45 Based on the data gathered from the questionnaire, 47.6 of the total
respondents chose „disagree‟ to the items numbers 21 up to 25 in the questionnaire. It meant that it was likely that the practice teachers experienced
classroom management problems related to the improving working conditions. Meanwhile, there were 9.5 of the 88 practice te
achers chose „strongly disagree‟.
b. Data Presentation of the Open-Ended Questionnaire
The open-ended questionnaire consisted of only one question. The researcher asked the respondents to mention the other classroom management problems that
they experienced during the School Practice Program. After getting the result of the open-ended questionnaire, the researcher categorized the answer of the
respondents into three categories. Those categories were: 1 the classroom management problems arising from the students, 2 the classroom management
problems arising from the practice teachers, and 3 the classroom management problems arising from the school facility. Furthermore, these three parts are
discussed on the discussion part.
2. Discussion
After the data of the close-ended and open-ended questionnaire were presented, the researcher analyzed the data in order to answer the first research
problem about the English Language Education Study Program practice teachers ‟
problems in managing classroom during the School Practice Program. There were five classifications of classroom management problems Risk, 1958. Those
46 classifications were about: 1 handling attendance, 2 handling instructional
materials, 3 handling classroom activities, 4 regulations of physical conditions, and 5 improving working conditions. Therefore, the researcher analyzed the
questionnaire results as follows: In the first classification of the classroom management problems by Risk
1958, which was about handling attendance, there were five items on the close- ended questionnaire to be discussed. The first item was about whether or not the
practice teachers always checked their students‟ presence at the beginning of the
class. Based on the questionnaire results, 63.6 of the 88 respondents answered „strongly agree,‟ which meant that the majority of the practice teachers always
checked their students‟ presence at the beginning of the class. The second item
was whether or not the practice teachers called their students‟ name one by one to
check their students‟ presence. The majority of the respondents, 51.1 out of the 88 respondents, answe
red „strongly agree.‟ It meant that most of the practice teachers tended
to use the technique of calling their students‟ name one by one to check their students‟ presence regularly. The third questionnaire item in the
handling attendance part was about whether or not the practice teachers always asked their students to give an excuse slip at the beginning of the class if their
students wanted to leave the class early. The results of the questionnaire showed that 46.5 of the total respondents answered „agree‟ to that third item. It meant
that the majority of the respondents realized the importance to ask their students‟
excuse slip at the beginning of the class to minimize the possibility of having any interruption during the teaching and learning process.
47 In the fourth item of handling attendance questionnaire, the results showed
that the majority of the respondents, who were 47.7 of the total respondents answered „agree‟ to the item stated that the practice teachers always asked their
students who came late to just come in and to sit on their seat quietly then checked t
he students‟ excuse slip at the end of the class. It meant that the majority of the respondents did not let the interruption caused by students who came late happen.
In addition, the last item in the questionnaire of handling attendance was about whether or not the practice teachers always recorded the name of the students who
were absent or late in their class. The majority of the respondents, 56.8 out of the 88 respondents, answered „disagree‟ to that item. It meant that the practice
teachers might think that students‟ lateness or absence was not that big a deal.
Furthermore, the average of the handling attendance questionnaire, close-ended questionnaire numbers one up to number five, showed that the majority of the
respondents, who were 34.7 in percen tage, answered „agree.‟ It meant that it
was unlikely that the practice teachers experienced classroom management problems related to the handling attendance.
The second classification of the classroom management, which was about handling instructional materials, by Risk 1958 was explored in the questionnaire
numbers six up to number ten. The first item about handling instructional materials was set to check whether or not the practice teachers always distributed
the teaching materials by going around the class giving them to their students one by one. Based on the questionnaire results, 36.3 of the 88 respondents answered
„disagree.‟ It meant that the majority of the practice teachers tended to use other
48 techniques to distribute the teaching materials since the practice teachers might
think that distributing them by going around the class was not effective. The next item was about whether or not the practice teachers always had their students help
them to distribute heavy materials such as reference books or workbooks. The majority of the respondents, who were 61.3 in a percentage, ans
wered „agree‟ to that item. It meant that the majority of the practice teachers could save their
time and energy by not distributing heavy materials alone but by asking for students help. As for the fourth item, in the handling instructional materials part,
the results showed that the majority of the respondents, who were 57.9 in a percentage, answered „agree‟ to the item stated that the practice teachers always
prepared and placed the teaching materials at the accessible place. It meant that the majority of the practice teachers were aware that they needed to prepare and
place the teaching materials at the accessible place in order to save their time in getting the teaching materials that had been prepared.
