45 The relationship was good enough. It was because on the first meeting I
had already let them to have my phone number. They could reach me by WhatsApp and usually they also used Instagram. Excerpt 41
In Excerpt 42, she mentioned that she was also open to her students. Her
students could come to her and share any stories with her. If there were students who wanted to share their story I was open to them
beyond the lesson hours, and there were many students came to tell their story. It helped me a lot when I taught. Excerpt 42
It could be concluded that all of the participants considered building a good relationship with the students was important. It would influence their
success in delivering the materials. During the Teaching Practicum, all the participants did some strategies to build their relationship with the students. As a
result, their strategies were effective in building a good relationship with the students.
5. Controlling Students’ Misbehavior
Controlling students’ misbehavior was the last pre-service teachers’ belief in classroom management. This belief was
related to students’ discipline. Discipline was both preventing and responding to behavioral problems Garrett,
2014, p. 77. Behavioral problems as known as misbehavior were students’
behaviors that threaten the academic activities Burden Byrd, 2010, p. 251. The participants had this belief because of their experiences in dealing with
students who misbehaved.
Participant A stated that discipline meant obeying the rules. In her school, there were some kinds of misbehavior that she knew. The first misbehavior was
46 there were students who were late to come to the school almost every day. When
she found some students who came late, she would ask their reason first. If the reason was because they woke up late, she would give advice to them as stated in
Excerpt 43. However, if the cause of their lateness was because they woke up late,
usually I gave advice to them not to sleep overnight so they could wake up early. Excerpt 43
The second misbehavior was sometimes the students went out from the
school to print out or copy the assignment. In fact, they did not only print or copy the assignment but also buy some foods or drinks. Usually, she would give advice
or threaten that they would be reported to the teacher as mentioned in Excerpt 44. When there were students bought foods outside the school but actually
they had to copy the material, I would give advice to them. There was a canteen in the school why you bought foods outside. Moreover, I also
threatened them that I would report them to the teachers. Excerpt 44 The third misbehavior was the students used their mobile phones in the
class even though the school rule forbade it. In her school, if the students brought mobile phones, it should be put in the administration room. She stated that the
students did that because they got bored or they were waiting for important calls or text messages.
Participant B declared that discipline was doing activities based on the rules and obeyed it. During the Teaching Practicum, she found some misbehavior
in her school. Those kinds of misbehavior were coming late, wearing wrong uniform, not working on their homework, skipping class, cheating at the exam,
and eating during the lesson. From all of those misbehavior, she found that not doing the homework was the most frequently misbehavior done by the students.
47 At first, she would try to warn the students and ask them not to do it anymore.
However, if the students still did the same thing repeatedly she would ignore them as shown in Excerpt 45.
At first, I threatened them if they did not want to submit the assignment, they would not get the score. If they still did not want to submit it, I
ignored them. Excerpt 45
Participant C argued that discipline was to obey the rules. She mentioned three kinds of misbehavior in her school. The misbehavior were coming late,
leaving the class without permission, and not coming to the school as could be seen in Excerpt 46.
The first is lateness, and then students who leave the class without permission, and students do not come to the school. Excerpt 46
However, she did not do something when she found students who misbehaved as stated in Excerpt 47.
As a temporary teacher, I do not have the right to deal with misbehaving students. Excerpt 47
Participant D stated that discipline was the condition or situation where people obeyed the rules. She mentioned that there were several kinds of
misbehavior occurred in her school. Those kinds of students’ misbehavior were
coming late, dressing inappropriately, and not doing the homework. When she found some students who were not in the class after the bell rang, she would ask
them to go to the class directly as mentioned in Excerpt 48. In addition, when she found some students did not dress neatly she would warn them to fix it.
I helped the teachers, when I was on picket duty and the bell rang but there was student came across, I would warn him or her to go to the class. When
there were students who wore untidy uniform I would ask them to fix it neatly. Excerpt 48
48 Participant E stated that discipline was how the teacher and the students
put themselves in an appropriate way. She mentioned there were two examples of misbehavior in her school, namely the students were late and not wearing black
shoes. If she found some students misbehaved, she would bring them to the teacher. In her school, there was a teacher who was responsible to take care of the
students that disobeyed the rules. Usually, they would be given guidance and a particular task from the teacher. However, when she was on picket duty, she was
in charge of those students as mentioned in Excerpt 49. If I was on picket duty, I also took a charge on it. For instance, there were
late students, they came to the school at 8 am but actually it should be at 7 am for religion and literacy activities. Usually, on Tuesday and Thursday
they were asked to write a summary of a book. It aimed to make them were not late again, so they were given specific assignment. For the
religion day, Moslem students were asked to pray in the mosque and Christian students were asked to read the Bible. Excerpt 49
Overall, based on seven the types of misbehavior, the participants only
found five types. Those types were disruption, noncompliance, moving around the room, annoying others, and needless talk Burden Byrd, 2010, p. 252. Those
kinds of misbehavior happened in almost all schools. In dealing with the misbehavior, the participants only warned the students. Warning the students
orally was one of verbal strategies in responding to misbehavior Burden Byrd, 2010, p. 266; Cooper, et al., 2011, p. 236. This strategy was mostly done by the
participants. They did not give any punishment to the students. They only controlled the students’ misbehavior by warning them orally.
49
C. Pre-
service Teachers’ Beliefs Manifestation on Their Teaching Practicum.
This part described how pre- service teachers’ beliefs were manifested in
their teaching during the Teaching Practicum. The description was based on the video recordings of their performance during their teaching assessment in the
Teaching Practicum. It also included some further explanations why the video was not similar to what the participants stated in the interviews. The beliefs that were
manifested by pre-service teachers in their teaching were creating a comfortable learning environment, maintaining classroom rules, building a good relationship,
and controlling students’ misbehavior.
1. Creating a Comfortable Learning Environment
Participant A stated that she did the arrangement by separating male students who tended to make much noise. If there were many male students who
sat in the same row, she would ask some of them to move. In the video, she did not do this arrangement. She just taught directly without separating the male
students even though it could be seen that there were male students who made much noise. She explained that she only applied this in the first meeting. She
decided not to use it in every meeting because it took so much time. Participant B
arranged the students’ seats in four rows because it was a U shape before. She also provided the seat lotteries for the students. It aimed to
make the students mingled. However, in the video, the seating arrangement was still in the U shape and there was only one line behind the first line. Moreover, on
