The Scope of the Study Significance of the Study Classroom Management

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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

This study dealt with the sitting arrangement, the norms and routines that teachers established the time management and the activity they used in managing senior high school classrooms.

F. Significance of the Study

The research study could provide information on the issues of classroom management for adolescence learners. Although the study talks about adolescence learners, the writer limits the participant and the scope on the high school students only. Further, the study would also be a review on what experts said about adolescence learners and classroom management and its criteria. The study would be beneficial to the teachers, especially English teachers who teach in a senior high school because they need skills and knowledge to manage their class in order to create a good situation in the teaching and learning process. Furthermore, this study would be beneficial for student-teacher or students who are willing to be teachers as this study provides the necessary information of classroom management. This would expectedly heighten the awareness for teachers on how important classroom 5 management is. To the future researcher, this study can provide baseline information on the classroom management of adolescence learners. 6 Theoretical Framework

A. Classroom Management

Classroom management has been an important part to be discussed in education. For teachers, managing classroom can be a challenging thing to do, as Jones 1996 claims that teachers see classroom management as one of the most important aspects of their work. Research based on teachers‟ interviews further suggests that when classroom management becomes difficult, it can be a cause of teacher burnout and loss of self-esteem Brouwers Tomic, 2000. Classroom management takes a crucial part in which if teachers fail to manage the classroom well, it might cause difficulties for both teachers and students. The term of classroom management is usually used to describe teacher‟s strategies to manage and control the classroom. This refers to aspects of classroom organization, such as conducting individual, pair, or group work; maintaining order; dealing with disruptive behavior; and handling daily business, such as collecting assignments and taking roll class Tsui, 2003. However, Classroom management is inextricably linked to the instructional objective Calderhead, 1984. Teacher not only has maintained discipline in the classroom but also has to manage the classroom so it will facilitate learning well. According to Wong and Wong 2005 classroom management refers to do all things that the teachers do to organize students, space, time and materials so that the student 7 learning can take place. In addition, it “consists of practices and procedures that a teacher uses to maintain an environment in which instruction and learning can occur” Wong and Rosemary, 2001.in conclusion, this requires teachers to use organizing strategies, including things relevant to space, time, and materials so teaching and learning occur. Therefore, establishing students norms and routines, deciding sitting arrangement, time managing and choosing appropriate materials as teaching resources are the most important things in classroom management. As Sakui 2007 mentioned that classroom management is an atmosphere in the class in which the learner are cooperating in the program of action defined by the activity a teacher is attempting to use. This means that it is important to establish a good atmosphere between the teacher and the learners. If students feel comfortable with the class atmosphere they would be able to enjoy the lesson and this would also allow the teacher to deliver the materials easily.

B. Adolescent learner characters