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belief that heshe can handle the students and to make them better. Therefore, it is very important for a teacher to have self-efficacy in order to have good classroom
management.
B. Theoretical Framework
There are three research questions for this research to answer. They are about misbehaviors found in the class, the teachers’ opinion in parents’ interference, and
teachers’ strategies to manage a classroom while avoiding unnecessary conflicts. There are two major theories used to answer those research questions. They are
theories about misbehavior and classroom management. The researcher uses the same theories for the second and the third question as they have the same foundation
which is classroom management.
To answer the first research question, which is about what misbehaviors found in the
SMP Maria Immaculat
a’s English class are, the researcher
categorizes the misbehavior by using the modified categories of misbehaviors from Sun and Shek 2012 presented in Table 2.2. The reason for this is because by
knowing the misbehavior, effective classroom management can be synthesized. The researcher will gather the data using questionnaire which will be spread to the
students of Junior High School. The questionnaire consistes of close-ended statements and open-ended questions. The data gathered will be analyzed in
quantitative way. This data was then related to the teachers’ interview in order to
answer the second and third question.
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To answer the second question about “what English teachers’ opinions about
parents’ interference in the school in accordance to the foul treatment cases are,”
and the third question about “what teachers’ strategies to manage the classroom
while avoiding unnecessary conflicts are, ” the researcher uses the theories of
classroom management. Theories from Yilmaz 2013, Cothran et al. 2003,
Brown 2004, Doyle 2006, Clunies-Ross, Little, and Kienhuis 2016, Emmer, Evertson, Sanford, Clements, and Worhsam 1989, Clark and Starr 1991, and
Tran 2016. The researcher will interview the teachers on how they manage the classrooms and relate it to the theories mentioned above. The interview was done
by using open-ended questions. Then, the researcher related it to the categories of classroom management, theories about proactive teacher behaviors, and teacher’s
self-efficacy beliefs. The findings of the interview were presented in the descriptive forms.
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CHAPTER III RESEARCH METHODOLOGY
In this chapter, the researcher discusses the methodology which is used in this research. This chapter consists of five parts. Those parts are research method,
research setting, research participants, instruments and data gathering technique, and data analysis technique.
A. Research Method
There are three research questions in this research. To answer those questions, the researcher uses sequential mixed methods. In sequential mixed
methods, the researcher analyzes the data step by step following the sequence and uses the prior analysis to develop the next step Ary, Jacobs, and Soransen, 2010.
In this research, the steps were from observation and questionnaire to interview. The observation was used to verify the misbehavior data from the questionnaire and
also the interview. The verified data was then used to develop the questions in the interview. This was done to ensure the triangulation of the data. Triangulation itself
means that the data is crosschecked through different means Ary et al., 2010.
B. Research Setting
The researcher conducted the research at SMP Maria Immaculata
,
Yogyakarta which is located at Jl. Brigadir Jenderal Katamso, Prawirodirjan, Gondomanan, Kota Yogyakarta. There are three main types of research that were
