Pre service teachers` classroom management beliefs and their manifestation during their teaching practicum

PRE-SERVICE

TEACHERS’ CLASSROOM MANAGEMENT

BELIEFS AND THEIR MANIFESTATION

DURING THEIR TEACHING PRACTICUM

A SARJANA PENDIDIKAN THESIS

Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree

in English Language Education

By

Veronica Esti Nugrahani Student Number: 131214088

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY YOGYAKARTA

i

PRE-SERVICE

TEACHERS’ CLASSROOM MANAGEMENT

BELIEFS AND THEIR MANIFESTATION

DURING THEIR TEACHING PRACTICUM

A SARJANA PENDIDIKAN THESIS

Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree

in English Language Education

By

Veronica Esti Nugrahani Student Number: 131214088

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION

FACULTY OF TEACHERS TRAINING AND EDUCATION SANATA DHARMA UNIVERSITY

YOGYAKARTA 2017

vi ABSTRACT

Nugrahani, Veronica Esti. (2017). Pre-service Teachers’ Classroom Management Beliefs and Their Manifestation during Their Teaching Practicum. English Language Education Study Program, Department of Arts and Language Education, Faculty of Teachers Training and Education, Yogyakarta: Sanata Dharma University.

Teaching is a complex activity. Many aspects of teaching should be considered. One of the aspects is classroom management. As pre-service teachers, ELESP students must have classroom management skill. Classroom management skill is experienced by pre-service teachers when they have their teaching practice in schools. ELESP students experience teaching practice when they take Teaching Practicum course. From that experience, they are supposed to mold their beliefs in classroom management. Therefore, this study aimed to discover pre-service teachers’ beliefs in classroom management and verify whether their beliefs were manifested in their teaching during the Teaching Practicum.

In this study, there were two formulated research questions: (1) “What are the beliefs of pre-service-teachers concerning classroom management?” and (2) “How do their beliefs manifest in their teaching during their Teaching Practicum?”

In order to find out the beliefs of pre-service teachers, the researcher used qualitative research as the methodology of this study. The participants of this research were five ELESP students from batch 2013 who have experienced Teaching Practicum. The researcher employed interview and observation as data gathering techniques. The data from the interviews were analyzed using the five-phase qualitative data analysis to answer the first research question. Meanwhile, the data from the observations were used to answer the second research question.

The findings showed that there were five beliefs of pre-service teachers concerning classroom management. They were: 1) Managing various aspects in teaching; 2) Creating a comfortable learning environment; 3) Maintaining classroom rules; 4) Building a good relationship; and 5) Controlling students’ misbehavior. From those five beliefs, there were four beliefs that were manifested in their teaching, namely creating a comfortable learning, maintaining classroom rules, building a good relationship, and controlling students’ misbehavior.

Keywords: pre-service teachers, beliefs, classroom management, Teaching Practicum

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ABSTRAK

Nugrahani, Veronica Esti. (2017). Pre-service Teachers’ Classroom Management Beliefs and Their Manifestation during Their Teaching Practicum. Program Studi Pendidikan Bahasa Inggris, JPBS, FKIP, Yogyakarta: Universitas Sanata Dharma. Mengajar merupakan hal yang kompleks. Terdapat banyak aspek yang harus dipertimbangkan dalam mengajar. Salah satu aspek tersebut adalah manajemen kelas. Sebagai calon guru, mahasiswa PBI harus memiliki kemampuan dalam manajemen kelas. Kemampuan manajemen kelas dialami oleh calon guru saat mereka menjalani praktik mengajar di sekolah. Bagi mahasiswa PBI, mereka mengalami praktik mengajar saat mereka mengambil mata kuliah Teaching Practicum (PPL). Dari pengalaman tersebut, mereka akan membentuk kepercayaan mereka mengenai manajemen kelas. Oleh karena itu, penelitian ini dilaksanakan dengan tujuan untuk mengetahui kepercayaan calon guru mengenai manajemen kelas. Selain itu, penelitian ini juga bertujuan untuk membuktikan apakah kepercayaan tersebut terwujud saat mereka mengajar selama menjalani Teaching Practicum (PPL).

Dalam penelitian ini, terdapat dua rumusan masalah yang akan dijawab, yaitu: (1) “Apa kepercayaan yang dimiliki calon guru terkait manajemen kelas?” (2) “Bagaimana kepercayaan tersebut terwujud saat mereka mengajar selama menjalani Teaching Practicum (PPL)?”

Penelitian ini merupakan sebuah penelitian kualitatif. Partisipan dari penelitian ini adalah lima mahasiswa PBI angkatan 2013 yang telah menjalani Teaching Practicum (PPL). Peneliti menggunakan wawancara dan observasi sebagai teknik pengumpulan data yang bertujuan untuk menjawab rumusan masalah. Data yang diperoleh dari wawancara akan dianalisa menggunakan lima tahap analisa data kualitatif untuk menjawab rumusan masalah pertama. Sementara itu, data dari observasi digunakan untuk menjawab rumusan masalah kedua.

Hasil penelitian menunjukkan bahwa ada lima kepercayaan yang dimiliki oleh calon guru terkait manajemen kelas. Pertama adalah mengatur berbagai aspek dalam pengajaran; kedua adalah menciptakan sebuah lingkungan belajar yang nyaman; ketiga adalah menegakkan aturan-aturan kelas; keempat adalah membangun hubungan yang baik dengan siswa; yang terakhir adalah mengendalikan kelakuan buruk siswa. Dari kelima kepercayaan tersebut hanya empat kepercayaan yang terwujud saat mereka mengajar. Kepercayaan tersebut adalah menciptakan sebuah lingkungan belajar yang nyaman, menegakkan aturan-aturan kelas, membangun hubungan yang baik dengan siswa, dan mengendalikan kelakuan buruk siswa.

Kata kunci: pre-service teachers, beliefs, classroom management, Teaching Practicum

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ACKNOWLEDGEMENTS

The first gratitude goes to my Lord, Jesus Christ, who has given never-ending grace and blessing to me. Because of His endless love I was able to pass all of the courses at ELESP, finish my thesis, and finally graduate from this University. I also give my greatest gratitude to Mother Mary who is always there for me and makes me believe in prayer.

I dedicate my deep gratitude to my beloved advisor Bapak F.X. Ouda Teda Ena, S.Pd., M.Pd., Ed.D. for his time, guidance, suggestions, encouragement, and laughs. I also thank him for his kindness and care as my Academic Advisor for four years. I thank him for always being an inspiring person in my life.

I would like to thank all lecturers of English Language Education Study Program and all of its members for helping me in my college life. I especially thank Bapak Laurentius Krisna Septa Bernanda, S.Pd., as my research partner, who always helps me in writing my thesis. I thank him for his fruitful suggestions and also his patience.

Next, my deepest gratitude goes to my parents, Bapak Michael Karjiyo, who never stops giving his non-describable love for me his youngest daughter, and Ibu Elisabeth Pantes Lestari, who always convinces me that I can do what I should do, and I also thank them for the unconditional love. To my oldest sister, Christina Wahyu Ary Dewi, and my older brother Yosavat Agung Setiadi, I thank them for supporting me in all conditions and always being my guardians.

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I also would like to thank my best friends Natalia Hanna Perfecta, Yustina Rostyaningtyas, and Rosa Avia Widiasti. I thank them for cheering me up when I am down, and making my journey in this life more colorful. Besides, I also thank my friends Marcel, Clara, Dian, Ensa, Tya, Viko, Wisnu, Lolita, Cika, Hapri, Pinta, Venia, Astri, Deta, Rosa, Galih, Erwan, Yansen, Retha, Galuh, and Vian. I am so grateful for having them in my college life. I thank them for the happiness, cheerfulness, and togetherness.

