Student teacher`s classroom management in micro teaching class - USD Repository

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

  STUDENT TEACHERS’ CLASSROOM MANAGEMENT

  IN MICRO TEACHING CLASS A SARJANA PENDIDIKAN THESIS Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree in English Language Education By Angela Merici Yudiyanti Kusuma Dewi

  Student Number: 071214038

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION SANATA DHARMA UNIVERSITY YOGYAKARTA 2012

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

  STUDENT TEACHERS’ CLASSROOM MANAGEMENT

  IN MICRO TEACHING CLASS A SARJANA PENDIDIKAN THESIS Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree in English Language Education By Angela Merici Yudiyanti Kusuma Dewi

  Student Number: 071214038

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION SANATA DHARMA UNIVERSITY YOGYAKARTA 2012

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“Janganlah takut, sebab Aku menyertai engkau,

Janganlah bimbang, sebab Aku ini Allahmu;

Aku akan meneguhkan, bahkan akan menolong engkau;

Aku akan memegang engkau

dengan tangan kanan-Ku yang membawa kemenangan”

(Yesaya 41:10)

  

I dedicate this thesis to:

☺ My beloved parents, Bp. Petrus Sugiyanto & Ibu Natalia Suratmi ☺ My siblings, Mbak Ita, Mas Henry, Mbak Gatha, & Mbak Lusi ☺ My nephews, Satria & Arvin

  ☺ My beloved fiancé, Mas Anjar ☺ My best friends, Novi & Shanti ☺ My grandparents, Mbah Harjosuwito and (Almh.) Mbah Ginem

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STATE EMENT OF F WORK’S ORIGINAL LITY

I honestly de

I eclare that th his thesis, w which I have written, doe es not contai in the work

or parts of t o the work of other people e, except tho ose cited in the quotatio ons and the r references, a as a scientifi c paper shou uld.

  

Yogyaka arta, 20 Apr il 2012

The Writer T

An ngela Merici Yudiyanti K Kusuma Dew wi

071214038

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LEMB BAR PERN NYATAAN P PERSETUJU UAN

PUBLIK

  IKASI KARY YA ILMIAH H UNTUK K KEPENTING GAN AKAD DEMIS

Yang bertan nda tangan d di bawah ini, saya mahas siswa Univer rsitas Sanata a Dharma:

Nama N : Angela Mer A ici Yudiyant ti Kusuma D ewi Nomor Mah N asiswa : 071214038

D Demi penge embangan ilm mu pengetah huan, saya m memberikan n kepada Per rpustakaan

Universitas Sanata Dha rma karya il lmiah saya y yang berjudu ul: STUDENT S TEACHER RS’ CLASSR ROOM MA ANAGEME NT

IN MICRO

  I O TEACHIN NG CLASS

b beserta per rangkat ya ang diperlu ukan (bila ada). Den ngan demik kian saya

memberikan m n kepada P Perpustakaa an Universi tas Sanata Dharma hak untuk

m menyimpan, mengalihkan n dalam ben ntuk media lain, menge elolanya dal lam bentuk

pangkalan d p data, mendis stribusikan secara terb atas, dan m mempublikas sikannya di

i internet atau u media lai in untuk kep pentingan ak kademis tanp npa perlu me eminta ijin

dari saya m d aupun mem berikan roya alty kepada saya selama a tetap men cantumkan

n nama saya s sebagai penu ulis. Demikian pe D ernyataan in ni yang saya buat dengan n sebenarnya a. Dibuat di D Yo ogyakarta P Pada tangga al: 20 April 2 2012 Yang menya atakan A Angela Meri ici Yudiyant ti Kusuma D Dewi

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ABSTRACT

Dewi, Angela Merici Yudiyanti Kusuma. 2012. Student Teachers’ Classroom

Management in Micro Teaching Class. Department of Language and Arts

Education, Faculty of Teachers Training and Education, Yogyakarta: English

Language Education Study Program, Sanata Dharma University.

