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students more and therefore will have a good relationship with them, resulting in better and more efficient teaching and learning processes.
b. Proactive Teacher Behavior
In the research conducted by Clunies-Ross, et al. 2008, there are several proactive classroom management strategies. Those strategies are 1 listening
actively and negotiate commitments, 2 instructing the child in coping skills, 3 modifying the current teaching style, 4 spending time and energy to help the child,
5 reading articles about the problem, 6 providing nurturance and support, and 7 stating the rules and expect compliance p. 700. Those proactive behaviors are
also backed up by Tran 2016 in his research. He encourages the teacher to recognize and give reward to appropriate students’ behavior. The teacher must not
ask the students to do the expected behaviors by using force. Instead of misbehaviors, the focus here is strengthening good behaviors from the students.
c. Teacher’s Self-efficacy
According to Yilmaz 2013, “teachers’ and pre-service teacher’s emotional states, such as beliefs into forming an effective class environment may reflect into
their class management” p. 541. These beliefs play an important role in arranging effective classroom management. It is backed up by Martin and Baldwin that state,
“teachers view their class management approaches as a function of their beliefs of appropriate and inappropriate teachers’ behaviors and how much they can control
them” as cited in Yilmaz, 2013, p. 541. Self-efficacy is where a person believes that heshe can produce the result that heshe wants by adapting to different situation
and planning hisher way through. For the teacher, self-efficacy is the personal
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belief that heshe can handle the students and to make them better. Therefore, it is very important for a teacher to have self-efficacy in order to have good classroom
management.
B. Theoretical Framework
There are three research questions for this research to answer. They are about misbehaviors found in the class, the teachers’ opinion in parents’ interference, and
teachers’ strategies to manage a classroom while avoiding unnecessary conflicts. There are two major theories used to answer those research questions. They are
theories about misbehavior and classroom management. The researcher uses the same theories for the second and the third question as they have the same foundation
which is classroom management.
To answer the first research question, which is about what misbehaviors found in the
SMP Maria Immaculat
a’s English class are, the researcher
categorizes the misbehavior by using the modified categories of misbehaviors from Sun and Shek 2012 presented in Table 2.2. The reason for this is because by
knowing the misbehavior, effective classroom management can be synthesized. The researcher will gather the data using questionnaire which will be spread to the
students of Junior High School. The questionnaire consistes of close-ended statements and open-ended questions. The data gathered will be analyzed in
quantitative way. This data was then related to the teachers’ interview in order to
answer the second and third question.