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TABLE OF CONTENTS

Page

TITLE PAGE... i

APPROVAL PAGES ... ii

STATEMENT OF WORK’S ORIGINALITY ... iv

PERNYATAAN PERSETUJUAN PUBLIKASI ... v

ABSTRACT ... vi

ABSTRAK ... vii

ACKNOWLEDGEMENTS ... viii

TABLE OF CONTENTS ... x

LIST OF APPENDICES ... xii

CHAPTER I. INTRODUCTION ... 1

A. Research Background ... 1

B. Research Questions ... 4

C. Research Significance ... 4

D. Definition of Terms ... 5

CHAPTER II. REVIEW OF RELATED LITERATURE ... 8

A. Theoretical Description ... 8

1. Teachers’ Beliefs ... 8

2. Classroom Management ... 11

a. Physical Design ... 12

b. Rules and Procedures ... 13

c. Teacher-Student Relationship ... 14

d. Discipline ... 16

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CHAPTER III. RESEARCH METHODOLOGY ... 20

A. Research Method ... 20

B. Research Setting ... 21

C. Research Participants ... 21

D. Instruments and Data Gathering Technique ... 22

1. Interview ... 23

2. Observation ... 24

E. Data Analysis Technique ... 25

CHAPTER IV. RESEARCH RESULTS AND DISCUSSION ... 28

A. Participants’ Background ... 28

B. Pre-service Teachers’ Beliefs in Classroom Management ... 30

1. Managing Various Aspects in Teaching ... 31

2. Creating a Comfortable Learning Environment ... 33

3. Maintaining Classroom Rules ... 38

4. Building a Good Relationship ... 41

5. Controlling Students’ Misbehavior ... 45

C. Pre-service Teachers’ Beliefs Manifestation on Their Teaching Practicum ... 49

1. Creating a Comfortable Learning Environment ... 49

2. Maintaining Classroom Rules ... 51

3. Building a Good Relationship ... 53

4. Controlling Students’ Misbehavior ... 53

CHAPTER V. CONCLUSIONS AND RECOMMENDATIONS ... 56

A. Conclusions ... 56

B. Recommendations ... 59

REFERENCES ... 61

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LIST OF APPENDICES Appendix

Appendix A. CONSENT FORM ... 65

Appendix B. INTERVIEW BLUE PRINT ... 67

Appendix C. INTERVIEW GUIDELINE ... 73

Appendix D. SAMPLE OF VERBATIM TRANSCRIPT ... 75

Appendix E. SAMPLE OF DISASSEMBLED DATA ... 85

Appendix F. THEMES AND SIGNIFICANT STATEMENTS (REASSEMBLED DATA) ... 89

1 CHAPTER I INTRODUCTION

In this chapter, the researcher provides the background of the research which is divided into four sections. The first section is research background which explains the background and the reasons for conducting this research. The second section is the research question section which contains two research questions. The third section is research significance which describes the contribution of this research. The last section is the definition of terms which defines some terms that are used in this research to prevent misinterpretation.

A. Research Background

Teaching is a demanding profession that requires making hundreds of decisions related to learning activities. Hall, Quinn, and Gollnick (2014) conclude that teaching requires high levels of sustained energy, effort, and motivation (p. 4). Those requirements become the fundamental responsibility of teachers. Further, it is also teachers’ responsibility to make sure that all of their students have learned well. It is an obvious consequence because teachers’ job is to educate people. Obama (2011) states that “after parents, the biggest impact on a child’s success comes from the man or woman at the front of the classroom” (as cited in Hall, et al., 2014, p. 131). It means that teachers hold an important role in children’s life for preparing their future. Cooper, et al., (2011) also state that the quality of the teacher determines how well children receive their education (p. 2).

Students learning or their achievements can be viewed as a direct result of teachers’ performance. Therefore, teaching has never been easy, it is a complex activity.

The English Language Education Study Program of Sanata Dharma University prepares teacher candidates or also known as pre-service teachers to be future English teachers. Pre-service teachers are trained to be English teachers for middle and high schools. They are not only trained in English knowledge but also teaching skills. Therefore, there are some courses which are intended to develop their teaching skills. One of the courses is Teaching Practicum. The Teaching Practicum is a compulsory course in which teacher candidates have teaching practices in junior or senior high schools. In this program, pre-service teachers are supposed to do teaching activities and other educational duties.

For pre-service teachers, Teaching Practicum becomes one of the compulsory subjects. It is important for them to have this experience in order to implement what they have learned during the study. Combs (1965) mentions that for most pre-service teachers there is little or even no contact with students before the day of entering classroom for their teaching practice experience. As the researcher has mentioned earlier that teaching is a complex task, it is obvious that pre-service teachers face some challenges when they have their Teaching Practicum.

Classroom management skill is one of pre-service teachers’ skills which pre-service teachers must have. It is often perceived as the most overwhelming challenge faced by pre-service teachers (Honigsfeld & Cohan, 2014, p. xvi).

McNeil and Wiles (1990) state that “management is a broader concept and generally is directed toward effective learning” (p. 276). Therefore, to achieve an effective teaching-learning, a classroom teacher should manage his or her classroom well. According to Scarpaci (2007), a successful teacher should be an effective classroom manager (p. 40). An effective classroom manager does not only build an environment to encourage academic achievements but also to increase students’ social skills (Cooper, et al., 2011, p. 217). Classroom management is experienced by pre-service teachers when they have their teaching practice in schools. They have to deal with all of the classroom management needs, such as lesson planning, teaching strategies, materials, and even classroom instructions to prevent students’ misbehavior. From those experiences, pre-service teachers are supposed to mold their beliefs in classroom management. As Tschannen-Moran and colleagues (n.d.) state that:

Teachers’ beliefs are not developed in a vacuum; rather, they are constructed through interactions with others in their school, and as such they both shape and are shaped by teachers’ personal beliefs and experiences (as cited in Fives & Gill, 2015, p. 5).

This study aims to find out pre-service teachers’ beliefs in classroom management based on their Teaching Practicum experiences, and how their beliefs are manifested by them in their teaching.

B. Research Questions

Based on the research background, the questions addressed in this research are:

1. What are the beliefs of the pre-service teachers concerning classroom management?

2. How do their beliefs manifest in their teaching during their Teaching Practicum?

C. Research Significance

This research provides some contributions to the educational field, especially teacher education. Those contributions are for English Language Education Study Program, for the students of English Language Education Study Program, and also for future researchers.

1. English Language Education Study Program

This research gives benefits to the English Language Education Study Program. It shows whether the materials which students have learned are sufficient in the real practice. Moreover, this research gives more information on what parts are needed to be improved based on the students’ experiences. It can be a reference to develop pre-requisite courses for the Teaching Practicum course. Furthermore, this research can reveal pre-service teachers’ beliefs in classroom management.

2. Students of English Language Education Study Program

For English Language Education students, this research can give description of classroom management in a real class. It helps them to develop strategies before they do their Teaching Practicum. Participants’ experiences can give them options of managing their classrooms effectively. For students who have done their Teaching Practicum, this research can be used as a reflection of their classroom management.

3. Future Researchers

This research is also beneficial for future researchers who are interested in the similar study of classroom management. The researcher expects that this study can give additional information regarding the Teaching Practicum, classroom management, and pre-service teachers’ beliefs. Hopefully, it can inspire future researchers to conduct a study with some different focuses which are still related to this topic.

D. Definition of Terms

To prevent misinterpretation, the researcher defines some terms which are used in this study. Those terms are explained as follows:

1. Pre-service Teacher

Pre-service teachers are “students enrolled in a course of study intended to satisfy requirements for employment as teachers” (Churchill, et al., 2011, p. 6).

Meanwhile, Virginia Wesleyan College (n.d.) defines pre-service teachers as college students who are involved in a school-based experience. In this research, the pre-service teachers are the English Language Education Study Program students who were involved in a school-based experience and did teaching practicum.

2. Classroom Management

Classroom management is an activity which is done by teachers including preparation, during the teaching-learning, and assessment. According to Ebert and Culyer (2011), classroom management is “activities in which a teacher engages before, during, and after interacting with students” (p. 231). Those activities are intended to make the teaching-learning process effective. Classroom management involves “all of the tasks that teachers and students perform in any given day, covering a wide range of actions and attitudes associated with teaching and learning” (Hall, et al., 2014, p. 353). Actually, there are many aspects related to classroom management. Those aspects are time management, physical design, lesson plans, rules and procedures, teaching strategies, teacher-student relationship, teaching materials, teaching methods, discipline, engagement, motivation, classroom instructions, teaching media. However, this research only focuses on four aspects of classroom management, which are physical design, rules and procedures, teacher-student relationship, and discipline.

3. Belief

According to Borg (2001), belief is a proposition which may be consciously or unconsciously, and is evaluative in that it is accepted as true by an individual, and is therefore imbued with emotive commitments; furthermore it serves as a guide to thought and behavior (p. 186). Pajares (1992) argues that belief can be conceptualized as an “individual’s judgment of the truth or falsity of a proposition” (p. 316). Oxford Dictionary (2005) defines belief as a strong feeling that something or somebody exists or is true; confidence that something or somebody is good or right.

