82 theory presented by Orlich, Harmer, Callahan, Trevisan, and Brown 2010. They
mention that forgetting to check out audio visual equipment or projector and failing to preview media are the problems in the classroom.
d. Student teachers could not monitor the students and explain instruction clearly
Corresponds to the management of people movement, the problems which came up were unclear instruction and no students monitoring. When conducting
the teaching practice, there was a respondent who did not explain the instruction clearly. It caused the students to be noisy while doing the tasks. The students did
the work with their friends whereas it should be an individual task. In addition, there was a student who operated and played a hand-phone
whereas the teacher asked the students to do the exercises. The student also read a novel when it was the time to make summary based on the recording played.
These were because the respondents did not keep an eye on the entire class to make the class aware that the teacher was alert to the students.
In accordance with no students monitoring and unclear instruction, the problems led students apathy and unclear assignment due to unclear instruction.
This finding confirms the theory presented by Orlich et al. 2010 that several problems in a classroom are student apathy and unclear assignment p. 197.
2. Conduct Management
Corresponds to conduct management, the problems occurred dealing with the students’ behavior management were in building students’ self-discipline and
correcting inappropriate behavior.
83 a.
Student teachers could not build students’ self-discipline In building self-discipline, the problem was the students did the individual
work dependently. Sometimes, they cheated others’ work. This finding confirms the theory presented by Orlich et al. 2010 that cheating is a classroom problem
p. 197. b.
Student teachers could not correct inappropriate behavior There was a student who yawned a bit louder when the atmosphere of the
class was silent. Seeing this, the student teacher did nothing. Besides, there were some students who talked among themselves. They did so several times but the
teacher did not advise them. In addition, when there were some students sitting at the back of the class did not want to follow dance movement, the teacher kept
silent. Therefore, the problems were student teachers could not correct inappropriate behavior cover talking out of turn and attention seeking. This
finding confirms the theory presented by Orlich, et al. 2010 that classroom problem are excessively talking and attention seeking p. 197 and theory
presented by Borich 1996 that talking out of turn represents the majority disruptive classroom action p. 520.
84
CHAPTER V CONCLUSIONS AND RECOMMENDATION
This chapter provides two main points. The first point is the conclusions of the research results and discussion discussed in the previous chapter. The second
point is the recommendation which might be useful for lectures, students, and future research.
A. Conclusions
The research was aimed at answering research questions namely the classroom management conducted by the ELESP student teachers and the
classroom management problems which occur in the student teachers teaching practice. The conclusion drawn from the research results and findings are
presented in the following. Through a series of observations, questionnaire distribution, and interview,
it could be concluded that classroom managements were conducted by the ELESP student teachers. The classroom management which was successfully completed
was covenant management in managing the diversity. It covers student teachers combined female and male in group, involved all students’ participation, and took
part with the students’ activity. Furthermore, content management was also conducted by the ELESP
student teachers encompasses managing space, material, utilizing conventional equipment in equipment management, managing the movement of people, and in