  Micro teaching is a teaching simulation which focuses on training for the

accomplishment of a specific task. Therefore, the student teachers take

responsibility of successfully teaching by employing many skills and techniques.

One of the skills is classroom management. The ELESP student teachers are

trained to be teachers. Thus, they have to be able to conduct the teaching well. In

order to do so, they have to be able to manage the classroom since it plays an

important role in the successful teaching.

  The research was aimed to answer two questions: (1) What are the

classroom management conducted by the ELESP student teachers? and (2) What

are the classroom management problems that occur in the student teachers

teaching practice? Therefore, this research studied Student Teachers’ Classroom

Management in Micro Teaching Class.

  The subjects of the research were eight students of the ELESP of academic

year of 2008/2009 who were taking Micro Teaching Class. The data were

collected through four steps, first by using observation checklist, second by using

observation note, third by using questionnaire, and the fourth was by using

guiding questions for interview. The observation checklist was employed to gain

data on the classroom managements conducted by the ELESP student teachers and

as the main data. Observation note was employed in order to record the teaching

performances. Questionnaire was employed to gain data based on the respondents’

point of view. Then, guiding questions for interview was employed to validate the

data.

  The results of the research showed classroom management which was

completed successfully was covenant management in managing the diversity

which encompasses combining both female and male in a group, involving all

students’ participation, and taking part in the students’ activity. In addition,

content management and conduct management were also conducted by the

ELESP student teachers. The student teachers conducted content management

when they managed the space, material, conventional equipment, movement of

people, and lesson. While student teachers conducted conduct management when

they managed self behavior management: the student teachers showed friendly,

used students’ name in the learning process, and student teachers’ voice was clear

and students’ behavior management: the student teachers gave compliments or

reward to students. Meanwhile, there were several problems which occurred in the

student teachers teaching practice related to content management and conduct

management. The problems that occurred covering content management happened

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when the student teachers could not make contact with all students in big classes,

manage the time which led into the failure to completing assignment, operate

electronic equipment in less than three minutes which led into failure to preview

media, and forget to check out audio visual and monitor the students and explain

instruction clearly which led to student apathy and unclear assignment.

Meanwhile, the problems covering conduct management happened when the

student teachers could not build self-discipline which led into cheating and they

could not correct inappropriate behavior causing talking out of turn and attention

seeking.

  

Keywords: micro teaching, classroom management, content management, conduct

management, covenant management

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ABSTRAK

Dewi, Angela Merici Yudiyanti Kusuma. 2012. Student Teachers’ Classroom

Management in Micro Teaching Class. Yogyakarta: Program Studi Pendidikan

Bahasa Inggris, Universitas Sanata Dharma .

  Micro teaching merupakan simulasi pengajaran yang berpusat pada

pelatihan untuk tercapainya tugas tertentu. Oleh karena itu, mahasiswa praktikan

bertanggung jawab atas keberhasilan pengajaran dengan menerapkan teknik-

teknik dan keterampilan-keterampilan yang mereka pelajari. Salah satu

keterampilan tersebut adalah manajemen kelas. Karena mahasiswa micro

teaching PBI merupakan mahasiswa yang dididik untuk menjadi guru, mereka

harus mampu untuk menerapkan manajemen kelas karena hal tersebut memegang

peranan penting terhadap kesuksesan pengajaran.

  Penelitian ini bertujuan untuk menjawab dua permasalahan, yaitu (1)

Manajemen kelas apa saja yang diterapkan oleh mahasiswa praktikan PBI? dan

(2) Permasalahan apa saja yang muncul dalam manajemen kelas ketika

mahasiswa praktikan PBI mengajar? Dengan demikian, penelitian ini meneliti

tentang tentang bagaimana cara mahasiswa praktikan dalam menerapkan

manajemen kelas.