4. Teaching Practicum

Based on the Academic Guidance of ELESP 2012, Teaching Practicum is one of the compulsory courses in English Language Education Study Program of Sanata Dharma University. Teaching Practicum aims to train pre-service teachers to gain teachers’ competence completely. It is conducted in Senior High Schools, Vocational High Schools, or Junior High Schools. In this program, pre-service teachers are supposed to do teaching activities and other educational duties.

8 CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter presents the theories related to the topic of the research. There are two sections of this chapter. The first section is theoretical description and the second section is theoretical framework. The theoretical description consists of some theories which are relevant to the topic of this research. The theoretical framework is the summary of the theories which support this research.

A. Theoretical Description

In this study, the researcher uses two main theories. They are the theories of teachers’ beliefs and the theories of classroom management. As the researcher has mentioned previously, this study focuses on four aspects of classroom management. The further elaboration of those theories is as follows.

1. Teachers’ Beliefs

Beattie (1995) states that teachers’ beliefs are teachers’ own philosophy to translate their experiential worlds molded from childhood into a unique view of what is considered as good teaching and learning (as cited in He, et al., 2012, p. 1077). She provides some examples, such as what valuable knowledge to be taught, or when to carry on the instruction and evaluation (as cited in He, et al., 2012, p. 1077). Xu (2012) notes that mostly the definitions of belief propose that beliefs dispose or guide people’s thinking and action (p. 1397). Therefore,

teachers’ beliefs are the bases of how teachers think and do something. There are many different kinds of beliefs which are held by teachers. For instance, beliefs about knowledge, the students, the subject matter, how to teach, and also about moral, ethical, and societal issues (Fives & Gill, 2015, p. 48). Those are only some examples of teachers’ beliefs. There are many other beliefs which are held by teachers simultaneously.

According to Pajares (1992), teachers’ beliefs are the key indicators of teachers’ perceptions and judgment, and it affects their teaching practices (p. 307). Teachers’ belief systems, such as attitudes, values, expectations, theories and assumptions about teaching and learning, are considered as primary sources of teachers’ classroom practices (Shinde & Karekatti, 2012, p. 73). Therefore, teachers’ beliefs are central to determining their actual behavior towards students (Xu, 2012, p. 1397). On the other hand, findings of other research have led researchers to conclude that teachers’ beliefs are not related or are disconnected, or inconsistent with classroom practices (Fives & Gill, 2015, p. 70). One of the studies is conducted by Liu in 2011. She conducted a study of 1.340 elementary school teachers. The study found out that although 79% of teachers held learner-centered beliefs, the majority of them are reported lecturing instead of using more constructivist practices with technology (as cited in Fives & Gill, 2015, p. 70).

After reviewing many researches from 2008-2012, Fives and Gill (2015) identify internal and external factors that either support or impede teachers to espouse their beliefs in practice (pp. 74-90). The first internal factor is teachers’ other beliefs (Fives & Gill, 2015, p. 75). As previously stated, teachers hold

beliefs in many different things in their life. Those aspects of teachers’ own belief systems can either facilitate or impede the enactment of beliefs into practices (Fives & Gill, 2015, p. 75). The second factor is knowledge (Fives & Gill, 2015, p. 76). In order to enact their beliefs, teachers should have the necessary knowledge (Fives & Gill, 2015, p. 76). Some researchers find out that teachers do not act on their beliefs because they lack of knowledge of the content and the pedagogy of how to implement the instructional practices that will align with their beliefs (Fives & Gill, 2015, p. 76). The third factor is awareness and self-reflection. Fives and Gill further explain that “the extent to which teachers are self-aware and engage in self-reflection are other factors related to the alignment between teachers’ beliefs and practices.” Thus, teachers need to be aware and reflect on the appropriateness of their beliefs and practices.

Furthermore, there are external factors which influence the enactment of teachers’ beliefs in practices. The first factor is classroom-context. Classroom factors such as students’ ability and attitudes, classroom management, and class size present challenges to teachers in enacting their beliefs. Moreover, those factors force teachers to find ways to practice even though there are obstacles (Fives & Gill, 2015, p. 76). The next factor is school-context which is similar to classroom context. Administration, parental support, colleagues, and available resources in schools may become school-context barriers. However, Bullock (2010) states that the most important aspect is how teachers perceive those potential barriers to practice (as cited in Fives & Gill, 2015, p. 77). The last factor is national-context (Fives & Gill, 2015, p. 78). In this context, educational policies

and curricular standards may present challenges to teachers in enacting their beliefs in practice (Fives & Gill, 2015, p. 78). However, Fives and Gill (2015), state that the influence of those external factors depend on the type of policy, the teachers’ role in the political context, and teachers’ individual perceptions (p. 78).

2. Classroom Management

Classroom management is an essential term in teaching-learning activity. Iverson (2003) defines classroom management as “the act of supervising relationships, behaviors, and instructional settings and lessons for communities of learners” (as cited in Hall, et al., 2014, p. 354). Burden and Byrd (2010) state that classroom management involves teacher actions in order to create positive social interaction, active engagement, and motivation during the learning process (p. 218). Cooper, et al., (2011) define classroom management as all of teacher actions to create respectful, caring, orderly, and productive learning environment (p. 217). According to Evertson and Edmund (2013), classroom management is a wide concept including teacher’s strategies to guide student behavior in the classroom (p. 1). There will be complex activities in relation to classroom management. It is because classroom management is covering both planning and interactive aspects (Evertson & Edmund, 2013, p. 1).

Planning aspects include tasks as organizing physical space of the classroom, identifying expectations for students’ behavior, arranging consequences to discourage inappropriate behavior, and organizing instructional activities to promote student involvement and engagement (Evertson & Edmund,

2013, p. 1). Moreover, classroom management also covers interactive aspects such as monitoring and interacting with students, providing support and feedback, intervening to redirect student behavior, and working with students to stimulate interest, involvement, and cooperation (Evertson & Edmund, 2013, p. 1).

There are many aspects related to classroom management, such as time management, physical design, lesson plans, rules and procedures, teaching strategies, teacher-student relationship, teaching materials, teaching methods, discipline, engagement, motivation, classroom instructions, teaching media. In this study, the researcher focuses on four aspects of classroom management. Those aspects are physical design, rules and procedures, teacher-student relationship, and discipline.

a. Physical Design

Physical design of the classroom holds an important role achieving an effective teaching-learning process. According to Garrett (2014), the physical design is the location of the classroom furniture.

The physical design lies in how the classroom is laid out, where the students’ desks are, where the teacher’s desk is, where learning centers and materials are located, where heavily used items such as the pencil sharpeners are, and so on (p. 3).

Cooper, et al., (2011) mention that the physical design of the classroom affects the atmosphere of the classroom (p. 222). They add that the physical setting of the classroom can influence the way teachers and students feel, think, and behave (p. 222). When teachers and students feel comfortable, the teaching-learning activity will be more effective. An effective teacher should be able to

arrange space, materials, and all physical teaching stuff in the classroom so that a pleasant and effective environment can be accomplished (Brandvik & McKnight, 2011, p. 17). Related to physical design of a classroom, McLeod, Fisher, and Hoover (2003) mention that the classroom should be flexible so that students can easily rearrange the furniture when it is needed (p. 6). It often happens when there is physical activity in the learning process. If the furniture has been arranged, it makes the students move freely depending on the activities. Moreover, teachers should consider space for students to encourage movement and flexibility (McLeod, et al., 2003, p. 6). It is because students might be bored if they only sit on their chair continuously.

b. Rules and Procedures

In a classroom, it is obvious that every teacher has a rule of conduct during the teaching-learning activity. Marzano, Gaddy, Foseid, Foseid, and Marzano (2005) define a rule as general expectations or standards, whereas a procedure as communicates expectations for specific behaviors (p. 5). Rules and procedure are used to guide and govern student behavior in a classroom (Burden & Byrd, 2010, p. 235). One example of classroom rules is that students are not allowed to use their mobile phones during the learning activity. Meanwhile, the example of procedure is that students have to raise their hands when they ask questions.

