36
a. Data Presentation of the Close-Ended Questionnaire
The close-ended questionnaire consisted of 25 items that were classified into five parts. The statements and the classifications of the close-ended questionnaire
were based on the theory from Risk 1958. He classifies classroom management problems into five parts, which are about handling attendance, handling
instructional materials, handling classroom activities, regulations of physical conditions, and improving working conditions. The researcher put five items on
each classification so that the total items in the close-ended questionnaire were 25. The reason why the researcher adapted the Likert scale instead of using the
yes-no type of questionnaire was because the researcher wanted to know the agreement level of the respondents with the statements provided in the close-
ended questionnaire. There were four responses provided in the close-ended questionnaire, which were: 1. strongly disagree SD, 2. disagree D, 3. agree
A, and 4. strongly agree SA. Furthermore, the statements provided in the close-ended questionnaire were all positive. They consisted of the things that the
practice teachers might do in order to avoid the classroom management problems. Therefore, from the results of the questionnaires, the researcher categorized the
results as follows:
Strongly Disagree : The practice teachers found that they never did or had the item so that it was very likely for the practice teachers to
experience classroom management problems.
38 Disagree
: The practice teachers found that they did not always do or did not always have the item on the questionnaire so that it
was likely for the practice teachers to experience classroom management problems.
Agree : The practice teachers found that they commonly did or had
the item on the questionnaire so that it was unlikely for the practice teachers to experience classroom management
problems. Strongly Agree
: The practice teachers found that they always did or had the item on the questionnaire so that it was very unlikely for the
practice teachers to experience classroom management problems.
However, to come up with the categorization above, the researcher had checked 20 of the respondents, which meant 18 respondents, whether or not the
respondents had the same point of view as the researcher. After the researcher checked the
respondents‟ point of view about the items and the results of the questionnaire, the researcher concluded that the researcher and the respondents
had the same point of view to analyze the questionnaire data. The respondents agreed that if the items on the questionnaire were not experienced by the practice
teachers, classroom management problems were likely to happen. The results of the close-ended questionnaire could be seen as follows:
39 1.
Handling Attendance The first classification of classroom management problems was about
handling attendance. This classification was related to the administrative procedures and attendance regulations. Therefore, the researcher set five items for
this part to know whether or not the practice teachers had problems in handling attendance during the School Practice Program. The results can be seen as
follows:
Table D1. The Percentage Result of Questionnaire Part A Numbers 1-5
No Statements
Frequency of Points Agreements SD 1
D 2 A 3
SA 4 1
A practice teacher always checks his students‟ presence
at the beginning of the class. 9
10.2
23 26.1
56 63.6
2 A practice teacher always
calls his students‟ name one by one to check their
presence. 1
1.1 11
12.5
31 35.2
45 51.1
3 A practice teacher always
asks his students to give him an excuse slip, at the
beginning of the class, if they want to leave the class early.
4 4.5
25 28.4
41 46.5
18 20.4
4 A practice teacher always
asks his late students to just come in and sit on their seat
quietly, then check the excused slip at the end of the
class. 4
4.5 33
37.5
42 47.7
9 10.2
5 A practice teacher always
records the name of the students who are absent or
late in his class. 18
20.4 50
56.8
16 18.1
4 4.5
Average 6.1
29 34.7
29.9
40 Based on the data of the questionnaire, 34.7 of the 88 practice teachers
answered „agree‟ to the items in the questionnaire numbers 1 up to 5, which meant it was unlikely for the practice teachers to have classroom management problems
related to the handling attendance. While 29.9 of the 88 practice teachers answered „strongly agree‟ to the items in the questionnaire numbers 1 up to 5,
which meant that it was very unlikely for the practice teachers to have handling attendance problems.
2. Handling Instructional Materials
The second classification of the classroom management problems was about the handling instructional materials. This classification was closely related to the
teachers‟ routines to handle the instructional materials. Risk 1958 mentions that much valuable time might be wasted because of an ineffective handling of
instructional materials. In order to know whether or not the practice teachers experienced problems in handling instructional materials during the School
Practice Program, the researcher put five items related to the activities of handling instructional materials in this classification. The results of the questionnaire for
the second classification of the classroom management problems can be seen as follows:
Table D2. The Percentage Result of Questionnaire Part A Numbers 6-10
No Statements
Frequency of Points Agreements SD 1
D 2 A 3
SA 4 6
A practice teacher always distributes the teaching
materials by going around the class giving them to
each student one by one. 6
6.8 32
36.3
29 32.9
21 23.8
41
No Statements
Frequency of Points Agreements SD 1
D 2 A 3
SA 4 7
A practice teacher always has his students help him
distributing heavy materials such as reference books or
workbooks. 3
3.4 13
14.7
54 61.3
18 20.4
8 A practice teacher always
prepares and places the teaching materials at the
accessible place. 3
3.4
51 57.9
34 38.6
9 A practice teacher always
provides a uniform sized paper for his students when
he asks his students to do a written task.
