49 required more than 10 minutes. Despite the variation in the percentage, the result
showed that the students did not require more than 10 minutes was conducted by the ELESP student teachers.
In line with the results shown in Figure 4.3 to Figure 4.9, the student teachers indeed conducted materials management. Borich 1996 states that during
the initial days in the classroom, the teacher chooses content activities that everyone can successfully complete p.499. Borich 1996 also suggests example
of first-day activities, such as demonstrating a procedure and providing an interpretation. In accordance with the results in Figure 4.3 to Figure 4.9, the
findings on student teachers distributed the materials, such as distribute the handout to all students, teachers gave example or description of the material, and
teachers planned the time activity confirm the theory presented by Borich 1996. In addition, teachers provided sources of materials and provided
appropriate materials in which the students could do the task by the time given and did not require additional time of more than 10 minutes as in Figure 4.5 to
Figure 4.9. Therefore, the teachers chose content activities that everyone can successfully complete since students could do the task by the time given. As a
result, Figure 4.5 to Figure 4.9 confirm the theory presented by Borich 1996.
c. Managing Equipment
Equipment management encompasses the use of electronic equipment in the learning process, the use of erasermarkerwhite-board, and the variety of
equipment which are used by the teacher. Harmer 2007 states that teacher should
50 know how to employ equipment that the teacher selected to use since how to use
various types of equipment is a major part of modern teacher training p. 31. 1
Teacher utilized conventional equipment markerwhite-boarderaser in teaching
In managing the equipment, there were three criteria. They were all related to the equipment utilized by the teachers, either electronic equipment or
conventional equipment. Figure 4.10 up to Figure 4.12 were related to the utilizing of white-boardmarkereraser for their functions.
Figure 4.10 showed that the component of classroom management in employing markerchalk to support the noteexplanation of the lesson was
conducted. The supporting data gained through interview were as many as 100 of the respondents.
Figure 4.10 Teacher Wrote DownExplained by Employing MarkerChalk
Meanwhile, through the questionnaire, 12.5 of the respondents assumed that the respondent did not use marker. In fact, the respondents employed marker
to write down some of the students’ answers. Therefore, the result in Figure 4.10
10 20
30 40
50 60
70 80
90 100
Observation Quest ionnaire
Interview 100
87,50 100
12,50
Conducted Is not Conducted
51 showed that the use of marker to support the teaching activity was conducted by
student teachers. In Figure 4.11, the component of classroom management in utilizing
white-board to write down the notes was conducted by the student teachers as many as 75 of the respondents from the observation. The supporting of it,
gained through the interview result, was as many as 75 also.
Figure 4.11 Employing White-board to Write Down the Notes
Meanwhile, 25 of the respondents utilized white-board for another activity, such as to stick a picture. On the contrary, the questionnaire differed from
others in its percentage. Its variation happened because the respondents were not sure whether they utilized the white-board to write down the explanation or notes
during the teaching activity. Figure 4.12 showed that as many as 87.5 of the respondents in
observation and interview conducted the use of eraser for erasing written notes on white-board. Therefore, it means that the management of eraser was conducted
by the ELESP student teachers.
10 20
30 40
50 60
70 80
Observation Quest ionnaire
Interview 75
25,00 75
25 75,00
25
Conducted Is not Conducted
52 However, there was 12.5 of the respondents who used their hands to
erase written mistakes on the white-board. Nevertheless, the questionnaire showed different result. It was because the respondents were not sure if they used eraser
correctly for erasing written mistakes or notes on the white-board.
Figure 4.12 The Use of Eraser
2 Teacher employed another equipment in the teaching
Figure 4.13 Equipment Utilized were Related to the Topics
Figure 4.13 and Figure 4.14 explained the equipment utilized in the teaching activity, such as whether the equipment utilized supported or disturbed
the teaching activity. Figure 4.13 showed that the utilizing of equipment which
0,00 10,00
20,00 30,00
40,00 50,00
60,00 70,00
80,00 90,00
Observation Questionnaire
Interview 87,50
37,50 87,50
12,50 62,50
12,50
Conducted Is not Conducted
0,00 10,00
20,00 30,00
40,00 50,00
60,00 70,00
80,00
Observation Questionnaire
Interview 75,00
62,50 62,50
25,00 37,50
37,50
Conducted Is not Conducted
53 was related to the topics was conducted by the student teachers. It was proven by
75 of the respondents from the observation and 62.5 of the respondents from the questionnaire and interview. Meanwhile, there was 25 of the respondents
who did not utilize other equipment to support the teaching activity.
Figure 4.14 Equipment Utilized did not Disturb Activity
Further, data gained through the observation in Figure 4.14 showed that the equipment which were utilized by the ELESP student teachers did not disturb
the teaching activity. The result of observation was supported by interview result as many as 62.5. On the contrary, questionnaire offered different result. As
many as 75 of the respondents was not aware if the equipment disturbed them or not. Based on the result shown in Figure 4.14, therefore, student teachers utilized
equipment and the equipment did not disturb the teaching activity were conducted by the ELESP student teachers.
In line with the results shown in Figure 4.10 to Figure 4.14, they confirm the theory presented by Harmer 2007 that student teachers utilized white-board,
marker, and eraser appropriately. In addition, the equipment which was utilized by the ELESP student teachers did not disturb the teaching activity.
10 20
30 40
50 60
70 80
Observat ion Quest ionnaire
Int erview 75
25 62,50
25 75
37,50
Conducted Is not Conducted
54
d. Managing the Movement of People
