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Micro Teaching, English Language Teaching Management, and Teaching Practicum. The writer believes that those courses are very useful for ED
students who want to be a teacher, but unfortunately there is no course about classroom management. In the teaching learning process teacher has to deal
with students and the teaching-learning process. One of the main things inside the learning process is how teacher manages the classroom.
Another reason why classroom management is important is that teaching English as a foreign language in Indonesia is not easy. English is not
commonly used in daily life. Students‟ anxiety toward English lesson makes the condition becomes harder for both teacher and students. English is one of
the main subjects in the national examination for junior high and senior high school. Therefore, considering the importance of English, the teacher‟s role in
managing an English classroom becomes essential to create a good atmosphere in an English as a foreign language classroom.
Realizing that teacher‟s strategies in managing classroom is important and teacher needs it the writer was interested in doing a study about how
teacher manages their English classroom in order to help teacher and also ETEP students to know about how to manage a classroom by this study.
B. Relevant Studies Related to the Study
A study about classroom management was conducted by Tsui in 2003. Besides talking about classroom management, Tsui focused more on how the
knowledge that the teachers have as expert and novice teachers influences their performance in teaching. One of the aspects that could be observed to
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gain her purpose is by observing the way teachers manage their EFL classroom in Hong Kong.
The findings reported that the critical differences among Marina the most expert teacher and the three non-expert teachers, as well as the
differences among these three teachers, is not so much on what Marina can do that Eva, Ching, and Genie cannot, but it was rather on the way they perceive
and understand what they do. There are differences between their conception of teaching and learning and their perception of the same or similar routines
that each of them used. Ching‟s understanding of the routines is primarily bound up with her conception of a component teacher, one who is able to
keep the students quiet and under control. Another study of classroom management was conducted by Saad
Shawer and El-Shayed El-behery in 2005 in Egypt. They narrowed the issue into classroom management strategies. In their study they mentioned that
there are four classroom management strategies used by teachers they observed. Those strategies are Organizing Strategy, Teaching Management
Strategy, Teacher-student Relationship Strategy and Teacher Sanction or Reward Strategy.
C. Statement of the Problem
This study was conducted with the following research question: 1.
How do teachers manage their classroom?
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D. Research Objectives
This study aimed at answering the research question above. The results of this study can give suggestions or input for teachers and for those
who want to be a teacher in managing their classroom.
E. The Scope of the Study