The fourth item of the handling instructional materials was about whether or not the practice teachers always provided a uniform sized paper for their students
when the practice teachers asked their students to do a written task. The majority of the respondents, 45.4 out of the 88 respondents, answere
d „agree‟ to that item. It meant that the practice teachers understood that by giving a uniform sized
paper to their students for doing a written task, the practice teachers could quicken their time to distribute, to collect, and to check their students‟ written task. The
last item in handling instructional materials questionnaire was about whether or not the practice teachers always copied the exercise materials for their students.
49 Based on the questionnaire results, the majority of the respondents, who were
48.8 in a percentage, ans wered „agree‟ to that item. It meant that the practice
teachers were aware that by copying the exercise materials for their students, they could save their time better compared to the practice teachers that wrote exercise
materials on the board. In conclusion, the average of the handling attendance questionnaire showed that the majority of the respondents, who were 49.2 of 88
respond ents, answered „agree.‟ It meant that it was unlikely that the practice
teachers experienced classroom management problems related to the handling instructional materials.
The third classification of classroom management problem by Risk 1958 was about handling classroom activities. This classification was explored in the
close-ended questionnaire numbers eleven up to number fifteen. The item number eleven in the close-ended questionnaire discussed whether or not the practice
teachers always began the class immediately. There were 44.3 out of 88 respondents who answere
d „agree‟ to that item. It meant that the majority of the practice teachers understood the importance to start the class immediately so that
no teaching time would be wasted. The item number twelve in the questionnaire was about whether or not the practice teachers always had their students raised
their hand before they spoke during the teaching and learning process so that the class discussion ran smoothly, without chaos. Based on the close-ended
questionnaire results, 53.4 of the total 88 respondents ans wered „disagree‟ to
that item. It meant that practice teachers often found their students speaking without raising their hand first. Therefore, there was a possibility for the practice
50 teachers to have a chaotic discussion during the teaching and learning process.
The third item in the handling classroom activities questionnaire discussed whether or not the practice teachers always provided various, not monotonous,
learning activities so that the students did not get bored during the class. The results
showed that 46.5 out of 88 respondents answered „disagree‟ to the item number thirteen in the questionnaire. The results showed that sometimes the
practice teachers did not provide various activities so that their students might get bored during the class.
The item number fourteen of the close-ended questionnaire was still about the classroom management problems in handling classroom activities. It was about
whether or not the practice teachers always had their students understood with the practice teache
rs‟ instructions so that there was no need for the practice teachers to repeat their instructions several times. The majority of the respondents, who
were 40.9 in a percentage, answered „disagree‟ to that item. It meant that
sometimes the majority of the practice teachers needed to repeat their instructions since the students did not understand the practice teachers instructions. The last
item discussed the handling classroom activities was the item number fifteen in the close-ended questionnaire. This was about whether or not the practice teachers
always had their students followed the practice teachers‟ instructions for all the
activities that had been prepared. Based on the questionnaire results, there were 48.8 out of the total 88 respondents
that answered „disagree‟ to that item. It meant that the majority of the practice teachers often found that their students did
not want to follow all the activities that had been prepared in advance by the
51 practice teachers. The average results showed that 41.1 of the respondents
answered „disagree‟ to the statement numbers eleven up to fifteen. It meant that it was likely that the practice teachers experienced classroom management problems
in handling classroom activities. The next five items in the close-ended questionnaire, which were the item
numbers sixteen up to twenty, were about the regulations of physical conditions. The item number sixteen was set to check whether or not the practice teachers
always adjusted the class ventilating facilities windows to the weather so that their students could follow the lesson comfortably. The result showed that 59
out of 88 respondents answere d „agree‟ to that item. It meant that the majority of
the respondents tried to make their students comfortable while they were learning by adjusting the class ventilating facilities windows to the weather. The next
item on the close-ended questionnaire was about whether or not the practice teachers always turned on the lamp when the class was dark so that their students
could study with enough light. Based on the questionnaire results, the majority of the respondents, 43.1 out of the total respondents, answere
d „agree‟ to that item. It meant that the majority of the practice teachers always paid attention to
the lighting of the class. When the class was dark, the practice teachers always turned the classroom light on to help their students learn well with enough light.
