15
c. The Problems Faced by the Eighth Grade Teacher in Teaching in Applying his Classroom Management in the Class
From writer’s observation and also interview with the eight grade English teacher in SMP Muhammadiyah 1 Surakarta, there are two big
problems; Cleanliness and Class Discipline.
1. Cleanliness
The students always do not come to clean up the classroom. They do not have feeling about their own classroom, because the classroom
moves for every subject material. The classroom becomes dirty more and more. But since early March, SMP Muhammadiyah 1 Surakarta backed to
apply regular class. So, the students accept the lesson on time, easy to detect the students that are absent from the class, and they always clean up
their class based on their own schedule made by their class guardian.
2. Class Discipline
The next problem in applying my classroom management is the classic problem, the composure or discipline of the class. They still do not
know how to respect to the teacher when teacher speaks in front of the class, they chat when the teaching – learning activity runs, and look for
much attention by disturb teacher or classmate.
2. Discussion of the Finding
The teacher applies five components of classroom managements. They are Teacher Talk, Teacher Talking Time TTT, Physical Presence,
Seating Arrangement, and Element necessary in Language Classroom. Teacher Talk has some branches, they are Rate of Speech, Pause,
Pronunciation, Vocabulary Selection, Degree of Subordination, The Frequency of Use Statement or Declarative than Question, and Self-
repetition. The Rate of Speech of the teacher is equal, it means not too fast
16 and not too slow. Secondly, The Pause of the teacher is not too long.
Thirdly, The Pronunciation of the teacher is simple and familiar in students’ ears. Fourthly, The Vocabulary Selection of the teacher is simple
to the students in the eighth grade, Fifthly, The Degree of Subordination of the teacher is high. Sixthly, The Frequency of Use Statement or
Declarative than Question of the teacher. The teacher used more questions than statements. Lastly, Self - repetition of the teacher. The teacher is less
in repeat the explanation. The second component is Teacher Talking Time TTT. The writer
found in the field that the teacher always gave opportunity to the students to ask some questions or difficult words that they do not know the
meaning. The third component is Physical Presence which has four styles. Firstly, during Language Presentation, the teacher always stood in front of
the students. Secondly, during Reading Activity, the teacher was dominant. He always stood in front of the class or in front of students
when they are reading. Thirdly, during Activation Control. In this stage, the teacher is allowed the students to active, did the discussion, and asked
to the teacher if there were some difficult words. Lastly, during Checking Work in Progress. In this stage, teacher were always move from one group
to other in order to check students’ progress and controled whether they do the instruction well or not.
The fourth component is Seating Arrangement. The Seating arrangement used by the teacher when teaching English is Orderly Row. It
