18 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 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.
19 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 teacher s’ 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.