The third item was related to the regulations of physical conditions, which was the item number eighteen, was about whether or not the practice teachers always had
a class with the LCD and viewer that could work well so that the practice teachers could use them to support the practice teachers teaching. There were 43.1 out
52 of the 88 respondents ans
wered „agree‟ to that item. It meant that the majority of the practice teachers did not have problems with the availability of the LCD and
viewer that could work well to help the practice teachers teach through teaching media.
The item number nineteen in the close-ended questionnaire was about a classroom announcement board. The item was set to check whether or not the
practice teachers had a neat announcement board in the class to put any written announcement for the students. Based on the results of the questionnaire, there
were 44.3 of the respondents who answere d „agree‟ to that item. It meant that
the majority of the practice teachers did not have problems in writing any written announcements in the announcement board since the practice teachers always
found a neat one in their class. The last item related to the regulations of physical conditions was about whether or not the practice teachers always had a clean and
neat class so that the students could learn comfortably. The majority of the respondents, who were 53.4 out of the total respondents, answe
red „agree‟ to that item. It meant that the practice teachers did not have problems with the
neatness and the cleanness of the classroom so that the students could learn well. The average of the total response of the regulations of physical conditions showed
that 50.8 out of the total respondents answered „agree‟ to the items in the fourth classification of classroom management problems by Risk 1958. It meant that it
was unlikely that the practice teachers experienced classroom management problems related to the regulations of physical conditions.
53 The last classification of the classroom management problems by Risk
1958 was about improving working conditions. This classification was explored in the close-ended questionnaire items numbers twenty one up to twenty five. The
first item about improving working conditions was the item number twenty one. It was about whether or not the practice teachers always had their students entered
the class immediately after the bell at the beginning of the class rang. The results showed that 56.8 of 88 respondents answer
ed „disagree‟ to that item. It meant that the practice teachers had possible classroom management problems emerged
from this situation because when the students did not enter the class immediately, the practice teachers could not begin the class immediately too, which meant a
waste of time. Meanwhile, the item number twenty two in the close-ended questionnaire was about whether or not the practice teachers always had their
students ready on their seats when the practice entered the class. The majority of the respondents, who were 45.4 out of the total respondents, answere
d „agree‟ to that item. It meant that the majority of the practice teachers did not need to
waste the time asking their students to be ready on their seats any more. The next item, which was the item number twenty three, was about whether the practice
teachers always finished all the teaching activities that had been prepared when the bell at the end of the class rang. Based on the questionnaire results, 46.5 of
the 88 respondents answe red „disagree‟ to the item. It meant that the practice
teachers might have classroom management problems related to the time management for teaching in the classroom during the School Practice Program.
