19
c. Covenant Management
Covenant management focuses on the classroom group as a social system that has its own features that teachers have to take into account when managing
interpersonal relationships in the classroom. Thus, in the covenant management, the teacher should be able to use the diversity in the classroom to strengthen the
classroom social group. Borich 1996 explains that the greater spatial distance between teacher and student, the more some students became passive listeners and
engaged in off-task behavior pp. 493-494. Therefore, the teacher requires to move closer to the students so that the
students become more interactive. Dillon mentions that: Establish an open, risk-free classroom climate where students can
experience mutual trust and confidence, plan and structure lessons that meet the interests and needs of students, and implement lessons that allow
all students to be active learners through activities and responsibilities that are congruent with the learners’ culture are required to bridge cultural gaps
as cited in Borich, 1996, pp. 493-494.
Because of that, teachers should be able to convey all the related lessons and activities to the diversity of the culture in the classroom, so the learners can be
involved interactively in the learning process.
B. Theoretical Framework
The research studies student teachers’ classroom management in micro teaching class. The theory of classroom management by Weber 1982, Clark and
Starr 1991, and Huitt 1999 help the researcher to focus on the observation which observes the process of organizing and conducting a class by maintaining
the provision and the procedures in teaching. In addition, their theories of
20 classroom management help the researcher to see whether the ELESP student
teachers can create smooth learning process without wasting so much time in conducting unnecesary activities and minimize the disturbance in the learning
process itself. Indeed, the theory of components of classroom management by Froyen
and Iverson 1999, Borich 1996, Harmer 2007, and also Clark and Starr 1991 help the researcher to limit the observation which focuses on classroom
management. The observation especially observes the components of the classroom management. Thus, the observation will only focus on the content
management which focuses on managing space, materials, equipment, and movement of people and lesson and conduct management which refers to the
management of building classroom climate, building self-discipline, and establishing rules. In addition, the observation was conducted by the researcher to
gain data related to covenant management which focuses on the classroom group as a social system.
Moreover, problems in managing the classroom theories presented by Borich 1996, Harmer 2007, and Orlich, Harder, Callahan, Trevisan, and
Brown 2010 were employed by the researcher to see the classroom management problems in the student teachers teaching practice. Therefore, in conducting the
observation, the researcher will focus on the specific respondents, the ELESP student teachers who conduct their teaching practice toward lower semester
students.
21
CHAPTER III RESEARCH METHODOLOGY
This chapter discusses the methodology employed by the researcher in conducting the study in order to answer the questions of classroom management
conducted by the ELESP student teachers and the classroom management problems that occur in the student teachers teaching practice. The student teachers
are the students of English Language Education Study Program ELESP at Sanata Dharma University Yogyakarta in the sixth semester of the academic year
of 20102011. The methodology will be presented in six sections which are research method, research setting, research participants, instrument and data
gathering technique, data analysis technique, and the research procedure.
A. Research Method
A survey was employed in this study. According to Ary, Jacobs, and Sorensen 2010, the survey is a research technique in which the researchers want
to gather information about the characteristics of population by studying a smaller group a sample carefully drawn from the population p. 372.
Ary, Jacobs,
and Sorensen 2010 also explain that a cross-sectional surveys study a cross
section sample of a population at a single point in time p. 377.
Therefore, this research was a survey research which studies a smaller group of the ELESP student teachers. They were the ELESP student teachers at Sanata
Dharma University of academic year of 20082009 who were taking micro
Kategori