55 sheet. Meanwhile, the teacher also gave a rule. The students who were noisy, and
not ready to learn had to go to library. This strategy happened in observation one class 2 PL 4 and observation two class 2 PL 2.
Those rules were effective to control the students’ misbehaviors at that time. The rules were easy to be understood and manageable. According to Davies
2007, the correct rules help to create a predictable atmosphere that maintains classroom discipline, decrease disruption and encourage the students to use their
self-control.
b. Motivation
According to Donyel 1998, p. 117 motivation has been seen widely accepted by a teacher as one of the key factor that influences the success of
language learning classroom as cited in Brewster et al. 2007, p. 218. However, based on the results finding above, the English teacher of grade two in Pangudi
Luhur Elementary School Yogyakarta used motivation to control the students’
work. Brewster et al. 2007 add that giving the motivation for the students can make them learn more effectively and enjoyable pp. 218-219
In addition, there were students who did not finish their work, and the time was up. The teacher asked the students to finish their work first and then went
home. Yet, two of them cried. The teacher gave the motivation and spirit to them, and helped to finish their work. This happened when the researcher conducted
observation two class 2 PL 2. The teacher said, “ayo ayo semangat sedikit lagi kok,
gak papa, mamanya masih nunggu. Yang tidak bisa yang mana?”
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c. Voice and Body Language
Based on the results above, the teacher used body language to get the students’ attention. The teacher used body language to clarify and support his
words. Scrivener 2005 suggests that developing a set of gesture in order to inc
rease students’ talking time p. 95. Meanwhile, the teacher used the quality of voice. According to Harmer
1998, choosing an appropriate quality of voice may irritate the students and may cause disruptive behavior p. 17. The teacher’s tone, pace, and volume could be
used to manage the students. When the teacher admonished the students, he liked using the tone like a child, not an angry tone. He explained that the students were
still young.