  Penelitian ini dilakukan terhadap delapan mahasiswa PBI tahun angkatan

2008/2009 yang sedang mengambil mata kuliah Micro Teaching. Ada empat

tahapan dalam mengumpulkan data, yaitu observasi, catatan observasi,

kuesioner, dan wawancara. Observasi digunakan untuk memperoleh data

mengenai jenis manajemen kelas apa saja yang diterapkan oleh mahasiswa

praktikan PBI dan sebagai data utama. Catatan observasi untuk mencatat seluruh

kegiatan mengajar. Kuesioner untuk memperoleh data berdasarkan pendapat

mahasiswa, sedangkan wawancara untuk mengklarifikasi hasil yang berbeda

antara observasi dan kuesioner.

  Hasil penelitian menunjukkan bahwa covenant management dalam

manajemen keanekaragaman meliputi kombinasi antara pria dan wanita dalam

satu kelompok, partisipasi seluruh siswa, dan keterlibatan didalam aktivitas siswa

telah diterapkan dengan baik oleh praktikan. Selain itu, content management dan

conduct management juga turut diterapkan oleh praktikan ketika mengajar.

Content management diterapkan oleh praktikan ketika mereka melakukan

manajemen ruang bahan ajar, peralatan konvensional, gerak siswa, dan

pelajaran. Conduct management diterapkan oleh praktikan ketika mereka

memanajemen tingkah laku diri sendiri: praktikan bersikap ramah, menggunakan

nama siswa dalam proses belajar, dan penggunaan suara yang jelas serta

manajemen tingkah laku siswa: praktikan memberikan pujian kepada siswa.

Sementara itu, ada beberapa masalah yang muncul dalam penerapan manajemen

kelas. Masalah-masalah tersebut mencakup content management dan conduct

management. Masalah dalam content management terjadi ketika praktikan tidak

bisa menjangkau seluruh siswa di dalam kelas yang besar, manajemen waktu

yang mengakibatkan tidak terselesaikannya tugas, mengoperasikan peralatan

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elektronik kurang dari tiga menit sehingga mengakibatkan kegagalan

menampilkan media dan kealapan untuk mengecek audio visual, serta memantau

siswa dan menjelaskan perintah secara jelas yang menimbulkan keacuhan siswa

dan tugas yang tidak jelas. Sedangkan masalah conduct management terjadi

ketika praktikan tidak bisa menciptakan disiplin pribadi siswa dimana hal ini

mengakibatkan siswa mencontek, mengkoreksi tingkah laku yang kurang baik

yang mengakibatkan siswa berbicara bukan pada waktunya dan mencari

perhatian.

  

Kata kunci: micro teaching, classroom management, content management,

conduct management, covenant management  

 

  

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

   

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ACKNOWLEDGEMENTS

First of all, I would like to express my deepest gratitude to God the

  

Almighty for his blessing, love, and strength. He always helps me in enlightening

my path, especially in completing my thesis. I believe that this achievement is

nothing without Him.

  My gratitude also goes to Christina Kristiyani, S.Pd., M.Pd. as my

advisor. I thank her for guiding me in the process of completing this thesis from

the beginning until the end, spending her time to read and give beneficial

feedback for my thesis, and for always giving me encouragement to finish this

thesis. I also thank her for giving me permission to do the research in her micro

teaching class.

  I am indebted to my lecturers, especially Yose Rianugraha, S.Pd.,

Hanadya Darjito, S.Pd., M.Hum., and Sr. Rachel, FCJ who gave me

permission to observe and conduct my research in their classes. I really thank

them for being so cooperative. They also gave me valuable suggestions for my

thesis. My thanks are also addressed to Sr. Margaret, FCJ for correcting

grammar mistakes in my thesis.

