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they were equal with the teacher. A relaxed atmosphere between the teachers and the students must be built.
I want to treat them as friends so that we can feel comfortable and that we do not have distant…I want to be honest, close, and I want to be myself, just
like a friend for them… Interview 1 Saya inginnya menganggap mereka sebagai teman agar nyaman dan tidak
berjarak
…Saya mau jujur, dekat, dan menjadi diri sendiri, yang seperti teman
… Wawancara 1 The third teacher also agreed to this. The teacher said that the key was about
caring. As long as the teachers respected the students, they would also respect the teachers. “I care about you, you care about me,” was what the teacher said.
In strengthening the relation with the parents, the first teacher said that if the teacher had the parents’ contact, the teacher would share about the children’s
development in the school. It would be better and comfortable when the teacher became friend with the parent. The second teacher would communicate about the
children’s development when the parents picked up their children or took their children’s report card. The third teacher prioritized in telling the parents about how
the teacher educated the students to avoid complains. Those were the ways that the teacher did to strengthen their relationship with the parents.
c. Classroom Management Strategies
The first teacher said that the first thing to do was to gently reprove the students. The student must be reminded that he or she was in the class and needed
to focus. However, if he or she still did the misbehavior, then the teacher called the student to talk personally. In here, the teacher prioritized talking with the student
about the misbehavior to enlighten them about the effects of doing the misbehavior.
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When the teacher was asked about the frequent misbehavior from the questionnaire, the teacher said that it was needed to adjust the task with the teaching material. If
possible, the teacher needed to do group work or pair work. The other thing was that the teacher needs to give time frame for the students to work on certain task.
Also, the task must be as interesting as possible to make all the students involved. …That should be reproved gently, normally…If they are still doing the
misbehavior, we will have to call them personally so that we can talk to them…They need to be active and the task need to be spread, I think it will
reduce the chatting between them… Interview 1 …Itu ditegur dengan wajar, dengan biasa…Kalau masih tetap seperti itu,
ya terpaksa nanti harus dipanggil secara khusus untuk diajak bicara …Kalau
semuanya harus aktif dan dibagi tugas, saya kira bisa lebih diminalkan yang ramai dan mengobrol
… Wawancara 1 The second teacher said that early commitment was needed to start the class.
The teacher needed to involve the students in making the decision. The teacher believed that when the students were involved, then they would be easier to be
asked to work together. It would make the teaching and learning processes comfortable. Personal approach was needed when the students did not want to be
managed. The teacher said that saying thank you and sorry was very critical. When the students did the commitment, then the teacher needed to say thank you. The
teacher must also be brave to admit mistakes. Controlling what the teacher did and said was very important.
I will do this, before I start the lesson, I will ask early commitment from them. That early commitment needs to be built…I invited the students to
discuss that early commitment…So when the students are invited to talk, to communicate, they will be easier to cooperate and it will make the learning
condition comfortable, to minimalize the troubles. Interview 2 Kalau saya begini, sebelum mulai pelajaran saya minta komitmen awal.
Komitmen awal itu dibangun dahulu
…Anak diajak bicara dan menentukan
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keputusan …Jadi ketika anak diajak bicara, diajak berkomunikasi, mereka
jauh lebih bisa bekerjasama dan itu akan mendukung kondisi belajar yang nyaman, meminimalisir masalah-masalah. Wawancara 2
The third teacher pointed that k nowing the students’ character was very
important. By knowing the students’ character, the teacher could employ the most effective way to communicate. The teacher emphasized that the characters of each
of the students and each of the classes were different. The teacher also emphasized that each of the lesson had its own character goal. The teacher suggested that class
rules and punishments were important to be established early. To be respectful was also a very important quality. Also by organizing the students’ seat, the misbehavior
could be lowered. Again, interesting activities were needed to make the students involved. This teacher applied a point system in which when the students
misbehave, there would be a deduction of point. The teacher also suggested to wait until the students were quiet before starting the lesson and letting them know of
why the teacher was quiet. The last way, if the student insisted on misbehaving. was to ask the misbehave student to work on a task outside the class.
The first is that we must know the characters of our students… Interview 3
Yang pertama memang kita harus tahu persis anak-anak kita karakternya seperti apa
… Wawancara 3
B. Discussion
