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
Covenant management deals with the management of the diversity in the classroom. In managing the diversity, there were three criteria that would be
presented in Figure 4.43 to Figure 4.45.
a. Managing diversity
In managing the diversity, it shows how teachers use the diversity in the classroom to be involved in the teaching process. The diversity is between female
and male in a class, teacher and students, and among the students. The results of managing the diversity were presented in Figure 4.43 to Figure 4.45. They are as
follows.
77
Figure 4.43 Teachers Combined Female and Male in a Group
Figure 4.43 showed that the ELESP student teachers conducted the combination of female and male in a group. Meanwhile, there were no group
activity so that the combination female and male in a group was not conducted as many as 37.5 of the respondents. However, the result of the interview was
different. As many as 12.5 of the respondents was sure that he did not combine female and male in a group which led to 50 of its percentage.
Figure 4.44 Teachers Involved the Participation of All Students
In involving students’ participation, the component of it was conducted by the ELESP student teachers. They were so in order to maximize the time on
learning task. Meanwhile, 12.5 of the respondents tended to conduct the activity without involving students in order to minimize the time consumed.
0,00 10,00
20,00 30,00
40,00 50,00
60,00 70,00
Observation Questionnaire
Interview 62,50
62,50 50
37,50 37,50
50
Conducted Is not Conducted
0,00 10,00
20,00 30,00
40,00 50,00
60,00 70,00
80,00 90,00
Observation Questionnaire
Interview 87,50
75 87,50
12,50 25
12,50
Conducted Is not Conducted
78
Figure 4.45 Teacher Took Part with the Students in Conducting the Activity
Figure 4.45 showed obvious result that the component of classroom management in managing diversity, especially on getting involved with the
students was conducted. The respondents took part with students in conducting the activity, such as giving further explanation for students who found difficulty,
discussing together in a group with the students, asking students when they were doing the tasks, and so forth.
In line with Figure 4.43 to Figure 4.45, Froyen and Iverson 1999 explain that covenant management focuses on the classroom group as a social system has
its own features that teachers have to take into account when managing interpersonal relationship in the classroom para. 2. In addition, Dillion adds that
establish an open, risk-free classroom climate where the students can experience mutual trust and confidence, and implement lessons that allow all students to be
active learners through activities and responsibility that are congruent with the learners’ culture are required to brigde cultural gaps as cited in Borich, 1996, pp.
493-494. Therefore, in Figure 4.43 to Figure 4.45, the student teachers conducted covenant management in which the students of micro teaching conducted the
diversity in the classroom, such as combining female and male in a group,
10 20
30 40
50 60
70 80
90 100
Observation Questionnaire
Int erview 100
75 100
25
Conducted Is not Conducted
79 involving students’ participation during the teaching process, and taking part with
the students in conducting activities which confirm theories presented by Froyen and Iverson 1999 and Borich 1996.
As a result, the ELESP student teachers conducted classroom management in the teaching practice when they were teaching lower semester students. The
classroom managements that they conducted were content management, conduct management, and covenant management. By managing the classroom when
conducting teaching, the teaching runs smoothly. Classroom management reduces wasted time and wasted motion, it enables students to spend their time on tasks
rather than on nonessential Clark Starr, 1991, p. 98.
B. The Classroom Management Problems that Occur in the Student Teachers Teaching Practice
In conducting the teaching Borich 1996 notes that laughing, talking out of turn, passing notes, daydreaming, not following directions, combing hair,
doodling, humming, and tapping are several problems that occur in a classroom as cited in Levin Nolan, 1991, p. 520.
Further, Orlich, Harder, Callahan, Trevisan, and Brown 2010 note that there are several problems in a classroom:
Student apathy, difficulty getting students involved, students not following directions, failure to complete all assignment, unclear assignment,
forgetting to check out projector or AV equipment, failing to preview media, resulting in presentation of inappropriate material, failure to plan
discussion groups in advance, excessively talking at the beginning of the class, note passing, cheating, and attention seeking p. 197.