  My wholehearted thanks go to my family, especially my father and my

mother, my grandpa, my brother and sisters, also my nephews for the prayer,

support, and encouragement in every step I took in completing my thesis. I thank

them for putting their trust in me to finish this thesis. I am also grateful to my

fiancé, Mas Anjar, for giving me motivation not to give up whenever I was

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down. I also thank him for being patient whenever I was distressed during the

process of my thesis completion.

  My gratitude expressed to my beloved friends, Novi, Shanti, and Alfon

who kept motivating me to do the best, Lita, Dina, Aurel, Calvin, Deni, Sance,

Widi, Patric, Rieta, Reta, Tanti, Hedwig, Sr. Yusta, Ajeng, Nicho, and Aik

who always gave me support in completing my thesis. My thanks also to my PBI

friends Ria, Eli, Susi, Gobe, Ephin, Galih, Ristia, Yosa, Beni, Yuyun, Rima,

Rudi, and Mbak Ping who became my partners in finishing the thesis, and to

those whose names cannot be mentioned one by one.

  I am further indebted to all Microteaching students who became my

research respondents, especially Enda, Fani, Sabrina, Nita, Seto, Tia, Meita,

and Delis for their cooperation in filling in the questionnaire and being my

interviewees.

  I would also like to express my appreciation to PBI secretariat staff, Mbak

Danik and Mbak Tari for their assistance in providing information during my

study.

  Finally, nothing is perfect and neither is this thesis. Any correction, comments, and critique for the improvement of this thesis are always welcome.

  Angela Merici Yudiyanti Kusuma Dewi

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TABLE OF CONTENTS

Page

TITLE PAGE ........................................................................................................... i

  

APPROVAL PAGES .............................................................................................. ii

DEDICATION PAGE ............................................................................................ iv

STATEMENT OF WORK’S ORIGINALITY ........................................................ v

PERNYATAAN PERSETUJUAN PUBLIKASI ....................................................... vi

ABSTRACT .......................................................................................................... vii

ABSTRAK ............................................................................................................... ix

ACKNOWLEDGMENTS ..................................................................................... xi

TABLE OF CONTENTS ..................................................................................... xiii

LIST OF TABLES ................................................................................................. xv

LIST OF FIGURES ............................................................................................. xvi

LIST OF APPENDICES ...................................................................................... xix

  

CHAPTER I. INTRODUCTION ............................................................................. 1

A. Research Background ...................................................................... 1 B. Research Problems ........................................................................... 3 C. Problem Limitation .......................................................................... 3 D. Research Objectives ......................................................................... 4 E. Research Benefits ............................................................................. 4 F. Definition of Terms .......................................................................... 6

CHAPTER II. REVIEW OF RELATED LITERATURE ....................................... 8

A. Theoretical Description ................................................................... 8

  1. Classroom Management ............................................................. 9

  2. Components of Classroom Management .................................. 11

  a. Content Management ........................................................... 11

  b. Conduct Management .......................................................... 16

  c. Covenant Management ......................................................... 19

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  B. Theoretical Framework .................................................................. 19

  

CHAPTER III. RESEARCH METHODOLOGY.................................................. 21

A. Research Method .......................................................................... 21 B. Research Setting ........................................................................... 22 C. Research Participants.................................................................... 23 D. Instruments and Data Gathering Technique ................................. 23 E. Data Analysis Technique .............................................................. 27 F. Research Procedure ....................................................................... 35

CHAPTER IV. RESEARCH RESULTS AND DISCUSSION ............................. 38

A. Classroom Management Conducted by the ELESP Student Teachers ....................................................................................... 39

  1. Content Management .............................................................. 40

  2. Conduct Management ............................................................. 71

  3. Covenant Management............................................................ 76

  B. The Classroom Management Problems that Occur in the Student Teachers Teaching Practice.......................................................... 79

  1. Content Management ............................................................... 80

  2. Conduct Management .............................................................. 82

  

CHAPTER V. CONCLUSIONS AND RECOMMENDATION .......................... 84

A. Conclusions .................................................................................... 84 B. Recommendation ........................................................................... 86