In order to develop classroom rules, there are several aspects to consider. The aspects are the number of the rules, the words to state the rules, the rules demonstration, and the students’ involvement in developing the rules (Garrett,

2014, pp. 30-32). Besides, there are several important aspects in making classroom procedure. The aspects include identifying the need for procedures, demonstrating the procedures, practicing the procedures, and giving feedback (Burden & Byrd, 2010, p. 239). Usually, teachers make the rules and the procedures at the beginning of a new semester together with the students. They make it together so that there is neither rule nor procedure to be forced.

c. Teacher-Student Relationship

Cooper, et al., (2011) mention that more than 100 studies show positive teacher-student relationship is the key of an effective classroom management and it reduces behavior problems by thirty-one percent (p. 223). Garrett (2014) establishes some strategies to communicate with students in order to develop relationship. The first strategy is maintaining a sense of humor to create a comfortable learning environment (Garrett, 2014, p. 46). The second strategy is to let students know the teacher personally in order to make students feel more connected and easy to follow the classroom rules (Garrett, 2014, p. 46). Besides, teachers can also learn the students’ life to show his or her care for the students (Cooper, et al., 2011, p. 224). The third strategy is teachers should welcome each student (Cooper et al., 2011, p. 223; Garrett, 2014, p. 47). The simplest thing is to greet the students in the morning (Garrett, 2014, p. 47). The fourth strategy is providing extra help to gain students’ belief that the teachers care for them (Garrett, 2014, p. 47).

Marzano and Marzano (2003) characterize specific teachers’ behaviors to create an effective teacher-student relationship. The characterizations are appropriate levels of dominance, appropriate levels of cooperation, and being aware of high-needs students. Appropriate levels of dominance can be shown by establishing clear behavior expectations, learning goals, and showing assertive behavior (Marzano & Marzano, 2003). Achieving behavior expectations should be done by establishing clear rules and procedures, and by providing consequences for student’s behavior (Marzano & Marzano, 2003).

Teachers can also show the appropriate levels of dominance by “providing clarity about the content and expectations of an upcoming instructional unit” (Marzano & Marzano, 2003). Teachers should take four actions, which are communicating learning goals at the beginning of a topic, giving feedback on those goals, recalling the goals continually, giving summative feedback considering the goals (Marzano & Marzano, 2003). The last way to exhibit the appropriate levels of dominance is by showing assertive behavior. According to Emmer and colleagues (2003, p. 146), assertive behavior is “the ability to stand up for one’s legitimate rights in ways that make it less likely that others will ignore or circumvent them” (as cited in Marzano & Marzano, 2003).

The appropriate levels of cooperation focus on the students and teacher functioning as a team (Marzano & Marzano, 2003). There are three strategies to encourage appropriate levels of cooperation. The first strategy is to provide flexible learning goals. Giving students an opportunity to decide their objectives in the beginning of a topic can communicate a sense of cooperation (Marzano &

Marzano, 2003). Moreover, it shows that teachers care about what students want to achieve in a certain topic (Marzano & Marzano, 2003). The second strategy is taking a personal interest in each student in the class. Marzano and Marzano (2003) argue that this strategy is the most real way to convey appropriate levels of cooperation. The last strategy is using equitable and positive about classroom behavior, such as treating all of the students equally.

The last characteristic to achieve an effective teacher-student relationship is the awareness of high-needs students. Teachers face different kinds of students every day. According to Adelman and Taylor (2002), generally 12-22 percent of all students in the school suffer from mental, emotional, or behavioral disorders, and relatively few receive mental health services (as cited in Marzano & Marzano, 2003).

d. Discipline

According to Garrett (2014), discipline means both preventing and responding to behavior problems (p. 77). Classroom discipline is related to students’ misbehavior. Misbehavior is students’ behavior which is considered as a threat to the academic activities (Burden & Byrd, 2010, p. 251). There are seven types of misbehavior which are needless talk, annoying others, moving around the room, noncompliance, disruption, aggressive actions, and defiance of authority (Burden & Byrd, 2010, p. 252). Burden and Byrd (2010) also mention several causes of misbehavior. The first factor is health, such as lack of sleep, an allergy, illness, and inadequate diet (Burden & Byrd, 2010, p. 253). The second factor is

neurological conditions which are related to students’ mental disorder (Burden & Byrd, 2010, p. 254). The third factor is medication or drugs that are consumed by the students may influence unusual behavior (Burden & Byrd, 2010, p. 254).

The fourth factor is the influence from home or society. It happens when the students obtain bad impact from their home and society (Burden & Byrd, 2010, p. 254). The fifth factor is physical environment of the classroom which makes students feel uncomfortable (Burden & Byrd, 2010, p. 254). The sixth factor is poor behavior decisions made by the students where the students prefer to misbehave (Burden & Byrd, 2010, p. 254). The seventh factor is other students in the classroom who provoke the other students in the classroom (Burden & Byrd, 2010, p. 255). The eighth factor is the way teachers manage the class that sometimes is influenced by teachers’ behavior (Burden & Byrd, 2010, p. 255). The ninth factor is teachers’ uninteresting instructions may influence students’ interest (Burden & Byrd, 2010, p. 255).

Cooper, et al., (2011) propose some strategies to respond effectively to minor misbehavior, more serious misbehavior, and chronic misbehavior. In dealing with minor misbehavior, the teacher can use non-verbal strategies such as making eye contact and using hands signal (Burden & Byrd, 2010, p. 264; Cooper, et al., 2011, p. 236). In addition, the teacher can also stand near the students or touch the students when they misbehave (Burden & Byrd, 2010, pp. 264-265). If nonverbal strategy does not work, the teacher can use verbal strategy. One example is an “I” message to prompt appropriate behavior while leaving the

responsibility for figuring out what to do with the misbehaving student (Burden & Byrd, 2010, p. 266; Cooper, et al., 2011, p. 236).

The next strategy is dealing with more serious misbehavior when non-verbal and non-verbal strategies are ineffective. It is preferable to use a consequence that is logically related to the misbehavior (Burden & Byrd, 2010, p. 268; Cooper, et al., 2011, p. 237). There are some possible consequences of responding to more serious misbehavior. Those consequences are holding a conference with misbehaving student and the principal, isolating misbehaving student from other students, contacting the family, and pulling out the privileges (Burden & Byrd, 2010, pp. 269-270; Cooper, et al., 2011, p. 237). The last strategy is dealing with chronic misbehavior. Chronic misbehaviors are persistent behavior problems that the students repeatedly do it (Burden & Byrd, 2010, p. 271; Cooper, et al., 2011, p. 238). Those kinds of misbehavior include tattling, clowning, cheating, lying, stealing, profanity, rudeness, defiance, and failure to do work (Burden & Byrd, 2010, pp. 271-274).

B. Theoretical Framework

There are two main theories which are used as the basis by the researcher to answer the research questions of this study. There are two research questions of this study, namely what are the beliefs of the pre-service teachers concerning classroom management and how do their beliefs manifest in their teaching during the Teaching Practicum. The researcher answers the research questions by using the theory of teachers’ beliefs and the theory of classroom management.

Theories of classroom management are from Garrett (2014), Burden and Byrd (2010), Brandvik and McKnight (2011), McLeod, Fisher, and Hoover (2003), Cooper, et al. (2011), Marzano, et al. (2005), Marzano and Marzano (2003), Wright (2005). Those theories are used to develop the questions for the interview to answer the first research question. Moreover, some of those theories are also used to support the findings of the research.

Meanwhile, the theories of teachers’ beliefs are used to verify whether the pre-service teachers’ beliefs are manifested in their teaching. It was to answer the second research question. Shinde and Karekatti (2012) state that teacher’ beliefs are the primary source of teachers’ classroom practice (p. 73). It affects their teaching practices (Pajares, 1992, p. 307). Xu (2012) adds that teachers’ beliefs are central to determine their actual behavior towards students (p. 1397).

20 CHAPTER III

RESEARCH METHODOLOGY

In this chapter, the researcher discusses the research methodology which is used to conduct the research. There are five sections in this part, namely research method, research setting, research participants, instruments and data gathering technique, and data analysis technique.

The research method specifies the type of the research that was used. The research setting describes where and when the research was conducted. The research participant describes who the participants were and the method of the sampling. The instruments and data gathering technique explains what instruments were used and how those instruments were used to collect the data. The data analysis technique elaborates how the researcher analyzed the data in order to answer the research questions.

A. Research Method

This research aimed to study pre-service teachers’ beliefs in classroom management and how those beliefs were manifested in their teaching. Therefore, qualitative research method was chosen. In qualitative research, the data are collected in the form of words and pictures rather than numbers (Fraenkel, Wallen, & Hyun, 2015, p. 425). Those words and pictures were the data that were used to answer the research questions. Furthermore, this study aimed to find out and understand a phenomenon by focusing on what the participants experienced.

It is because someone’s belief is molded from his or her experience (Fives & Gill, 2015, p. 5). Ary, Jacobs, and Razavieh (2002), state that in qualitative research, the researcher tries to understand a phenomenon by focusing on the total of the whole picture rather than breaking it down into variable (p. 25).

