80 Harmer 2007 also mentions problems dealing with big classes, such as
difficulty to make contact with students in big classes. Therefore, this part would discuss the second research question, the
classroom management problems that occur in the student teachers teaching practice. The problems, cover content management and conduct management,
were presented as follows.
1. Content Management
Corresponds to content management, there were some problems which came up during the ELESP student teachers conducted the teaching activity. They
are as follows. a.
Student teacher could not make contact with all students in a big class In space management, the respondents employed seating arrangement as
ordinary row set in IK.42 and listening laboratory at Sanata Dharma University. The classes as in IK.42 and listening laboratory were big since the classes could
accommodate more than 40 students. The chairs and tables were so close to each other. It disturbed respondents’ movement. The respondents could not make
contact with all of the students. In addition, some of the respondents hit the chairs or tables due to the limited space.
According to Harmer 2007, it is difficult for the teacher to make contact with the students at the back and it is difficult for the students to ask for and
receive individual attention in big classes p. 177. Therefore, in accordance with student teachers’ problem in big classes, it confirms the theory presented by
Harmer 2007 on teacher’s problems in big classes.
81 b.
Student teachers could not manage the time In managing the materials, the respondents gave additional time to do the
tasks. The respondents did so because the students could not finish the work by the time allocated. In addition, the respondents sometimes ran out of time and then
they asked students to submit the work even though the students had not finished the tasks yet. Therefore, the student teachers could not manage the time. It led to
the failure on completing the assignment which confirms the theory presented by Orlich, et al. 2010 that failure to complete assignment is one of the problems in
the classroom. c.
Student teachers could not operate the electronic equipment in less than three minutes
Further, related to the equipment management, two of the respondents had problems in operating the audio at the beginning of the lesson and laptop in the
teaching process. The respondent who had problems with the audio did not know how to operate it since the respondent did not prepare it before conducting the
teaching. As a result, they required lecturer’s help to operate the audio. It then made them to spend more than three minutes in operating the audio. Another of
the respondent’s problem was laptop which suddenly stopped working in the middle of activity. It caused the respondent not to use the laptop even though the
respondent prepared the slides for students’ work. Because of that, the student teachers could not operate the electronic
equipment in less than three minutes. In line with that, the student teachers were forgetting to check out audio visual equipment and failing to preview media as the
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