REFERENCES ....................................................................................................... 88

APPENDICES ....................................................................................................... 90

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LIST OF TABLES

Table

  Page

  

4.1 Observation Checklist Results 1 ...................................................................... 99

  

4.2 Observation Checklist Results 2 .................................................................... 103

  

4.3 Questionnaire Results 1 ................................................................................. 119

  

4.4 Questionnaire Results 2 ................................................................................. 123

  

4.5 Guiding Questions for Interview Results 1 .................................................... 137

  

4.6 Guiding Questions for Interview Results 2 .................................................... 141

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LIST OF FIGURES

Figure

  Page

  

1.1 Diagrams of Possible Room Arrangement ....................................................... 12

  4.1 Seating Arrangement as Ordinary Row for Watching Movie or Listening

to Lecture ......................................................................................................... 40

  

4.2 The Setting of Chairs/Tables did not Disturb Classroom Activity .................. 41

  

4.3 All of the Students Obtained the Handout ....................................................... 43

  

4.4 Teacher Gave Example/Description about the Materials Given ...................... 43

  

4.5 The Time to do Activity was Appropriate ....................................................... 44

  

4.6 There was not any Time Left (5-10 minutes) after the Materials and Tasks

were Given ........................................................................................................ 45

  

4.7 Teacher Provided Sources of the Materials ..................................................... 46

  

4.8 Students could Do the Task by the Time Given .............................................. 48

  

4.9 Students did not Require Additional Time more than 10 Minutes .................. 48

  

4.10 Teacher Wrote Down/Explained by Employing Marker/Chalk ..................... 50

  

4.11 Employing White-Board to Write Down Notes ............................................. 51

  

4.12 The Use of Eraser ........................................................................................... 52

  

4.13 Equipment Employed were Related to the Topics ......................................... 52

  

4.14 Equipment Employed did not Disturb Activity ............................................. 53

  4.15 Teacher did not Tend to Come Closer to A Student/ A Group when

Explaining ...................................................................................................... 54

  

4.16 Teacher did not Move around very Often ...................................................... 55

  

4.17 Teacher Made Sure that the Students were Ready to Hear ............................ 56

  

4.18 Teacher Finished One Activity before Starting next Activity ....................... 57

  4.19 Teacher did not Start another Topic/Activity then Jumped Back to the

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  Unfinished Previous One .............................................................................. 58

  

4.20 Teacher Avoided Distracter Caused by Irrelevant Happening ...................... 58

  

4.21 Teacher Gave Brief Explanation .................................................................... 59

  

4.22 Teacher Avoided Going into much Detail ..................................................... 59

  

4.23 Teacher Involved Students’ Participation ...................................................... 60

  4.24 Teacher Called up a Group at Once and did not Call Them up One by One…………………………………………………………………………61

  4.25 Teacher Explained Instruction Clearly so that the Students did not Make

Disturbance during the Activity ...................................................................... 62

  

4.26 No Person Moved around very Often during Teaching Activity .................. 62

  

4.27 Teacher Kept an Eye to Entire Class at Once to Make Class Aware ............ 63

  

4.28 Teacher Listened to One Student while Monitoring other Students .............. 64

  

4.29 Teacher Explained Instruction Clearly on How to Do the Activity .............. 65

  4.30 Teacher Provided several Topics to Discuss so that the Students Were

Enthusiastic ..................................................................................................... 66

  

4.31 Teacher Provided enough Materials............................................................... 67

  

4.32 Teacher Provided Fun Activity ...................................................................... 67

  

4.33 Teacher Explained the Lesson to Teach ......................................................... 68

  

4.34 Teacher Had Plenty of Materials to Conduct ................................................. 68

  

4.35 Teacher Finished One Activity before Starting another Activity ................. 69

  

4.36 Teacher did not Jump Back to the Unfinished Activity ................................. 69

  