B. Research Setting

This research was conducted in Sanata Dharma University. The researcher conducted interviews and observed the videos of the participants’ teaching practicum. The interviews were conducted on March and April 2017. The first interview was on March 23rd, 24th, and 27th; and on April 6th and 18th. This interview was conducted in order to answer the first research question. Meanwhile, the second interview was on April 19th, 20th, 21st, and 24th. The second interview was conducted in order to clarify the differences between the participants’ statements and the result of video observation. This clarification was used to support the answer of the second research question. All of the interviews were conducted in Sanata Dharma University.

C. Research Participants

This research aimed to find out pre-service teachers’ beliefs in classroom management. These beliefs were based on the participants’ experiences during their Teaching Practicum. The participants were five students of English Language Education Study Program from batch 2013 who had done their Teaching Practicum in schools. In this study, the researcher named the

participants using initials, namely Participant A, Participant B, Participant C, Participant D, and Participant E. These initials would be used in chapter four. The participants did their Teaching Practicum in four different schools.

In order to decide the participants, the researcher employed purposive sampling. Fraenkel and Wallen (2009) state that sampling is the process of selecting individuals who will participate (be observed or questioned) in a study (p. 90). Purposive sampling is one kind of non-random sampling method (Fraenkel & Wallen, 2009, p. 99). In purposive sampling, “the researchers do not simply study whoever is available but rather use their judgment to select a sample that they believe, based on prior information, will provide the data they need” (Fraenkel & Wallen, 2009, p. 99). The researcher purposively chose the participants because they had some specific knowledge about the topic. Those five participants had already done their Teaching Practicum. It meant that they had the experiences of managing their classroom. Based on their experiences, the researcher studied their beliefs in classroom management.

D. Instruments and Data Gathering Technique

In this section, the researcher discussed the instruments and the data gathering technique of the research. Fives and Gill (2015) state that the general qualitative research mostly uses more than one data source (p. 139). Hence, the researcher used interview and observation as the data gathering techniques.

1. Interview

The first data collection technique was interview. This technique was used to collect the data to answer the first research question, which was about pre-service teachers’ beliefs concerning classroom management. Since it was qualitative research, the interview consisted of open-ended questions. Open-ended questions enable the researcher to probe for further information, elaboration, and clarification of responses (Creswell, 2015, p. 17). It made the researcher gained clearer information from the participants. The most obvious advantage of the interview is that it provides useful information when direct observation cannot be done, and it also permits the participants to describe detailed personal information (Creswell, 2015, p. 216). Johnson and Christensen (2012) state that qualitative interview is also known as an in depth interviewing (p. 202). It is because by using interview, the researcher can obtain in depth information about a participant’s thoughts, beliefs, knowledge, reasoning, motivations, and feelings about a topic (Johnson & Christensen, 2012, p. 202). Interview was an appropriate technique because this research aimed to discover pre-service teachers’ beliefs.

Furthermore, to prevent misunderstanding, the interview was conducted in Indonesian language. The participants’ mother tongue is Indonesian language. When the participants used Indonesian language, they could freely express their perspectives and feelings so that the researcher would gain deeper understanding. The instrument for the interview was an interview guideline which could be found in the appendix. The interview guideline consisted of thirty open-ended questions. As the researcher mentioned earlier, the interview was done in two times. The first

interview was the interview by using the open-ended questions. Meanwhile, the second interview was the clarification about the differences between the statements in the first interviews and the participants’ teaching videos.

2. Observation

The second technique in gathering the data was observation. This technique was used to answer the second research question which was about how pre-service teachers’ beliefs were manifested in their teaching during the Teaching Practicum. Burke and Christensen (2012) obtain observation as the watching of behavioral patterns of people in certain situations to gain information about the phenomenon of interest (p. 206). According to Borg and Gall (2003), observation provides an alternate source of data for verifying the information obtained by other methods (p. 267). It also provides people’s actual behavior rather than their views or perceptions (Borg & Gall, 2003, p. 267; Burke & Christensen, 2012, p. 206; Creswell, 2015, pp. 152-153). Therefore, the researcher used this technique to verify the participants’ statements in the interview.

The researcher observed the participants’ teaching performances through their videos. It meant that the instrument in this second technique was the videos of the participants’ teaching performance. The most obvious advantage in using a video recording is that it can be repeated many times for more careful observation (Borg & Gall, 2003, p. 261; Fraenkel, et al., 2015, p. 447). During watching the videos, the researcher took observation notes of the participants’ behavior in the classroom. After that, the notes were used to verify the participants’ statements. If

the statements were in line with the results of video observation, it meant that the beliefs were manifested in their teaching during the Teaching Practicum.

E. Data Analysis Technique

In analyzing the research data, the researcher employed the analytic phases in qualitative research by Yin (2011). The researcher did five steps to analyze the data, namely compiling, disassembling, reassembling (and arraying), interpreting, and concluding.

1. Compiling

The first phase of qualitative data analysis process was compiling. In this step, the researcher sorted the data collection. This phase would be started by sorting the field notes amassed from the fieldwork and other data collection (Yin, 2011, p. 178). In this study, the researcher’s notes were the observation notes that had been taken during the video observation. The other data were the participants’ interview recordings.

According to Yin (2011), the important function of this phase is to make the researchers familiar with the data that have been obtained from the data gathering process (p. 183). The researcher had to read the data and listen to the recordings for many times in order to have good understanding of the data. In this phase, the researcher listened to the recordings many times, after that making the verbatim transcript of the interview recordings. The researcher should consider

how the data can relate to the research questions. All of the data from this phase were called the database.

2. Disassembling

After conducting the first phase, the researcher did the next phase, namely disassembling. The researcher divided the compiled data into smaller fragments or pieces, which might be considered as a disassembling procedure (Yin, 2011, p. 178). In this phase, the researcher should give new codes or labels to the fragments or pieces. However, Yin (2011) mentions that there is no fixed procedure in disassembling procedure (p. 186). Therefore, the researcher could choose whether he/ she wanted to use coding or no coding. In this study, the researcher did not use coding in disassembling data. Hence, the researcher analyzed the original data and created the researcher’s own notes. This process would help the researcher to go to the next phase because the researcher would use the notes to be changed into substantive themes.

3. Reassembling

In this phase, the researcher “used the substantive themes to reorganize the disassembled fragments or pieces into different groupings and sequences than might have been in the original notes” (Yin, 2011, p. 179). This phase was called reassembling because it rearranged and recombined the fragments or pieces into one particular theme.

4. Interpreting

After conducting the previous three phases, the researcher did the fourth phase which was interpreting. In this phase, “the researcher used the reassembled material to create new narrative with some tables, diagrams, or graphics where relevant” (Yin, 2011, p. 179).

5. Concluding

The last phase of qualitative data analysis was concluding. In this phase, the researcher drew conclusions based on the findings of the data analysis. The conclusions should be related to the interpretation in the fourth phase and through it to all of the other phases (Yin, 2011, p. 179).

28

CHAPTER IV

RESEARCH RESULTS AND DISCUSSION

In this chapter, the researcher presents the findings and the discussion. There are three sections in this chapter. They are participants’ background, pre -service teachers’ beliefs in classroom management, and pre-service teachers’ beliefs manifestation on their Teaching Practicum. In the first section, the researcher describes the general information about the participants. In the second section, the researcher elaborates pre-service teachers’ beliefs in classroom management into five themes. In the third section, the researcher explains the beliefs that were manifested by pre-service teachers in their teaching during the Teaching Practicum. The explanation was based on the video recordings of their teaching performances.

In this study, the researcher focused on the four aspects of classroom management which were physical design, rules and procedures, teacher-student relationship, and discipline. All of the participants had the same beliefs. The researcher presented the data, and after presenting the data, the researcher discussed them using theory.

A. Participants’ Background

All of the participants were the ELESP students from batch 2013, who have had their Teaching Practicum. Participant A, B, and D had their Teaching Practicum in Junior High Schools, while Participant C and E were in Vocational

High Schools. They were chosen as the participants purposively because of their experience on the Teaching Practicum. Besides, they became the participants because of the availability of their teaching videos and their willingness to participate in this research.

All the participants stated that they did not have a passion for becoming a teacher yet. Participant A, D, and E did not really have high motivation to enroll in ELESP because they were suggested by their parents to study at ELESP. Participant A and E added that they enrolled in ELESP also to develop their English skills. In their opinions, it would be more beneficial if they were able to use English nowadays. On the other hand, Participant B and C had the same reason why they enrolled in ELESP. Their reason was many people argued that ELESP of Sanata Dharma University was a good study program. Therefore, they decided to study at ELESP. Participant B also believed that studying English language was not as complicated as Science majors.

