74
Figure 4.40 Teachers Voice was Clear Heard at the Back
Harmer 2007 explains that how the teachers speak and what the teachers sound like have a crucial impact on classes. Teachers’ voice is to be audible p.
36. In line with the result in Figure 4.40 therefore, the theory presented by Harmer 2007 was confirmed by the student teachers’ clear voice since their
voice was clearly heard at the back.
b. Managing Students’ Behavior
In managing the students’ behavior, especially in controlling students’ behavior in the class, there were four criteria in the components of classroom
management. The criteria which were conducted by the student teachers were presented in Figure 4.41 and Figure 4.42.
1 Teacher controlled students’ behavior in the class.
In controlling students’ behavior, it encompasses building self-discipline and giving rewards or compliments. Figure 4.41 and figure 4.42 would explain it.
a Teacher built students’ self-discipline
In building self-discipline, it refers to whether the students work in a group cooperatively or a student works independently in an individual work. Therefore,
10 20
30 40
50 60
70 80
Observation Quest ionnaire
Int erview 75
62,50 75
25 37,50
25
Conducted Is not Conducted
75 the teacher helped the students to learn to be responsible for working diligently
and for being dependable, such as work cooperatively in group work or work independently in an individual task.
Figure 4.41 Students Worked in a Group Cooperatively when It was a Group Work
Figure 4.41 showed that the percentage between students who worked in a group cooperatively and not was balanced. In addition, Figure 4.41 offered
various results. The variation of it happened since the respondents were not sure whether or not the students worked in a group cooperatively.
b Teacher gave rewards or compliments to students
Figure 4.42 Teachers Gave RewardCompliment to Students who Behaved Well
10 20
30 40
50 60
70
Observat ion Quest ionnaire
Int erview 50
62,50
37,50 50
37,50 62,50
Conducted Is not Conducted
10 20
30 40
50 60
70 80
90 100
Observation Que stionnaire
Interview 100
50 100
50
Conducted Is not Conducted
76 Figure 4.42 showed that rewardscompliments in the classroom was
conducted by the ELESP student teachers. The respondents gave compliments to students who behaved well in the class. The examples of it were smiling, thumbs
up, saying good job, great, you are excellent guys, and so forth. In spite of that, 50 of the respondents was unsure whether or not they
gave rewards or compliments to students. Therefore, in order to manage students’ behavior, the teachers gave rewards or compliments to students who behaved or
did the work well. According to Petty 2009, praise of appropriate behavior is more effective than criticism of inappropriate behavior p. 108. Therefore, this
finding confirms the theory presented by Petty 2009 since praise of behavior are more effective in the learning activity.
3. Covenant Management