54 The fourth item related to improving working conditions was the item
number twenty four. It was about whether or not the practice teachers always had their students prepared all the books or papers needed for the lesson on the
students‟ table. The majority of the respondents, who were 46.5 in a percentage, answere
d „disagree‟ to that item. It meant that the practice teachers might have classroom management problems since not all the students had all the
books or papers needed for the lesson. Furthermore, the last item of the close- ended questionnaire was about whether or not the practice teachers always had
their students paid attention to the practice teachers without doing other activities that might disrupt the class. Based on the questionnaire results, there were 45.5
out of the total respondents who answer ed „disagree‟ to that item. It meant that the
majority of the practice teachers had a classroom management problem related to their students‟ behavior in following the lesson. Therefore, the average percentage
showed that it was likely that the practice teachers experienced classroom management problems related to the improving working conditions since 47.6
of the total respondents chose „disagree‟ to the items numbers twenty one up to
twenty five in the questionnaire. After analyzing the data from the close-ended questions, the researcher
analyzed the data from the open-ended question. From the open-ended question, the researcher gained the other classroom management problems experienced by
the English Language Education Study Program during the School Practice Program. However, the researcher classified the problems into three
classifications. The first classification was about the problems arising from the
55 students. The second classification was about the problems arising from the
practice teachers, and the third classification was about the problems arising from the school facility.
The first classification was about the classroom management problems arising from the students of the senior high school in which the respondents had
their School Practice Program. The problems could be divided into three smaller categories, which were problems
about students‟ behavior, problems about students‟ attendance, and problems about students‟ motivation. There were many
classroom management problems that were closely r elated to the students‟
behavior in the classroom. For instance, the respondents mentioned that some of their students, especially those who were sitting at the back row, were busy with
their own activities while the practice teachers were giving a lecture. In addition, the other classroom management problems emerged when some students did not
respect the practice teachers since the students might think that the practice teacher was not their real teacher. Furthermore, students also liked to complain to
the practice teachers since the students might think that English was the hardest subject at school.
The second category of the first classification was related to s tudents‟
attendance. Through the answer from the respondents, it was revealed that there were many students that did not want to enter the class immediately though the
bell had been rung. It created problems for the practice teachers. Moreover, the student
s‟ lateness also created problems since it commonly disrupted the teaching and learning process. There were also some students who ignored the importance
56 of giving an excuse slip to the practice teachers before leaving the class, which
created problems rel ated to the students‟ attendance.
The next classroom management problems arising from students were related to the students‟ motivation. The practice teachers found that their students were
not well-motivated to follow the lesson. It was caused by many factors such as because the students did not have spirits in learning English, the students were
lack of concentration, and the students were lack of English vocabulary. Besides, students were also afraid to make mistakes when they needed to speak in English
so that they tended to be silent if the practice teachers asked questions and they felt reluctant to ask if there was
something confusing about the practice teachers‟ explanation.
The second classification of the open-ended questionnaire result was about the classroom management problems arising from the practice teachers
themselves. Through the results of the open-ended questionnaire, it was revealed that practice teachers had problems with time management. It happened because
not all activities prepared by the practice teachers ran well so that it was difficult to finish the lesson on time. In addition, practice teachers commonly also did not
have plan B when plan A did not work well in the classroom so that the teaching and learning activities sometimes did not work well as it was planned.
Meanwhile, the third classification was related to the school facility that caused classroom management problems to the practice teachers. The practice
teachers found that incomplete school facilities also created classroom management problems for them. The number of the LCD and the viewer, which
57 were commonly used by teachers to make the teaching and learning activities
more interesting, were very limited so that practice teachers could not provide interesting materials that could be supported by the LCD and the viewer. The
absence of the language laboratory for a listening class also created classroom management problems for practice teachers. Practice teachers could not teach
their students listening through an .mp3 file recording because there was no language laboratory in the school.
B. Possible Solutions to the English Language Education Study Program
ELESP Practice Teachers ’ Problems in Managing Classroom during
the School Practice Program
In order to answer the second problem, which was about the possible solutions to the English Language Education Study Program practice teachers
‟ problems in managing classroom during the School Practice Program, the
researcher conducted an interview with six English Language Education Study Program students who have had the School Practice Program. There were four
questions that needed to be answered by the interviewee. The first question was about whether or not the respondents had an experience to teach in a real
classroom. The second question was about the biggest practice teachers‟
classroom management problem. The third question was about the possible solutions to the seven classroom management problems emerged during the
School Practice Program. Meanwhile, the fourth question was about what a practice teacher needed to do in order to be able cope with classroom management