Even though they did not have a passion for becoming teachers yet, most of them liked teaching. They enjoyed having interaction with their students inside and outside the classroom. Three of them mentioned that they felt satisfied if they could share their knowledge which would be useful for the students. Also, they were happy when they taught some materials, and the students could understand and get a high score in those materials. However, Participant C declared that whether or not she liked teaching depended on the students. She would like teaching only if the students interacted well with her and paid attention to her.

They obtained various experiences when they had Teaching Practicum. Most of them felt that it was a great experience for them. For instance, they could meet new people and teach in the real schools for the first time. They also faced some problems such as drawing the students’ attention, meeting with the teacher for teaching plan consultation, making the teaching plan and teacher administration, and writing the final report. The participants had their own strategies to cope with those problems. For example, the participants would discuss more enjoyable classroom activities with their friends. The participants would create more attractive teaching media to deliver the materials.

Not all of the participants made preparations for the Teaching Practicum. Participant B, D, and E tended to prepare the teaching needs, such as materials, teaching media, and games. Participant A prepared the teaching by asking their parents, who teachers were, how to be a teacher, how to deal with the students, teaching method, and teaching strategy. Participant C had less preparation for the Teaching Practicum.

B. Pre-service Teachers’ Beliefs in Classroom Management

This part discussed pre-service teachers’ beliefs in classroom management. This section consisted of five parts. They were the beliefs of pre-service teachers in classroom management. In each part, the researcher presented the beliefs of pre-service teachers and the interpretation.

1. Managing Various Aspects in Teaching

After conducting the interview, the researcher found that the first belief of the participants was managing several aspects in teaching. The participants argued that in classroom management they did not only manage one or two aspects but there were various aspects which should be managed. This statement was in line with what some experts noted. Garrett (2014) mentioned five aspects of classroom management which were physical design, rules and routines, relationship, engaging and motivating instruction, and discipline (p. 3). Meanwhile, Wright (2005) proposed three aspects of classroom management, which were time and space, engagement, and participation (pp. 16-18). Marzano, et al., (2005) stated five aspects which were rules and procedures, discipline, teacher-student relationship, mental set, and student responsibility (p. 1).

As shown in Excerpt 1, Participant A stated that managing the class was the way the teacher managed the duration of the lesson, and time allocation for each activity. She stated that there should be pre-activity, main-activity, and post-activity.

In my opinion, managing classroom includes how we manage the duration of the lesson, the activities, and of course there should be pre-activity, main activity, post-activity. (Excerpt 1)

She also mentioned another aspect which was related to classroom management. This aspect was related to the students as could be seen in Excerpt 2.

Besides managing the material and time, it also manages the students, so that they can obey the rule, be quiet, and follow the lesson well. (Excerpt 2)

Participant B mentioned several aspects of classroom management. She argued it was not only how the teacher handled the students but also managed the classroom situation as shown in Excerpt 3.

Classroom management, in my opinion, is the way to handle the students in the class. It is not only about handling the students, but also managing the classroom situation. (Excerpt 3)

In Excerpt 4 and Excerpt 5, she gave an additional explanation about what she had mentioned previously. She explained in detail about what classroom management was.

For example, classroom management is students’ seating arrangement, and time allocation. How many times for explanation, exercise, and games. It is how to manage the class. (Excerpt 4)

Classroom management is about time allocation, how to deal with noisy students, and managing the learning situation. (Excerpt 5)

In Excerpt 6, Participant C stated that classroom management was how teacher managed students so that the classroom situation became conducive.

If I am the teacher, it is how the teacher manages the students so that the situation becomes conducive. (Excerpt 6)

Participant D defined classroom management as how teacher organized the classroom in order to prepare the learning activity in the class as shown in Excerpt 7.

Classroom management is how to manage time and the students in the classroom. The point is how you prepare the learning activity in that class. (Excerpt 7)

She added two other aspects in classroom management namely material and lesson delivery as mentioned in Excerpt 8.

The first is managing time, the second is materials, the third is lesson delivery, and the fourth is how to deal with students. (Excerpt 8)

Meanwhile, Participant E mentioned classroom management included classroom situation, students’ engagement, and how teacher accessed his or her students easily as shown in Excerpt 9.

In my opinion, classroom management such as classroom situation, how the students are engaged, and how the teacher can touch or have interaction with the students easily. (Excerpt 9)

In Excerpt 10, she gave another aspect of classroom management. This aspect was managing students’ seating arrangement.

Therefore, management that is used is also management of students’ seating arrangement. (Excerpt 10)

The conclusion of the participants’ responses was they believed that there were various aspects which should be managed in classroom management. It was not only related to teaching needs, but also how to deal with students. Each participant mentioned more than one aspect in classroom management. Some of the aspects were students’ seating arrangement, time allocation, lesson delivery, students’ engagement, materials, and classroom situation.

2. Creating a Comfortable Learning Environment

The second belief was creating a comfortable learning environment. The participants believed that in classroom management, teachers should create a comfortable learning environment. The comfortable learning environment could be created through various strategies, for instance, arranging students’ seats and creating a good classroom situation. All the participants agreed about the importance of creating a comfortable learning environment.

Participant B, C, D, and E declared that a comfortable learning environment was important because it influenced teaching-learning activities. When the classroom was clean and orderly, it made the teacher and the students comfortable. The students would focus on the study without any disturbance which was related to the physical arrangement of the classroom. As Cooper, et al. (2011) pointed out that the physical arrangement of the classroom affected the atmosphere of the classroom (p. 222). Therefore, an effective teacher should be able to arrange all physical stuff in the classroom in order to create a comfortable learning environment (Brandvik & McNight, 2011, p. 17).

Seating arrangement is one of the classroom management aspects. A good teacher should consider the students’ seating arrangement in order to build a comfortable learning environment. Each participant experienced a situation when they had to arrange students’ seats so that a comfortable learning environment could be created. Besides arranging the students’ seats, each participant also did other strategies to create a comfortable learning environment.

Participant A did the arrangement by separating male students who tended to make much noise. If there were many male students who sat in the same row, she asked some of them to move as shown in Excerpt 11.

Male students were difficult to control, so I tried to move them who were noisy in distance. (Excerpt 11)

Participant A had difficulty applying this because some of the students did not want to move. Therefore, she would ask the students in a firm way that it was a must as mentioned in Excerpt 12.

However, when they were really uncontrolled and difficult to manage, I asked them to sit in different places. (Excerpt 12)

Participant B had a different strategy in dealing with students’ seating arrangement. Usually, the seating arrangement of her class was a U shape. She stated that this kind of shape was not suitable for learning process. It was because in her class, the U shape did not only consist of one line. There were three other separate lines behind the first U line. As the result, the students who sat in those lines could not be reached by the teacher and tended to make noise. To overcome this situation, she arranged the seats in four rows one day before the meeting as mentioned in Excerpt 13.

So, one day before I taught, my friends and I arranged the seats to become a regular position, which consisted of four rows. (Excerpt 13)

Furthermore, she prepared the seating lotteries for the students so that they could mingle as mentioned in Excerpt 14. It was not that easy, since sometimes some students did not want to sit based on the lottery. Hence, she would ask the students to take another lottery if they really did not want to sit based on the previous lottery.

When I had already arranged the seats, then I gave numbers on those seats. Then, I gave them the seating lotteries. So, who got number one would sit on the chair number one. It really worked well. (Excerpt 14)

In Excerpt 15, she stated that it was important to make the students more focused. Therefore, the students who really wanted to listen could listen well.

It was important because students can be more focused. Students who really wanted to listen could listen well. (Excerpt 15)

Participant E arranged the seats based on the classroom activities. When they had a game, she would put the chairs and the tables at the back of the class. Then, the students sat on the floor during the activity as shown in Excerpt 16.

When there was a game, usually the chairs and the tables were not used and those were moved to the back, and the students sat on the floor. (Excerpt 16)

When they had general learning activity, she would divide the students into four or six groups. In the learning activity, they sat with their groups as stated in Excerpt 17.

However, for regular meeting when there were no games or movements, usually there were four to six small groups and they sat together in circles. (Excerpt 17)

To make it simple, usually she asked the students to be in a group based on their rows. Thus, there would be four groups in the class as shown in Excerpt 18.

However, because it was difficult to move the chairs they were only divided into four groups based on the rows. Then, the chairs were moved to the back and they faced each other for the presentation. (Excerpt 18) In Excerpt 19, she stated that it was important that the teacher had access to the students. Arranging students’ seats also made the learning environment comfortable.