4.37 Teacher Showed Friendly/Cheerful/Interest/Helpful ..................................... 71

  

4.38 Teacher Called Students’ Name in the Learning Process .............................. 72

  

4.39 Teacher Combined Sense of Humor in the Class........................................... 73

  

4.40 Teacher’s Voice was Clear Heard at the Back ............................................... 74

  

4.41 Student Worked in a Group Cooperatively when It was a Group work ........ 75

  

4.42 Teacher Gave Reward/Compliment to Students who Behaved Well ............ 75

  

4.43 Teacher Combined Female and Male in a Group .......................................... 77

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4.44 Teacher Involved the Participation of All Students ....................................... 77

  

4.45 Teacher Took Part with the Students in Conducting the Activity ................. 78

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LIST OF APPENDICES

Appendix

  Page

A A Sample of Permission Letters .................................................................. 91

B Observation Checklist ................................................................................. 93

C Observation Checklist Results ..................................................................... 98

D Questionnaire ............................................................................................ 113

E Questionnaire Results ............................................................................... 118

F Guiding Questions for Interview .............................................................. 132

G Guiding Questions for Interview Results .................................................. 136

H Samples of Observation Note .................................................................... 152

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CHAPTER I INTRODUCTION In this chapter, the researcher presents the research background, research

  problems, problem limitation, research objectives, research benefits, and definition of terms.

A. Research Background

  Teaching is the world's biggest profession in terms of the number of teachers teaching at different levels. Unfortunately, the assumption on the part of the society that all can teach has led to many problems in the profession of teaching (Ahmed, 2008). Therefore, becoming a teacher is not easy since teachers have to face many things in the educational world, such as various characteristic of the students and the limitation of media in teaching. The difficulties in handling the situation and the classroom condition and in managing the time or conducting the classroom management are another example of the problems since the students’ learning and the classroom management are not easy to control.

  On the other hand, the student who is trained to be a teacher, especially becoming a professional and or good teacher, has to be able to conduct the teaching well. The teacher has to minimize the trouble in the learning process and maximize the learning process so that the learning process can be conducted well.

  One of the skills that a student teacher has to possess is managing the classroom since classroom management acquires an important role in the teaching activities.

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  It is also not easy for the student teachers to manage the classroom since classroom management can be considered as the most fundamental - and the most difficult- task the teacher performs (Weber, 1982, p. 280).

  The ELESP students of the academic year 2007/2008, PPL II offered a real situation where they experienced some problems related to the classroom management when they conducted the teaching. Some of the problems were difficulties in handling the students who made noise and the difficulties in asking some students to participate or be active in the learning process, such as reluctance in answering the questions given by the teacher since the students were afraid to make mistakes. Another problem faced by students who have taken PPL

  

II was the difficulty in managing teaching equipment and the difficulty in

involving all of the students in the class.

  Thus, the activity in the learning process should be conducted well by the ELESP student teachers. One of the ways is by managing the classroom well since classroom management plays an important role in the success teaching. Besides, the student teachers are required to solve the problems in the classroom by conducting classroom management, such as content management, conduct management, and the covenant management which are often faced by the student teachers in the real teaching (Froyen & Iverson, 1999, para. 2).

  Therefore, the researcher examines the English Language Education Study Program student teachers’ performance in teaching, especially in managing the classroom when they are conducting the teaching process. In the research, the researcher attempts to investigate classroom management conducted by the

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  student teachers of the English Language Education Study Program (ELESP), or they are usually called as PBI students, of academic year 2008/2009. The student teachers are those who are conducting the teaching practice, especially when they are teaching the lower semester students. In addition, the researcher examines the classroom management problems that occur in the student teachers teaching practice.

  B. Research Problems

  In relation to the topic of the study, it is expected that the result of the study would be able to answer the following questions.

