57 were commonly used by teachers to make the teaching and learning activities
more interesting, were very limited so that practice teachers could not provide interesting materials that could be supported by the LCD and the viewer. The
absence of the language laboratory for a listening class also created classroom management problems for practice teachers. Practice teachers could not teach
their students listening through an .mp3 file recording because there was no language laboratory in the school.
B. Possible Solutions to the English Language Education Study Program
ELESP Practice Teachers ’ Problems in Managing Classroom during
the School Practice Program
In order to answer the second problem, which was about the possible solutions to the English Language Education Study Program practice teachers
‟ problems in managing classroom during the School Practice Program, the
researcher conducted an interview with six English Language Education Study Program students who have had the School Practice Program. There were four
questions that needed to be answered by the interviewee. The first question was about whether or not the respondents had an experience to teach in a real
classroom. The second question was about the biggest practice teachers‟
classroom management problem. The third question was about the possible solutions to the seven classroom management problems emerged during the
School Practice Program. Meanwhile, the fourth question was about what a practice teacher needed to do in order to be able cope with classroom management
58 problems emerged in the classroom. However, only the third question and the
fourth question that were discussed in this part because they gave major contribution to answer the second research problem.
The first question to be discussed was about the possible solutions to the seven classroom management problems experienced by the practice teachers
during the School Practice Program. Those seven problems were: 1 there were some students who were always busy with their own activities, such as busy with
their gadget or busy in doing a homework of another subject, 2 there were some students who liked to enter the class lately, so when they did it, they disrupted the
teaching and learning activities, 3 there were some students who were less- motivated, especially in the last session of the day, 4 a practice teacher did not
have good introduction of the lesson so that they could not get maximum attention of the students, 5 a practice teacher did not know how to get all his students
actively participated in all classroom activities, 6 a practice teacher sometimes gave unclear instructions so that he needed to repeat the instructions several times,
which meant not effective, and 7 the school had incomplete facilities or media such as there was no LCD or viewer, no language laboratory for a listening class,
etc. so that a practice teacher could not support his teaching with any school facilities or media.
Through the interview process, the researcher got some possible solutions to the first classroom management problem, which was about there were some
students who were always busy with their own activities. To solve this problem, the interviewee said that a practice teacher might approach those busy students
59 first, and then asked them directly to focus on the lesson. If the students were still
doing the same thing, the practice teacher might ask those busy students to sit in the front row and might give those busy students some questions related to the
lesson so that those students could focus on the teaching and learning activities. Furthermore, before starting the lesson, a practice teacher might give his students
five up to ten minutes to finish all the things that they needed to finish. After that, the practice teacher could directly ask his students to focus only on the lesson.
The second classroom management problem was that there were some students who liked to enter the class lately so that when they did it, they disrupted
the teaching and learning activities. The possible solution to this problem, based on the interview results, was that in the first meeting, a practice teacher might set
some rules, along with their consequences, that were agreed by all members of the class related to the lateness, absences, excuses, etc. These kinds of rules were
commonly effective to prevent the lateness problems to happen. Besides, the practice teacher might also ask one of his students, who were already in the
classroom, to find his friends who were still outside and to ask them to come in to the class immediately.
The third problem was about some possible solutions to the less-motivated students in the last session of the day. Based on the interview results, a practice
teacher might use games or any other ice breaking activities, which were related to the materials given, to motivate students in joining the lesson. For example, if
the class had an LCD and a viewer, the practice teacher might play a video of an English song, along with the movements, and might ask his students to sing and
60 follow the movements together. The other solution was that a practice teacher
might ask his students to learn outside the class. A practice teacher might give a lecture for about five up to ten minutes in the class. After that, the practice teacher
could assign his students to make a group and to have a discussion, outside the class, about many things related to the learning topic. A group of students might
work in the library, work on the student hall, work under the tree, or in many other places in school that were convenient for the students. However, the practice
teacher still needed to monitor his students‟ discussion by going around those
places. The fourth classroom management problem was related to the practice
teacher himself. The problem was that the practice teacher did not have good introduction of the lesson so that they could not get maximum attention of the
students. One of the possible solutions to this problem, based on the interview results, wa
s that a practice teacher, first of all, should know his students‟ interests. Therefore, instead of starting the lesson right away, the practice teacher might
involve his students in an interesting discussion about the things that the students were interested in, football or music for example. By having this kind of activity,
it was expected that the practice teacher could get maximum attention of the students. Another possible solution was that the practice teacher should prepare
more than one activities to grab the students‟ attention. Thus, in case that he failed to grab students‟ attention with one activity, he could come up with the other
activities that had been prepared in advance. The practice teacher might also find many reliable sources, such as teaching books, e-book, youtube.com,
61 busyteacher.org or other online sources, to know how to get maximum attention
of students. The fifth problem in the interview was that the practice teachers did not know
how to get all his students actively participated in all classroom activities. Based on the interview results, one of the solutions to this problem was that a practice
teacher might give rewards to those who liked to actively participate in the classroom activities. This kind of solution could encourage students to participate
in the classroom activities. Another solution was that a practice teacher might ask his students, who were randomly chosen, to read reading passages, to answer
questions, to read poems, etc. Therefore, by doing this, a practice teacher might automatically invite his students to actively participate in the classroom.
