65 Kounin mentions that other techniques are withitness and overlapping. Withitness
is the ability to keep an eye on the entire class at once, making the class aware that the teacher is alert to the students. Meanwhile, overlapping is to do two things at
once, such as listening to one student while keeping tabs on the progress of another as cited in Clark Starr, 1991, p. 106.
e. Managing the Lesson
In managing the lesson, there were six criteria of the components of classroom management. The criteria would be presented in Figure 4.29 up to
Figure 4.36. 1
Teacher managed the lesson In relation to the lesson management, Figure 4.29 and Figure 4.30
presented the results on managing the lesson. Figure 4.29 was obviously seen that the component of classroom management in explaining instruction clearly was
conducted by student teachers. It was proven by 87.5, 62.5, and 75 of the respondents.
Figure 4.29 Teachers Explained Instruction Clearly on How to Do the Activity
0,00 10,00
20,00 30,00
40,00 50,00
60,00 70,00
80,00 90,00
Observat ion Quest ionnaire
Interview 87,50
62,50 75
12,50 37,50
25
Conducted Is not conducted
66 In spite of that, 25 of the respondents considered that the respondent’s
instruction was not clear and unconsciously did not explain the instruction. Through the observation, 75 of the respondents provided several topics
to discuss so the students were enthusiastic as shown in Figure 4.30. It was supported also by 50 from the questionnaire and 75 from the interview.
Figure 4.30 Teacher Provided several Topics to Discuss so that the Students were Enthusiastic
Because of that, in providing several topics to discuss so that the students were enthusiastic was conducted by student teachers. In addition, there was a
variation on the questionnaire results compared to others since the respondents were not sure whether they provided several topics.
2 Teacher provided enough materials in teaching
In teaching, the teacher has to maximize the students on the task and minimize the disturbance. Therefore, Figure 4.31 revealed that providing enough
material was conducted by the ELESP student teachers. It was proven by 87.5 of the respondents from the observation and questionnaire and 100 of the
respondents from the interview.
10 20
30 40
50 60
70 80
Observation Questionnaire
Interview 75
50 75
25 50
25
Conducted Is not conducted
67
Figure 4.31 Teachers Provided Enough Materials
3 Teacher provided fun activity
Figure 4.32 showed that providing fun activity was conducted by the student teachers. The respondents provided more than one activity during the
teaching, such as singing a song together, playing a game, and listening to the music so that the activity was fun. This finding was proven by 100 of the
respondents from the observation, 75 of the respondents from the questionnaire, and 100 of the respondents from the interview.
Figure 4.32 Teacher Provided Fun Activity
0,00 10,00
20,00 30,00
40,00 50,00
60,00 70,00
80,00 90,00
100,00
Observat ion Questionnaire
Int erview 87,50
87,50 100
12,50 12,50
Conducted Is not Conducted
10 20
30 40
50 60
70 80
90 100
Observation Questionnaire
Int erview 100
75,00 100
25,00
Conducted Is not Conducted
68 4
Teacher gave explanation on the lesson given It was obviously seen from Figure 4.33 that explaining the lesson to teach
was conducted by the student teachers. The respondents explained the materials or lesson that they were going to discuss on that meeting before they continued to the
main activity. In order to make the students become more involved in the activity and to understand the lesson, the respondents conducted this component.
Figure 4.33 Teacher Explained the Lesson to Teach
5 Teacher had plenty of materials to conduct
Figure 4.34 Teacher Provided more than One Material to Conduct
Figure 4.34 showed providing more than one material was conducted by the ELESP student teachers. The respondents provided more than one materials in
10 20
30 40
50 60
70 80
90 100
Observat ion Quest ionnaire
Int erview 100
75,00 100
25,00
Conducted Is not Conducted
10 20
30 40
50 60
70 80
90 100
Observat ion Quest ionnaire
Int erview 100
87,50 100
12,50
Conducted Is not Conducted
69 teaching, such as providing listening to the recording and to the music, reading a
story and reflecting. In addition, the other examples were writing paragraphs and correcting others work, playing a game with the same topic and producing
dialogue. 6
Teacher’s learning activity was well-organized
Figure 4.35 Teachers Finished One Activity before Staring Another Activity
Figure 4.35 showed that finishing one activity before starting another
activity was conducted. The observation result was supported by questionnaire result and interview result as many as 87.5 and 100.
Figure 4.36 Teachers Did not Jump Back to the Unfinished Activity
Through Figure 4.36, it was obviously seen that jumping back to the
unfinished activity was not conducted by student teachers as many as 100. The result from the observation was supported by the questionnaire result as many as
10 20
30 40
50 60
70 80
90 100
Observation Questionnaire
Int erview 100
87,50 100
12,50
Conducted is not Conducted
10 20
30 40
50 60
70 80
90 100
Observation Questionnaire
Interview 100
50 100
50
Conducted Is not
Conducted
70 50 and interview result as many as 100. In spite of that, as many as 50 of the
respondents from the questionnaire result showed that the respondents were unsure whether they did not jump back to the unfinished activity or not.
In accordance with Figure 4.29 to Figure 4.36, those figures presented that the ELESP student teachers conducted lesson management. The examples of
lesson management were where the teacher managed the lesson well and provided enough materials for teaching. In addition, teacher provided fun activity related to
the lesson given and teacher provided more than one topic to be conducted, and teacher organized the learning activity.
According to Clark and Starr 1991, the teacher should plan what is going to be delivered in the teaching process by being sure that the learning activities
proceed in a logical sequence is required. p. 102. In addition, Harmer 2007 states that varieties of activities and topics are required in order to avoid boredom
of both teachers and students. The activities and the topics are suited with what the teachers are asking to do p. 29. Therefore, Figure 4.29 to Figure 4.36
confirm the theory of Clark and Starr 1991 that the teacher should plan what is going to be delivered and theory of Harmer 2007 that teacher provided varieties
of activities and topics. Based on the result discussed on managing the space, managing the
materials, managing equipment, managing movement of people, and managing the lesson, therefore, content management was conducted by the ELESP student
teachers. Supporting of it are theories by Froyen and Iverson 1999, Clark and Starr 1991, Borich 1996, and Harmer 2007.
71
2. Conduct Management
