

11. Bola Basket 1 1

12. MejaPingpong (TenisMeja) 1

13. Lapangan Bola Voli 1

2. School Organizations Structure Table 4.4

No Name Description

1 MochamadSyamsulHadi, S.Th.I Kepala Madrasah 2 BustanulArifin, S.Pd Wakakesiswaan 3 Imam Ristamaji, S.Ag WakaSarpras 4 NurWidyUtami, S.Pd. WakaKurikulum

5 LinaRahmawati Walikelas XA

6 Tri Winarni, SE Walikelas XB

7 Rinawati, S.Pd Walikelas XIA

8 MazrurohRahmawati, S.Pd Walikelas XIB

9 EdySetyawan, SE Walikelas XIIA

10 M.AzisMuchlashon, S.Pd Walikelas XIIB 11 BustanulArifin, S.Pd Pramuka1 12 BintiKurniatiMaulida, S.Pd.I Pramuka 2

13 BintiKurniaMaulida, S.Pd.I Baca tulis Al-Quran 1 14 Abdul Rosjid, S.Ag Baca tulis Al-Quran 2

15 EdySetyawan, SE KIR 1

16 JokoWasito, S.Pd KIR 2

17 NyotoPrayitno, S.Pd Olahraga 18 Imam Ristamaji, S.Ag PALA

19 MazrurohRahmawati, S.Pd Jurnalistik 20 MazrurohRahmawati, S.Pd Tata busana

21 EdySetyawan, SE Teknikkendaraanringan 22 Imam Ristamaji, S.Ag Seniukir

23 M. AzisMuklashon, S.Pd Desaingrafis

3. Vision and Mission of School a. Vision

Graduate of a religious establishment, intelligent, skilled, noble, and have the life skills, community, nation, state, cares, and cultural environment.

b. Mission

1) Organizing innovativereligious and scientific education based onAhlussunnahWaljama‟ah.

2) Building physically and spiritually healthy students.

3) Providingsocial and national life skills.

4) Providing provisions for independent living skills.

5) Strengthening the position and role of all components of the school in order to constantly in accordance with the duties and functions of each.

6) Doing the clean living and healthy culture as a form of preservation and prevention of environmental damage.

B. Data Description

1. Data About the Scores of Physical Classroom Appearance

In this description, to get the data the researcher conducted by giving a questionnaire about the physical classroom appearance. The questionnaire of this research consists of 23 numbers using likert scale prepares 4 choice answer in each question. Likert scale is used to measure the classroom appearance of sight; light; and sound, seats arrangement, chalkboard, and equipment. The result of the questionnaire as followed:

Table 4.5

The Questionnaire Scores of the Physical Classroom Appearance

No Name Score

1 Bella Mellathi 52

2 Reni Purniawati 55

3 FriskaCahyanti 56

4 Ida Zubaidah 59

5 FitriaSetyaningrum 60

6 RetnoAyuYulianingtyas 52

7 MitaAinulAfifah 60

8 WiwikPuji Lestari 60

9 ShintaAnisatulMuthi'ah 58 10 FerdinWahyuArdiansyach 59

11 DewiRatnasari 59

12 Riski Rio Maulana 62

13 Abdul Rokhim 64

14 CintiaKusumawardani 56

15 SiskaDiahFarizatulUmmah 58

16 Fika Tri Nurdianti 62

17 SigitAjiSaputro 58

18 AldianAldiSaputra 84

19 Adam Azizi 54

20 RegitaNovita Sari 66

21 Linda AgustinaPratiwi 63

22 Imam Tamami 61

23 NurChamid 66

24 AfifIkhsanul H 59

25 Muhammad Muhaddir 69

26 SitiNashrulAzizah 65

27 SuciNurPrihatin 61

28 Elva NurArdianti 61

29 SitiMaratunSolikhah 60

30 Pamuji 51

31 LusitaDwiErviani 64

32 KharismaNovita Sari 66

33 Martina DwiNurHalimah 74

34 Abilawa Garda Paksi 51

35 DananngPrabowo 61

36 RizqunalKafi 57

Table 4.6

Frequency Distribution of the Questionnaire Physical Classroom Appearance

Frequency Percent Valid Percent

Cumulative Percent

Valid 51 2 5.6 5.6 5.6

52 2 5.6 5.6 11.1

54 1 2.8 2.8 13.9

55 1 2.8 2.8 16.7

56 2 5.6 5.6 22.2

57 1 2.8 2.8 25.0

58 3 8.3 8.3 33.3

59 4 11.1 11.1 44.4

60 4 11.1 11.1 55.6

61 4 11.1 11.1 66.7

62 2 5.6 5.6 72.2

63 1 2.8 2.8 75.0

64 2 5.6 5.6 80.6

65 1 2.8 2.8 83.3

66 3 8.3 8.3 91.7

69 1 2.8 2.8 94.4

74 1 2.8 2.8 97.2

84 1 2.8 2.8 100.0

Total 36 100.0 100.0

Based on the table above, the histogram can be seen as follows:

Figure 4.1

Histogram for Questionnaire about Physical Classroom Appearance