Furthermore, any activities that required stud ents‟ participation, such as a role
play or a group discussion could also increase the possibility of the practice teacher to have his students actively participated in the classroom activities.
The next problem was still related to the practice teacher himself. This sixth problem was that the practice teachers sometimes gave unclear instructions so that
he needed to repeat the instructions several times, which meant not effective. The first possible solution to this problem was that a practice might have his
instructions written on the handouts distributed to his students, on the whiteboard, or on the power point slide that the practice teacher showed. The practice teacher
might ask his students to read the instructions by themselves first. After that, he might ask his students to pay attention to the written instructions and then
explained the instructions briefly to the students. Thus, by having the written
62 instructions
added by the practice teacher‟s explanation, the students might have better understanding of the instructions. Moreover, the use of simple language
might also help the students to understand the practice teacher‟s instructions. If
the students still got confused with the instructions, then a practice teacher might use the last possible solution to this problem, which was to combine the use of
English with the use of Bahasa Indonesia. The last classroom management problem was that the school, in which the
practice teacher had his School Practice Program, had incomplete facilities or media so that the practice teacher could not support his teaching with any school
facilities or media. Based on the interview results, there were some possible solutions to this problem. Firstly, a practice teacher might bring his own stuff,
such as a laptop and a speaker, if it was possible. Secondly, the practice teacher might replace the non-existent school facilities with the other teaching media.
Using flashcards designed to help students practice might be a good option for the practice teacher. Thirdly, to replace the non-existent language laboratory for a
listening class, the practice teacher might use no media at all. The practice teacher could just read any English passages, announcements, news, or any other English
texts to his students. In addition, the practice teacher might also use games that required
students‟ listening skills to practice listening. Further, the second question to be discussed was about what a practice
teacher needed to do in order to be able cope with the classroom management problems emerged in the classroom. The interview results could actually be
divided into two points of view about this question. The first point of view
63 focused
on the practice teacher‟s reaction to the classroom management problems. In order to cope with the classroom management problems, a practice teacher
should find the source of the problems first. Then, the practice teacher should quickly find the solution to the problems so that it could be solved immediately.
After that, the practice teacher needed to find a way to prevent the problems to happen. Meanwhile, the second point of view focused on the prevention of the
classroom management problems. It was said that the practice teacher needed to have good preparation before he taught. He should carefully prepare all the
teaching materials, activities, exercises, media, etc. Next, the practice teacher needed to understand the general characteristics of the class that he was going to
enter and the students‟ characteristics he was going to teach. After that, the
practice teacher needed to be close to his students so that the students felt happy and interested in following the class.
64
CHAPTER V CONCLUSIONS AND RECOMMENDATIONS
This chapter presents the conclusions, which are the summary of the results and the findings in this research, and the recommendations to the ELESP
lecturers, to the ELESP students, and also to the further researchers.
A. Conclusions
This research aimed to answer two problem formulations stated in the first chapter i.e. to identify the English Language Education Study Program practice
teachers‟ problems in managing classroom during the School Practice Program and to identify the possible solutions to those problems.
1. English Language Education Study Program ELESP Practice Teachers’
Problems in Managing Classroom during the School Practice Program
The questionnaire, which consisted of close-ended and open-ended questions, was used to answer the first question of the research. Based on the results of the
close-ended questionnaire, it was proven that ELESP practice teachers in the academic year of 2009 did not have major problems in handling attendance,
problems in handling instructional materials, and problems about the regulations of physical conditions. Meanwhile, they had problems in handling classroom
activities and problems in improving working conditions. The problems in handling classroom activities were like the English Language Education Study
P rogram practice teacher‟s students did not always raise their hand before they
