21 aimed to find the classroom management problems faced by Information
Technology teachers and to reveal the underlying reasons and the possible solutions to the problems. The subjects of this study were 14 school
administrators, 14 teachers, and 17 parents. The data were collected through an interview.
After the data were analyzed, it could be concluded that the classroom management problems faced by Information Technology teachers in Turkey were
about lack of motivation, breaking the rules and routines, and lack of hardware in classrooms Erdogan et al., 2010. Meanwhile, classroom environment, classroom
size, insufficient time management, a lack of rules, and a lack of teachers‟
management skills became the underlying reasons of those problems. Furthermore, the possible solutions tothe problems were related to the
improvement in teacher qualification, giving punishment, ignoring misbehavior, understanding reasons behind the problems, and meeting with parents.
B. Theoretical Framework
The aims of this research are to find the ELESP practice teachers ‟ problems in
managing classroom during the School Practice Program and to find the possible solutions to those problems. The researcher gives the explanation of the
theoretical framework used in the research as follows in order to show the contribution of each theory in the theoretical description part.
Theory of an effective teacher put on the theoretical description is used to strengthen the research background, which mentions that
teachers‟ ability to
22 manage a classroom well is one of the characteristics that must be possessed by
effective teachers. Moreover, since this research is closely related to the term classroom management, the researcher provides general information about
classroom management in the theoretical description as a basic theory of this research. The theory about the definition of classroom management, the
importance of classroom management, the goals of classroom management, and the factors influencing a classroom management success are used to give the
readers a view that the issue about classroom management is important since the effect of classroom management is significant to the teaching and learning
activity. Furthermore, the researcher also includes a theory about specific problems in classroom management. The researcher includes this theory to guide
him to make the research instruments used in this research. Afterwards, the researcher summarizes similar research on problems in
classroom management. The summary of the research in the theoretical description helps the researchers to develop the research instruments of this
research. Finally, to find the English Language Education Study Program practice
teachers ‟ problems in managing classroom during the School Practice Program
and to find the possible solutions to those problems, the researcher then distributes a set of questionnaire and conducts an interview. Afterwards, the data
gathered from the questionnaire and the interview are analyzed, interpreted, and described in form of paragraphs.
23
CHAPTER III METHODOLOGY
This chapter describes the methodology of this research. Furthermore, this chapter is divided into six parts, which are research method, research setting,
research participants, instruments and data gathering technique, data analysis technique, and research procedure.
A. Research Method
Due to the fact that this research aims to find what the English Language Education Study Program practice teachers
‟ problems in managing classroom during the School Practice Program are and to find what the possible solutions to
the problems are, the researcher used descriptive research. As it is mentioned by Gall, Gall, and Borg 2007, descriptive research is a type of quantitative research
that involves making careful descriptions of educational phenomena. In addition, they also mention that descriptive studies are concerned with determining the
“what is” research questions, such as what have been the reactions of school administrators to innovations in teaching physical science? or what kind of
activities typically occur in sixth-grade art classes
.
Further, the researcher used survey as the research design. Fraenkel and Wallen 1994 state that there are three major characteristics in survey, which are
collecting information from a group of people to describe characteristics of the population, asking questions as the main way to answers research questions, and