  1. What are the classroom management conducted by the ELESP student teachers?

  2. What are the classroom management problems that occur in the student teachers teaching practice?

  C. Problem Limitation

  In conducting the teaching, a teacher sometimes will find some difficulties in facing a lot of characteristics of the students and also in conducting the teaching itself. The problems which arise can be the difficulties in handling the teaching media, managing the situation of the classroom, managing the time in delivering the activity, and or in managing the students’ behavior related to the classroom management.

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  In order to anticipate and solve the problems which come up during the teaching process, it can be minimized by conducting classroom management. The classroom management itself is content management which deals with the classroom and its contents, conduct management which refers to the ability of the teacher in addressing and resolving the discipline in the classroom, and covenant management which focuses on the interaction and the relationship in the classroom.

  In this research, the researcher attempts to investigate the classroom management conducted by the ELESP student teachers and the classroom management problems that occur in the student teachers teaching practice.

  D. Research Objectives The research is intended to achieve some objectives. They are as follows.

  1. Identify the classroom management conducted by the ELESP student teachers.

  2. Identify the classroom management problems that occur in the student teachers teaching practice.

  E. Research Benefits

  The research will bring some benefits for the student teachers, microteaching lecturers, and the future researchers. They are as follows.

1. For the Student Teachers

  The study would help the student teachers to improve their ability in teaching, especially in managing the classroom so that in the future if they

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  become teachers, they can anticipate and solve the problems related to classroom management. Besides, it can help the student teachers to teach better when they are conducting their PPL II by knowing what components of classroom management should be conducted in order to anticipate the problems which occur.

  2. For the Micro Teaching Lecturers

  The study would help the lecturers of microteaching to know the student teachers’ ability in teaching related to the classroom management. Therefore, the lecturers will know what aspects in teaching related to the classroom management which should be improved for the student teachers. In addition, by knowing the problems that occur in managing the classroom during the teaching practice conducted by the ELESP student teachers, the lecturers could give solution or anticipation about it.

  3. For the Future Researchers

  This study would help the future researchers to know the components of classroom management which can be explored more since this research studies classroom management which encompasses three components. Therefore, the future researchers would have a specific classroom management to study. In addition, the future researchers could obtain more respondents as the sample by focusing on a certain skill of a class since the researcher obtained limited number of respondents.

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F. Definition of Terms

  There are two definitions that are discussed in order to clarify the title of the research.

1. Classroom Management

  According to Johnson and Bany, classroom management is the process of establishing and maintaining the internal environment of the group and the classroom conditions for the attainment of educational goals which consist of provision and procedures (as cited in Clark & Starr, 1991, p. 98). Meanwhile, Clark and Starr (1991) explain that classroom management is the process of organizing and carrying out classes so that learning occurs smoothly and efficiently. To focus classes on learning is the major purpose of it (p. 111). In addition, it conveys components of classroom management namely conduct management, content management, and covenant management as the three major components (Froyen & Iverson, 1999, para. 2).

  In this study, classroom management is all components of classroom management so that the disturbance or other noise activities in the classroom can be minimized. The classroom management is conducted by the ELESP student teachers in the academic year of 2008/2009 who were taking micro teaching class and conducting teaching practice to lower semester students. In addition, the student teachers are required to manage the classroom which covers content management, conduct management, and covenant management as one of the teaching skills so that the flow of learning process during their teaching practice runs smoothly.

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2. Micro Teaching

  Allen and Ryan (1969) state that micro teaching is real teaching which focuses on training for the accomplishment of specific task. The students of micro teaching should be skillfully taught. Besides, the skill or technique practiced must fit in well with the lesson specified for that day (pp. 2-4). Here, the student teachers take responsibility for successfully teaching an entire unit, and, to do this well, the student teachers have to utilize many skills and techniques.

  In addition, there are several skills that student teachers should be able to master in conducting micro teaching. They are material mastery, self teaching performance, classroom management, and the use of language and grammar (Buku Pedoman, 2008).