Introduction CLASSROOM MANAGEMENT APPLIED BY THE EIGHTH GRADE TEACHER IN TEACHING ENGLISH Classroom Management Applied By The Eighth Grade Teacher In Teaching English In SMP Muhammadiyah 1 Surakarta In 2012/2013 Academic Year.

3 Muhammadiyah 1 Surakarta. The writer will take the data from the 8F, 8G, 8H, and 8I class. Based on the explanation above, the writer formulate the problems of the study. They are 1 What is the classroom management applied by the eighth grade teacher in teaching English in SMP Muhammadiyah 1 Surakarta ? 2 What are the factors influencing the classroom management and interaction goes in the class?, and 3 What are the problems faced by the eighth grade teacher in applying his classroom management in the class?. The objective of the study are 1 to describe the classroom management applied by the eighth grade teacher in teaching English in SMP Muhammadiyah 1 Surakarta, 2 to clasify the factors influence the classroom management and interaction in the class, 3 to describe the problems faced by the eighth grade teacher in applying his classroom management in the class. To support validation of this research paper, the writer provides some theories from the experts. Emmer, Evertson, and Anderson 1983: 54 in Fauziati 2010:197 propose that classroom management is all the things teacher must do to foster student involvement and cooperation in classroom activities and to establish a productive working environment. Good and Brophy 2003:110 propose that classroom management once was based mostly on untested theory or unsystematic individual testimonials about “what works best for me”. The findings converge on the conclusion that teachers who approach classroom management as a process of establishing and maintaining effective learning environment tends to be more successful than teachers who place more emphasis on their roles as authority figures or disciplinarians. Fauziati in her book “Teaching English as a Foreign Language” 2010:198-204 proposes that there are some crucial factors which influence the kind of interaction that goes on in the class, namely : teacher talk, teacher talking time, voice management, physical presence, seating arrangement, and element necessary in language classroom. 4 1. Teacher Talk Fauziati 2010: 198-199 in Chaudron 1999:54-59 summarizes the research on teacher talk in language classrooms which shows the following modifications: 1 rate of speech appear to be slower; 2 pauses, which may be evidence of the speaker planning more, are possibly more frequent and longer; 3 pronunciation tends to be exaggerated and simplified; 4 vocabulary use is more basic; 5 degree of subordination is lower; 6 more declaratives and statements are used than questions; and 7 teachers may self-repeat more frequently. 2. Teacher Talking Time Fauziati 2010: 199-200 in Krashen’s 1982 stated that good TTT may have beneficial quality; students can get a chance to hear language which is above their own productive level but comprehensible input. In speaking classroom, however, teachers should ensure themselves to minimize the TTT and maximize the STT Student Talking Time. The most effective use of the target language is when they are actively using it in the classroom through drills or a meaningful conversational activity. 3. Voice Management With regard to the use of voice, Fauziati 2010: 200-201 in Harmer 2005:16-17 presents three issues to consider : audibility, variety, and conservation. a. Audibility Teachers need to be audible. They must be sure that students at the back of the class can hear them just as well as those at the front. 5 b. Variety It is important for teachers to vary the quality of their voices and the volume they speak at, depending on the type of the lesson and the type of activity. The sound should change naturally according to the situation. c. Conservation Conserving the voice is one thing techers should take into account when planning a whole day’s or a whole week’s work. Just like opera singers, they have to take great care of their voices. 4. Physical Presence The physical presence of teacher in the class is important for the proper management of the class. Fauziati in Qureshi 2010:3 stated that teachers should take care of their physical position and movement during the following lesson stages ; a. .During language presentation, teachers like the attention of all the students at this stage; therefore standing is the best position. When giving instructions they like the attention of whole class, so standing is the best position. b. During reading activities when students are reading then there is no need to be dominant so much; so sitting and occasional monitoring is enough. c. During activation control, teachers can allow the students freedom to carry this stage. The teacher should be at a distance from the activity, preferably be seated. However teacher should be available when needed. 6 d. During checking work in progress, teachers should move from one group to other in order to check their progress without interrupting them. 5. Seating Arrangements Seating arrangement has necessary role in teaching-learning activities. Its arrangement depend on class size, number of students, type of chairs and tables in the room, goals of teaching, or type of activity to take place in the classroom. There are several ways to arrange the seating in Engling classroom presented by Harmer 2005:18-20. a. Orderly Rows This might be best done for certain types of choral drills or so that everyone can see the teacher and the board during a content course. Advantages of this are that the teacher can see all students, more freely around the classroom and can gain the attention of all the students. b. CircleSquare This arrangement is best used for discussions and for activities where students are answering more open-ended questions. c. Horsehoe This arrangement is characterized by the equal status of all students and teacher, just as in the circularsquare arrangement. Student’s can see each other’s faces, and they can interpret others’ body language as they speak to get a better understanding of what is being said. 7 d. Back to Back When two chairs are placed back to back, students working in pairs are able to practice their listening skills. 