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CHAPTER II REVIEW OF RELATED LITERATURE
This chapter provides the theories related to this research. This chapter consists of two sections, which are theoretical description and theoretical
framework. The first section, which is the theoretical description, provides a review of some relevant theories and similar research. Meanwhile, the second
section, which is the theoretical framework, provides a summary of all related theories and similar research put in the theoretical description.
A. Theoretical Description
There are three different major points explained in this section. Those three points are the theories on the effective teacher, the theories on classroom
management, and a brief summary of the research on classroom management.
1. Effective Teacher
a. Definitions of Effective Teacher
The definitions of an effective teacher may vary due to the fact that every expert has his own criteria to define a teacher to be effective. As cited in Markley
n.d., Clark 1993 mentions that effective teachers are teachers who are obviously able to increase th
eir students‟ knowledge. Moreover, it is also cited in Markley n.d., Vogt 1984 states that a teacher who has the ability to teach
different students with different abilities in order to reach the learning objectives is called an effective teacher. He also notes that an effective teacher needs to be
11 able to assess the progress of his students. In addition to the two definitions that
are previously mentioned, an effective teacher is a teacher who is able to motivate his students to learn because the students are aware of the importance of learning,
not because they are afraid of the teacher Darhim, n.d.. b.
Characteristics of Effective Teacher
There are some characteristics that need to be possessed by a teacher in order to successfully make himself an effective teacher. One of those characteristics is
related to the teachers‟ ability to manage a classroom. As cited in Wong and Wong 2010, Good and Brophy 1973 mention that there are three
characteristics of the effective teachers. Those characteristics are that teachers are extremely good classroom managers, teachers know how to teach a lesson for
student learning and mastery, and teachers have positive expectations for a student success. Therefore, the first characteristic that needs to be possessed by effective
teachers is about the classroom management. Teachers need to be extremely good classroom managers. The second characteristic is related to the teachers‟ ability to
teach so that the students can learn and master the teaching materials. Meanwhile, t
he third characteristic is that the teacher should believe in the students‟ success. In addition, Stronge 2002 mentions that specific characteristics of effective
teachers can be put into six categories. Those categories are: 1 the teacher as a person, 2 classroom management and organization, 3 organizing and orienting
for instruction, 4 implementing instruction, 5 monitoring student progress and potential, and 6 professionalism.
12 Torff 2005, as cited in Wong and Wong 2010, also has similar
characteristics of effective teachers. He mentions that effective teachers should possess classroom management skills, possess lesson implementation skills, and
have ability to establish rapport with students. Furthermore, Wong and Wong 2010 state that classroom management, lesson mastery, and positive
expectations are three characteristics of an effective teacher. Based on the theories above, therefore, it is undeniable that the ability to manage a classroom is
immensely important for teachers, including the practice teachers. Further, based on the Indonesian Law of National Education No. 142005
Chapter 4, four competences must be possessed by a teacher. Those competences are a pedagogical competency, a personal competency, a social competency, and a
professional competency. The p edagogical competency refers to the teacher‟s
ability to design, to conduct, and to evaluate a teaching. Moreover, it also refers to the teacher‟s ability to make the students able to make use of their biggest
potential in learning. The p ersonal competency refers to the teacher‟s
characteristics as someone who is mature, stable, wise, and commanding. The s
ocial competency refers to the teacher‟s ability to communicate and to build a good relation with students, colleagues, and society. Meanwhile, the professional
competency refers to the teacher‟s mastery of the subject matter and on the school curriculum.
2. Classroom Management
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