2 2.2
37 42
40 45.4
9 10.2
10 A practice teacher always
copies the exercise materials for his students.
1 1.1
11 12.5
43 48.8
33 37.5
Average 2.7
21.7 49.2
26.1
Table D2 above shows that the practice teachers did not have problems in the handling instructional materials. Based on the questionnaire results, 49.2 of the
88 practice teachers answered „agree‟ while 26.1 of the 88 practice teachers
answered „strongly agree‟ to the items in the questionnaire numbers 6 up to 10. 3.
Handling Classroom Activities The third classification of classroom management problems was about
handling classroom activities. This was related to how teachers manage classroom activities so that the teaching and learning activities in the classroom became
effective. In this part, the researcher also put five items to know whether or not the practice teachers experience problems in the handling classroom activities
during the School Practice Program. The results can be seen as follows:
42
Table D3. The Percentage Result of Questionnaire Part A Numbers 11-15
No Statements
Frequency of Points Agreements SD 1
D 2 A 3
SA 4 11
A practice teacher always begins the class immediately.
10 11.3
20 22.7
39 44.3
19 21.5
12 A practice teacher always
has his students raise their hand before they speak
during the teaching and learning process so that the
class discussion runs smoothly without chaos.
25 28.4
47 53.4
13 14.7
3 3.4
13 A practice teacher always
provides various, not monotonous, learning
activities so that his students do not get bored during his
class. 18
20.4
41 46.5
18 20.4
11 12.5
14 A practice teacher always
has his students understand his instructions so there is no
need for him to repeat his instructions several times.
24 27.2
36 40.9
19 21.5
9 10.2
15 A practice teacher always
has his students follow his instructions for all the
activities that he has prepared.
26 29.5
43 48.8
11 12.5
8 9
Average 23.3
41.1
22.6 9.9
Based on the results of the questionnaire, 41.1 of the total respondents chose „disagree‟ to the items in the questionnaire numbers 11 up to 15.
Meanwhile, 23.3 of the 88 practice teachers chose „strongly disagree‟. These
numbers reflected the fact that the majority of the practice teachers had classroom management problems related to the handling classroom activities.
43 4.
Regulations of Physical Conditions Regulations of physical conditions were the fourth classification of the
classroom management problems. This was related to how teachers could handle physical conditions in the class so that the students felt comfortable to learn in the
class. The researcher set five items in this part to know whether or not the practice teachers had problems about regulations of physical conditions during the School
Practice Program. The questionnaire results for the fourth classification of the classroom management problem, which was about regulation of physical
conditions, can be seen as follows:
Table D4. The Percentage Result of Questionnaire Part A Numbers 16-20
No Statements
Frequency of Points Agreements SD 1
D 2 A 3
SA 4 16
A practice teacher always adjusts the class ventilating facility
window with the weather so that his students can follow the
lesson comfortably. 5
5.6 11
12.5
52 59
20 22.7
17 A practice teacher always turns
on the lamps when the class is dark so that his students can
study with enough light. 1
1.1 6
6.8
48 54.5
33 37.5
18 A practice teacher always has a
class with the LCD and viewer that can work well so that he can
use them support his teaching. 8
9 27
30.6
38 43.1
15 17
19 A practice teacher always has a
neat announcement board in his class so he can put any written
announcement for his students. 7
7.9 33
37.5
39 44.3
9 10.2
20 A practice teacher always has a
clean and neat class so that his students can learn well.
4 4.5
15 17
47 53.4
22 25
Average 5.6
20.8 50.8
22.4
44 Table D4 shows that 50.8 of the respondents answered
„agree‟ to the questionnaire items numbers 16 up to 20. It meant that it was unlikely for the
practice teachers to have classroom management problems in the regulations of physical conditions. Meanwhile, 22.4 of the respondents chose
„strongly agree‟. 5.
Improving Working Conditions The fifth classification of classroom management problems was about
improving working conditions. This was related to student practices in the classroom. Risk 1958 mentions that there a number of student activities or
practices that might disrupt the effectiveness of classroom work. The results of the questionnaire about improving working conditions can be seen as follows:
Table D5. The Percentage Result of Questionnaire Part A Number 21-25
No Statements
Frequency of Points Agreements SD 1
D 2 A 3
SA 4 21
A practice teacher always has his students enter the class
immediately after the bell at the beginning of the class rings.
9 10.2
50 56.8
27 30.6
2 2.2
22 A practice teacher always has his
students ready on their seats when he enters the class.
7 7.9
38 43.1
40 45.4
3 3.4
23 A practice teacher always finishes
all the teaching activities he has prepared when the bell at the end
of the class rings. 3
3.4
41 46.5
40 45.4
4 4.5
24 A practice teacher always has his
students have all the books or papers needed for the lesson on
their table. 12
13.6
41 46.5
33 37.5
2 2.2
25 A practice teacher always has his
students pay attention to him without doing other activities that
may disrupt the class. 11
12.5
40 45.4
36 40.9
1 1.1
Average 9.5
47.6 39.9
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