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2. Micro Teaching
Allen and Ryan 1969 state that micro teaching is real teaching which focuses on training for the accomplishment of specific task. The students of micro
teaching should be skillfully taught. Besides, the skill or technique practiced must fit in well with the lesson specified for that day pp. 2-4. Here, the student
teachers take responsibility for successfully teaching an entire unit, and, to do this well, the student teachers have to utilize many skills and techniques.
In addition, there are several skills that student teachers should be able to master in conducting micro teaching. They are material mastery, self teaching
performance, classroom management, and the use of language and grammar Buku Pedoman, 2008.
In this study, micro teaching is a teaching simulation during micro teaching course taken by the ELESP student teachers at Sanata Dharma University
where the student teachers have to apply the skills of teaching. The micro teaching students are the English Language Education Study Program ELESP student
teachers in the academic year 20082009 who are joining the Micro Teaching Class. They are conducting the teaching practice to lower semester students at
Sanata Dharma University in academic year of 20102011 to different classes, such as Reading Class, Writing Class, Speaking Class, and Listening Class. In
addition, they have to manage the classroom as one of the skills that they have to be able to master in conducting the teaching practice and as their responsibility for
successful teaching.
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CHAPTER II REVIEW OF RELATED LITERATURE
This chapter presents the discussion of any literature related to the topic discussed. As stated in the previous chapter, the objectives of this study are to
identify the classroom management conducted by the ELESP student teachers and identify the classroom management problems that occur in the student teachers
teaching practice. It is important to base the study on some related theories to see how the study should be conducted so that the expected result can be obtained.
Related opinions and views from the experts are considered to provide a strong foundation for this study.
The supporting theories are under two subtopics in this chapter. The subtopics are the theoretical description and the theoretical framework. In the
theoretical description, the researcher discusses some theories and research studies which are relevant to the topic. In the theoretical framework, the researcher relates
the theories to the study.
A. Theoretical Description
In the theoretical description, the researcher will provide the basic theories about the definition of classroom management and components of classroom
management. The purpose in the theoritical description is to give an illustration to
the reader about the classroom management conducted by the ELESP student teachers. The classroom managements, namely components of classroom
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