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immediately incorporate them into a lecture on how closely they reflect positions people have taken in these conflicts.
Besides the entire classroom activities mentioned above, there are still many activities that could be done in classroom. Teachers could simply conduct a
game or ask students to come in front to answer questions. Teachers have to make sure that they activity they choose works in the classroom.
D. Classroom management strategies
According to Shawer 2006, p.37 as it is stated in Rahman, 2011 classroom management strategies involve:
1. Organizing strategy: classroom management organizing strategies
helps teachers to organize their classroom. This includes seating arrangement and classroom protocol norms and routines. Norms and
routines such as arriving and exiting classroom and turning homework will show the differences between well-managed classroom and less-
managed classroom. 2.
Teaching management strategy: through teaching management strategies, teachers could achieve effective classroom management
based on their quality. Teachers need to use activities that defuse attention-seeking behaviors, like a group or in pair work Shawer,
2006. This keep students busy working rather than side talks. Teachers also need to pay attention to the students‟ different style of
learning. They should provide an extra task and materials which can assist students‟ learning styles.
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3. Teacher – student relationship strategy: positive teacher-student
relationship improve students‟ affective and cognitive development, increase motivation, and minimize negative behaviors Brandly
Pauley, 2005. Teacher-student relationship strategies helps teacher to establish a good relationship with students. Creating a good
relationship can be done if the teacher keeps calm, takes the heat of the situation, do not argue with students, calling students by their name,
has a sense of humor and constructive criticism. A teacher, as a good classroom manager does not, use verbal reprimand, threats,
embarrassing and taunting comments and they do not suspend, or expel students Geiger,2000 . This is very important because adult
learners, senior high school students are more conscious about their prestige. Moreover, the boys and the girls remain conscious about their
own position in front of the opposite sex. Victor 2005 said that the teacher should act in a professional manner and always remember that
heshe is not a teenager. Even though in reality they are teenagers they like to be treated as adults.
4. Teacher sanctions or reward consequences strategy: giving a reward
could be meaningful in a classroom management strategy. Even there are many kinds of reward, in classroom, a reward should be visible.
For example teacher praising students good work in front of class or giving points. I
f possible, teacher could write down students‟ name in an honoring list on the class board. This will make students be more
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discipline and avoid doing disruptive behavior. As adolescence leaners, students tend to show off and giving reward will accommodate
them to show themselves off in a positive way. Instead of giving a reward, giving punishment as the consequences also assists students to
be more discipline. As they want to be treated as adults, this strategy will help them to realize that there are consequences of everything they
do. Teacher must let their students know that a positive system of the recognition reward will be in effect to reward those who stick the
rules Shawer, 2006.
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The Study
In this section the writer will provide the types of study, subjects of the study, data collection instrument, and data analysis that was used in this study.
A. Types of Research