6. Element Necessary in Language Classroom Harmer 2005:25 in Fauziati 2010:204-205 pinpoints some elements need to be present in a language classroom called “ESA”, Engage, Study, and Activate. a. Engage Engage is the pint in a teaching sequence where teachers try to arouse students’ interests, thus involving their emotions. This can be done through a game, the use of a picture, audio recording or video sequence, a dramatic story, an amusing anecdote, etc. b. Study Study phase activities are those where students are asked to focus on language or information. Teachers present and explain the materials and students practice them. Teachers can use different styles of study activities such as giving explanation, note taking, reading, translating, etc. c. Activate Activate element describes exercises and activities which are designed to get students using language as freely and communicatively as they can. The objective for the students is not to focus on linguistic form but on the practice of using the language for communication 8 Brown 2000:7 states that teaching is guiding and facilitating learning, enabling the learner to learn, setting the conditions for learning. Teaching English as Foreign Language in Indonesia is not an easy case, because English is not a second language in Indonesia, like in Malaysia or Singapore. To face this case, English language in Indonesia taught as early as possible since learner in the nursery school. Teaching English is an transfer activity done by the teacher to train the students whose first language is not English, so that they can comprehended and able to use English language both oral and written. To give better understanding about teacher,the writer gives some theories and definition about teacher. Mc Caslin and Good 1996 in Good and Brophy 2003:2 propose that teachers do more than manage learners. They also deal with students as social beings, and students learn more than subject matter in school. They are stimulated by other students and enjoy learning from and with peers. Teachers have to help students cope with the informal as well as with the formal curriculum. Weil, and Calhoun 2009:346-347 state the role and duty of the teacher as following ; 1. Accepting students’ responses without any judgement. 2. Helps students explore different sides of the state of the problem and compare several alternatives 3. Increase students awareness of their views and feelings in a way makes a reflection, paraphrase, and concluding the student responses 4. Uses the concept of roles, and emphasized that there are many ways to play a role 9 5. Emphasized that there are many alternative ways to solve a problem As a place of research, SMP Muhammadiyah 1 Surakarta is necessary to write in underlying theory. The writer explains it in its history and school’s physical environment. In 1 August 1952, by decree of the Muhammadiyah Teaching section branch Surakarta no: E-1I-011978, SMP Muhammadiyah 1 Surakarta was officially established with full private status and is located partly in the Simpon complex and Kemlayan, by headed with the headmaster Mr. Hadi Sumarno. In Simpon complex, there are three schools at that time; SMP Muhammadiyah 1 Surakarta, SMP Muhammadiyah 3, and SPG Muhammadiyah 1. In 1995, SMP Muhammadiyah 1 Surakarta got the private aided status. In 1972, Muhammadiyah Leadership Education and Cultural Assemblies Surakarta Municipality took the decision to condense SMP Muhammadiyah 1 Surakarta and SMP Muhammadiyah 3 Surakarta becomes one with the name SMP Muhammadiyah 1 Surakarta subsidized in Surakarta, for the next SMP Muhammadiyah 1 Surakarta is located in Kliwon Market Surakarta. In school accreditation who conducted by the government in 27 March 1985, SMP Muhammadiyah 1 accepted status which equal with SK No.359103H 1985. In 1990 submitted the second accreditation and can maintain its status with SK No. 40551031990, and in 1996 submitted accreditation with the result likened and in 2005 accredited with A very good.Counted from March 2011 until now on, the headmaster of SMP Muhammadiyah 1 Surakarta is Drs. Saifudin, M. Si. SMP Muhammadiyah 1 Surakarta is located in Flores Street no.1, Pasar Kliwon Surakarta. The class wide is about 8m2 includes class IX H, IX G, IX F, IX E, Kemuhammadiyahan class, Ahlaq class, and Aqidah 10 class in the first floor. Class IX A, IX B, IX C, IX D, TIK in the second floor. IPS class, Bahasa Jawa class, PKn class, IPA class, Mulok class, and English class in the third floor. Math class, Art class, Transit class,and Physical Exercise class in the fourth floor. Since September 2012, SMP Muhammadiyah 1 Surakarta implemented thematic and moving classroom for VII A-I class and VIII A-I class. Its purpose is to give new athmospher in teaching-learning situation, so that the students can be easier to accept the lesson. But since early March 2013, SMP Muhammadiyah 1 Surakarta returned into regular classroom anymore. SMP Muhammadiyah 1 Surakarta building stands on a land area of 2979 m2 with a state of permanent buildings. SMP Muhammadiyah 1 Surakarta is located in Flores Street no. 1 Kliwon Market Surakarta. The existing building at SMP Muhammadiyah 1 Surakarta classrooms and other rooms have spacious grounds in 1134 m. Meanwhile the whole building wide area is 1079 m. That building has four floors, and has ceramics floor for each rooms. The classrooms for teaching – learning activity is in the first, second, third, and fourth floor. Beside that, SMP Muhammadiyah 1 Surakarta has Language Laboratorium. It is on the third floor, east side of the English Class. There are some facilities, such as ; eighteen chambers, nineteen headphones, a teacher desk, nineteen chairs, two tape recorders, a fan, and two speakers.