It was important because a comfortable classroom enabled the teacher to have access to the students personally. If we did not arrange the chairs and the physical condition, it made the learning situation uncomfortable. (Excerpt 19)

On the other hand, Participant D had a different strategy of creating a comfortable learning environment. She focused on the teaching and learning activities. She created a fun classroom situation as mentioned in Excerpt 20.

I tried to make the situation in the class fun. Media or sometimes I liked to relate what was happening in the class. Making jokes with the students, so that they were happy when they studied. (Excerpt 20)

Participant D did not arrange the seats in their classroom because her students preferred to sit with their close friends. They chose with whom they wanted to sit. She was afraid that arranging the seats would make the students uncomfortable and would not focus on the study. Participant D added that if she arranged the seats, the students would tend to make much more noise. It happened because the students who made noise would be separated and they would speak louder to their friends. It was mentioned in Excerpt 21 that her students were likely to arrange their own seats and she was fine with that, as long as the students felt comfortable.

The students could sit where they wanted as long as they were comfortable, and they promised to pay attention to the lesson well, I would not move them. (Excerpt 21)

She stated that it was important to manage the physical stuff and students’ seats. It influenced the learning process as shown in Excerpt 22.

It was important so that the classroom condition was comfortable. For the example, a messy classroom made the students lazy to study. It would disturb the learning-teaching process. (Excerpt 22)

In conclusion, the participants had the same opinion that it was important to create a comfortable learning environment because it influenced the teaching-learning activities. If the students felt comfortable, they would focus on their study. Because of this belief, they did different strategies in order to create a comfortable learning environment.

3. Maintaining Classroom Rules

The third belief which appeared from the interviews was maintaining classroom rules. The participants believed that they should maintain the rules. During the Teaching Practicum, they applied some rules in their own classes. Those rules were made in order to meet general expectations. Marzano, et al. (2005) defined a rule as general expectations or standards (p. 5). Therefore, it was obvious that rules were essential in the classroom. The participants did some strategies to maintain the classroom rules. Hence, they could reach a successful classroom management.

Participant A implemented three rules in her class. The first rule was that she gave five minutes lateness tolerance for the students to come to the class. The rule was applied because the school has a moving class system so the students need time to move from the previous class. She also gave this tolerance to students who wanted to go to the toilet. The second rule was that only one student who was allowed to leave the class during the lesson. If there was a student who wanted to go to the toilet or throw the rubbish, it should not involve more than one student. The third rule was that the students should submit the assignments at the end of the school hour at the latest. This rule was made because the students sometimes could not finish the assignments during the class. She added that most of her rules could work well. Sometimes, there were some students who broke the rules. When some students broke the rules, she warned them orally as mentioned in Excerpt 23.

When they disobeyed the rules, I just warned them. It was because they only did minor misbehavior so it was enough to warn them. (Excerpt 23)

In Excerpt 24, she added that when she warned the students, she did it in a serious way, so that the students would obey the rules.

In a serious way so that they understood when they should be serious and obey it. (Excerpt 24)

Participant B also had three rules in her class. The first rule was that all students should pay attention to their friends who were speaking. The next rule was that the students should not disturb their friends who were studying. The last rule was that when there was a listening activity, the students should not talk until the audio finished. She declared that those rules could not really work. There were some students who did not want to obey the rules. In Excerpt 25, she explained how to deal with those kinds of students. She usually just ignored them until they realized their mistakes. If they did not realize, she would warn them angrily.

At first, I ignored them. I ignored them until they realized. If they did not realize, I would warn them angrily. (Excerpt 25)

She argued that maintaining classroom rules was important to make the learning situation ran well as shown in Excerpt 26.

Maintaining classroom rules is important so that the learning situation and activity could run well. (Excerpt 26)

Participant D only had one rule in her class. The rule was that the students should not make much noise. The students were allowed to use their mobile phones, walk around, and have a discussion with their friends, but they should not make much noise. At first, her rule could not work well. There were many students who disobeyed the rule. However, she stated that as the time went by it could work well. She stated that the students only needed time to be accustomed to the rule. Usually, she would give some kinds of punishments for the students

who disobeyed the rule. The punishments were such as giving the mobile phones to the teacher and performing something in front of the class as mentioned in Excerpt 27.

Usually, when they were working on the exercise using their mobile phones, I would take the mobile phone and give it to the teacher. When they were making a dialog with their partners, I would ask the students who disobeyed the rule to come in front of the class to practice the dialog. (Excerpt 27)

During the Teaching Practicum, Participant E had two rules in her class. The first rule was that the students were allowed to eat, drink, and listen to music when she was not explaining the material. The second rule was that the students should listen and pay attention to someone who was speaking in the class. Those two rules could work well in her class. She stated that if the students were given too many rules, they tended to disobey them. On the other hand, if they were given the freedom, they would respect her. Sometimes, she found some students were talking when she was explaining. In Excerpt 28, she explained how to deal with this problem. She gave her attention to them directly. She involved herself in their conversation and tried to listen to them first. After they finished, she would ask them to go back to the lesson.

When it happened, we should listen to them whether they were out of topic or not. If they did, we discussed what they were talking about. I asked them why they talked about it and then asked them to go back to the topic. (Excerpt 28)

Four out of five participants made their own rules to be implemented in their classes, except Participant C. In her class, Participant C did not make any rules. The four participants made some simple rules such as the students should pay attention to others and do not make much noise. The students did not always

wa s not strict but flexible. When we should be serious we should be, and when we should enjoy we should enjoy.)

Penting karena kalo relasinya gak baik ya proses belajar mengajarnya juga gak enak.

(It was important because if the relationship wa s not good the learning process would not be comfortable.)

Ya dengan yang tadi aku bilang, jadi fleksibel.

(As I said before, being flexible.)

Mereka malah lebih suka diajar sama anak-anak PPL dari pada gurunya. Ya mungkin gurunya kan juga udah ibu-ibu gitu apalagi galak banget, dan mereka mungkin lebih nyaman kalo sama aku.

(They were more like to be taught by us rather than their teacher. It might because their teacher wa s already old and also strict, they might be more comfortable to be with me.)

Aku senengnya mereka tu ngerasa deket sama aku. Jadi kalo mereka gak tau tu langsung tanya miss ini apa, miss ini artinya apa. Jadi yang aku suka dari mereka tu mereka gak tau langsung berani nanya daripada gak paham tapi cuma diem.

(I liked them because they felt closed to me. Therefore, when they did not know something they asked me directly. What I liked from them was when they did not know, they were brave to ask than did not understand but just kept silence.)

Karena kita punya relasi yang baik sama murid itu murid juga merasa nyaman kalo kita ajar.

(It was because if we have a good relationship with the students, they would be comfortable when we taught.)

Membangun relasinya itu ya salah satunya pake game. Pake game, terus ngobrol, ngobrol-ngobrol. Jadi ngobrolnya gak begitu tentang yang pelajaran terus gitu. Jadi kayak misalnya, emang ada beberapa yang pake pendekatan ngomong-ngomong deket. Jadi gak ngomong di depan kelas gitu, tapi personal.

(One of the wa ys to build the relationship was giving games. Using games or having chat. The chat was not always about the lesson. There were some students I talked to personally. So, I did not talk in front of the class but personally.)

ntar aku tanya mereka tentang hobi yang lebih pribadi gitu. Mereka kan suka ditanyain kayak gitu, ntar mereka cerita. Lebih ke kayak gitu sih, terus juga lebih jadi temen cerita buat mereka.

(For example, they asked me about my house, and then I asked them about their hobbies which were more personal. They were happy to be asked and then they told me about it. It wa s like that, and I became their friend in sharing their story.)

Kalo gak berhasil pake cara yang lain. Ya untungnya mereka orangnya gampang bersosialisasi.

(If it wa s not working I used other ways. Fortunately, they were easy to socialize. )

Itu ngajak ngobrol, jadi biar mereka lebih merasa diperhatikan. Ya ngobrol tentang gimana cara kalian agar kalian tu lebih semangat untuk belajar.

(I had chat with them so that they felt to be cared of. The chat wa s about how they could be more enthusiastic in learning.)

Relasi ya, kayak temen. Ya deket, tapi aku yang membatasi ya. Maksudnya kan anak-anak seumuran SMP belum ngerti ya. Jadi mereka pengennya deket cerita ini itu kayak gitu. Tapi kan kita sebagai mahasiswa PPL juga harus tau batesannya.

