40
1. Content Management
Content management is managing space, materials, equipment, the movement of people, and managing the lessons that are part of curriculum or
program of studies. Through Figure 4.1 to Figure 4.36 presented the results of content management conducted by the ELESP student teachers. The figures are as
follows.
a. Managing Space
Space management is how the teacher arranges to the setting of classroom based on the activity. The teacher could make the arrangement of the space or
classroom such as small circle of chairs or tables for discussion or ordinary row seating arrangement for listening to lecture.
1 Teacher suited the setting of classroom activity based on the activity
Figure 4.1 Seating Arrangement as Ordinary Row for Watching Movie or Listening to Lecture
In managing the space, as many as 100 of the respondents employed an ordinary row of seating arrangement in the classroom. It could be seen in Figure
4.1 that the component of classroom management of seating arrangement as ordinary row was conducted by the ELESP student teachers. The result of
observation was also supported by interview result. The interview showed that
10 20
30 40
50 60
70 80
90 100
Observation Questionnaire
Interview 100
37,50 100
62,50
Conducted Is not Conducted
41 100 of the respondents who conducted seating arrangement as ordinary row for
listening to lecture. On the contrary, the percentage of questionnaire was different. As many as
62.5 of the respondents was unsure whether they employed ordinary row or not. Nevertheless, the result revealed that they employed seating arrangement as
ordinary row for listening to a lecture.
Figure 4.2 The Setting of ChairsTables did not Disturb Classroom Activity
Figure 4.2 presented that the setting of chairs or tables did not disturb the classroom activity. It was shown by 62.5 of the respondents from the
observation and 75 of the respondents from the questionnaire whose classroom activity was not disturbed by the setting of chairs or tables.
Meanwhile, the setting of chairs or tables in the classroom disturbed the classroom activity as many as 37.5 of the respondents from the observation. The
setting of the chairs disturbed the respondents’ activity since the classroom setting was crowded and narrow. This condition resulted in the respondents’ difficulty to
make contact with students when having a lecture. The crowded setting of chairs and tables, on the other hand, caused the respondents to hit their leg by hitting
against the table or chair.
0,00 10,00
20,00 30,00
40,00 50,00
60,00 70,00
80,00
Observation Questionnaire
Interview 62,50
75
37,50 37,50
25 62,50
Conducted Is not Conducted
42 However, the interview result differed from the other results. Its difference
was due to the respondents’ persistence. They assumed that the setting of the chairs or tables in the classroom still disturbed the learning process. Though the
respondents, in fact, could make contact with students sitting at the corner of the class with narrow and crowded chairs and tables. Furthermore, result which was
shown by Figure 4.2 showed that the setting of chairs or tables did not disturb classroom activity.
In accordance with Figure 4.1 and Figure 4.2, the student teachers employed seating arrangement as ordinary row in the teaching activity as space
management and it did not disturb the teaching activity. The teacher preferred to choose ordinary row since the teacher had consideration for not wasting time.
According to Clark and Starr 1991, a teacher can arrange the classroom based on the classwork the students are to do so that it is easy for the students to work in p.
102. Therefore, it is a student teacher’s decision to arrange the classroom as long as teacher’s decision on arranging classroom does not disturb the teaching activity
as theory presented by Clark and Starr 1991.
b. Managing Material
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