B. Research Method

In doing this research, the writer uses the descriptive qualitative research. The reason of writer conducts this research is to describe the classroom management applied by the eighth grade teacher in teaching English in SMP Muhammadiyah 1 Surakarta, to clasify the factors influence the classroom management and interaction in the class, to describe the problems faced by the eighth grade teacher in applying his 11 classroom management in the class. The writer collected the data, and then she descriptively reported the findings. No statistical computation is employed in this study. The object of the study is the classroom management in teaching english and the eighth grade English teacher in SMP Muhammadiyah 1 Surakarta. The object will be analyzed using Prof. Dr. Endang Fauziati’s theory about classroom management. The writer uses observation, interview, and document analysis to collect the data in this research. The data are taken from writer’s observation in the field directly, conduct the interview with the informant to acquire detail information, document analysis to analyze photographs of teaching – learning process. The writer analyzed the classroom management applied by the eighth grade teacher in teaching English uses some steps as follow: Identifying the data found in the field, classifying the data found with the theory of classroom management proposed by Prof. Dr. Endang Fauziati, interpreting the data to research finding, drawing the conclusion of classroom management research.

C. Research Finding and Discussion

1. Research Finding

In this chapter, the writer intends to describe the research finding and discuss the answer of the problem statements. The writer did the observation for two months from March 8th 2013 until May 16th 2013 in five times. The explanation is the followings: 12 a. The Classroom Management Applied by the Eighth Grade Teacher in Teaching English in SMP Muhammadiyah 1 Surakarta Based on the observation, the writer finds that there are five components of six formed classroom management in the classroom. They are Teacher talk, Teacher Talking Time TTT, Physical Presence, Seating Arrangement, and Element Necessary in Language Classroom.

1. Teacher Talk

There are some components shaper of Teacher Talk. They are Rate of Speech, Pause, Pronunciation, Vocabulary Selection, Degree of Subordination, The Frequency of Use Statement or Declarative than Question, and Self – repetition. Based on the writer’s observation, the rate of speech from the five observations are equal. It means the teacher’s speech is not too slow and not too high. From the five times observations done, the writer finds that the pause when the teacher teaches is not too long. It indicates that the teacher master the teaching material. He explains the material fluently. There is no hesitancy in his teaching style. From the five times observations done, the writer can conclude that the pronunciation of the teacher is simple and familiar in students’ ears. So that, some students can guess and indicate the meaning. From five times observation, the writer finds that the vocabulary selection used by the teacher is simple. In teaching English to the eighth grade student, the vocabulary selection must be matched with their background knowledge. From the observations, the writer can give conclusion that the teacher has high degree of subordination, because he always tells the reasons of why he comes late to the class. It can build students’ respect and trusty to the teacher. From the five times observations, the writer can give conclusion that the teacher uses more question than statement or declarative to explain the lesson. The teacher of eighth grade students of English subject material is rare to give repetition. It gives