(The relationship was like friends. It was closed, but I controlled it. I meant they were junior high school students who did not really understand how to have a relationship. Therefore, they really wanted to be closed and told me everything. However, we should control it.)

Kita boleh deket sama mereka kayak temen gitu, dengerin mereka cerita tapi kita harus tau batasannya. Kalo emang udah berlebihan ya aku stop, kalo aku kayak gitu.

(We could be closed to them, it wa s like friends, listened to their story but we had to control it. If they were far too much I stopped them.)

Kayak temen, kalo misal jam istirahat gitu mereka suka dateng ke kantor, suka cerita-cerita.

(It was like friends, when there was recess they were like to come to the office and told me some stories.)

kayak gitu ya nanti aja pas jam istirahat.

(So, I focused on the lesson. If they wanted to tell some stories, it should be in the recess.)

Kalo aku itu penting, itu mempengaruhi mau enggaknya siswamu itu belajar.

(For me it was important, it influenced your students’

willingness to study.)

Jadi kayak kalo emang relasinya sama siswa kamu bagus, mereka akan bukan takut ya, tapi kayak lebih segan, lebih menghormati kita sebagai guru mereka.

(Therefore, if your relationship with the students wa s good, they would not be afraid of you but they would respect us as their teacher.)

Jadi relasi yang baik itu ya nanti saat kita masuk ke kelas mereka, mereka bakal menghormati kita, mau ikut belajar gitu.

(So, a good relationship was when we came to their class, they would repect us, and were willing to learn.)

Kalo aku di kelas biasanya enggak serius-serius banget. Ya maksudnya serius tapi tetep santai itu lho kalo belajar di dalam kelas.

(Usually, I wa s not too strict in the class. I meant I wa s serious but still relaxed when learning in the class.)

Kalo mereka mau tanya apapun, mereka gak ngerti mesti semampuku aku jawab. Kalo misalnya aku gak bisa jawab pun aku akan jujur sama mereka atau aku malah ngasih tugas ke mereka untuk cari apa itu.

(If they wanted to ask anything, they did not understand, I would answer it based on my capability. If I could not answer it, I would be honest with them or I gave it to them as an assignment.)

Terus misalnya aku ngasih tugas nih terus aku datengin mereka satu-satu. Nanti aku tanya ada kesulitan gak, tadi yang pas dijelasin ada yang gak ngerti gak. Nanti biasanya mereka akan ngomong kalo emang ada kesulitan.

(When I gave the exercise I would come to them one by one. I asked them whether they had difficulty or not, and when I explained the material whether there was something they did not understand or not. They would say it if they had difficulty.)

Kalo misalnya mereka males gitu kak males gitu, aku pasti bilang ya udah dikerjain aja dulu, pokoknya dikerjain sebisanya gitu.

(When they said that they were lazy, I surely asked them to try to do it first, they should do it as the best they could.)

Jadi intinya pendekatan personal juga kalo aku. Bukan cuma di dalam kelas, di depan kelas aku jelasin mereka dengerin enggak. Kadang-kadang aku datengin mereka satu-satu.

(So, for me the main point was personal approach. Not only inside the class, in front of the class when I explaining whether they listened to me or not. Sometimes, I came to them one by one.)

Ya itu aku tanya misal dia tak ajak omong gitu dia cuma bilang enggak, gak ada apa-apa, terus gak ada yang mau ditanyain gitu. Aku tanya sama gurunya, kok muridnya emang kayak gitu apa gimana. Terus nanti baru diusahakan lagi.

(For instance, when I talked to him but he only said no, nothing, he did not want to ask. I asked to the teacher about him whether his wa s always like that or not. After that, I would try other ways.)

Relasinya cukup baik. Karena di pertemuan pertama aku sudah membiarkan mereka untuk punya nomer hpku. Bisa akses lewat Whatsapp dan biasanya mereka Instagram-an bareng-bareng.

(The relationship was good enough. It was beca use on the first meeting I had already let them to have my phone number. They could reach me by WhatsApp and usually they also used Instagram.)

Penting karena relasi dengan siswa membuat kita tau, siswa itu seperti apa lalu kalo siswa itu sedang melakukan hal-hal, misalnya cari perhatian kita tu nanggepinnya harus gimana.

(It wa s important because the relationship made us know how the students did something, for instance they tried to get attention from us and how we should deal with it.)

Jadi buat aku sebelum mengajar memang penting buat tau backgroundnya. Nah, itu yang tak lakukan di minggu-minggu pertama. Waktu PPL dulu mereka tak minta perkenalan satu-satu. Berdasarkan gak cuman tentang diri mereka sendiri tapi juga background kesulitan mereka.

(So, for me it was important to know students’ background

before teaching. It wa s done in the first week. When I had Teaching Practicum I asked them to introduce themselves one by one. It was not only about them but also about their difficulty background.)

atau memang kalo ada yang pengen curhat tak buka sesi curhat, di luar jam pelajaran dan memang banyak yang datang dan akhirnya curhat. Jadi itu sangat membantu waktu aku mengajar.

(If there were students who wanted to sha re their story I wa s open to them beyond the lesson hours, and there were many students came to tell their story. It helped me a lot when I taught.)

Oh ya kan SMK mereka bisnis, jualan ya macem-macem. Ada makanan ada kosmetik gitu. Nah biasanya aku beli, supaya ada interaksi. Supaya mereka akhirnya gak segan untuk membuka diri dan interaksi dengan guru.

(My students in Vocational High School had business, they sold various goods. There were foods and cosmetics. Usually, I bought it so that there wa s an interaction. It made them wa s willing to open themselves and had interaction with the teacher.)

Sering-sering dateng ke kelas kalo misalnya jam mereka lagi kosong atau jam pelajaran gitu kan jam istirahat gitu kan kadang aku dateng. Terus ngliatin mereka aja atau ngobrol-ngobrol aja gitu.

(I often came to their class when they did not have meeting or when they had recees. Then, I just sa w them or had a chat.)

5. Controlling students’ misbehavior

Tapi kalo misalnya penyebab mereka terlambat itu karna bangun kesiangan, itu biasanya tak nasehatin aja tidurnya jangan malem-malem pagi biar bisa bangun.

(However, if the cause of their lateness wa s because they woke up late, usually I gave advice to them not to sleep overnight so that they could wake up early.)

Terus kalo yang mlipir jajan itu, misalnya mereka disuruh fotokopi keluar tapi mlipir jajan paling aku nasehatin. Di sekolah udah ada kantin buat apa kamu jajan di luar. Terus paling agak ngancem-ngancem dikit buat ntar aku laporan ke kesiswaan.

(When there were students bought foods outside the school but actually they had to copy the material, I would give

advice to them. There was a canteen in the school why you bought foods outside. Moreover, I also threatened them that I would report them to the teachers. )

Pertama emang tak kasih anceman kalo gak mau ngumpulin gak dapet nilai. Kalo emang kalo emang udah gak mau ngumpulin lagi ya udah tak diemin.

(At first, I threatened them if they did not want to submit the assignment they would not get the score. If they still did not want to submit it, I ignored them.)

Ya aku juga bantuin guru-gurunya, misal aku lagi jaga piket terus tiba-tiba udah ada bel ganti pelajaran ada anak gitu lewat itu pasti tak ingetin suruh masuk.

(I helped the teachers, when I wa s on picket duty and the bell rang but there was student came across, I would wa rn him or her to go to the class.)

Kalo masalah seragam sekolah juga biasanya kalo misal ada yang bajunya keluar berantakan kayak gitu tak suruh masukin, dirapihin kayak gitu.

(When there were students who wore untidy uniform I would ask them to fix it neatly.)

Tapi kalo aku yang piket juga ngurusin. Misalnya yang terlambat nih, mereka kan masuk setengah 8, tapi berangkat jam 7 itu untuk kegiatan keagamaan dan literasi. Nah biasanya untuk Selasa Kamis mereka akan diminta untuk meringkas buku, jadi ini untuk menimbulkan efek besok tidak mengulanginya lagi jadi mereka diberi tugas khusus. Kalo yang hari keagamaan yang muslim langsung diminta untuk sholat di mushola, kalo yang non diminta untuk baca alkitab sendiri.

(If I wa s on picket duty I also took a charge on it. For instance, there were late students, they came to the school at 8 am but actually it should be at 7 am for religion and literacy activities. Usually, on Tuesday and Thursday they were asked to write a summary of a book. It aimed to make them were not late again, so they were given specific assignment. For the religion day, moslem students were asked to pray in the mosque and Christian students were asked to read the Bible.)