CLASSROOM MANAGEMENT DONE BY THE TUTOR OF UEFA COURSE IN TEACHING ENGLISH AT THE FIRST GRADE OF SDN KASIN MALANG
CLASSROOM MANAGEMENT DONE BY THE TUTOR
OF UEFA COURSE IN TEACHING ENGLISH
AT THE FIRST GRADE OF SDN KASIN MALANG
THESIS
By:
NAFIS CAHYA WAHYUNI
08360219
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MUHAMMADIYAH MALANG
2013
CLASSROOM MANAGEMENT DONE BY THE TUTOR
OF UEFA COURSE IN TEACHING ENGLISH
AT THE FIRST GRADE OF SDN KASIN MALANG
THESIS
By:
NAFIS CAHYA WAHYUNI
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MUHAMMADIYAH MALANG
2013
CLASSROOM MANAGEMENT DONE BY THE TUTOR
OF UEFA COURSE IN TEACHING ENGLISH
AT THE FIRST GRADE OF SDN KASIN MALANG
THESIS
This thesis is submitted to meet one of the requirements to
achieve Sarjana Degree in English Education
By:
NAFIS CAHYA WAHYUNI
08360219
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MUHAMMADIYAH MALANG
2013
MOTTO AND DEDICATION
Sesungguhnya bersama kesulitan ada kemudahan. Maka
apabila engkau telah selesai (dari suatu urusan), tetaplah
bekerja keras (untuk urusan yang lain). Dan hanya kepada
Tuhan-mulah engkau berharap (QS. Asy-syarh: 6-8).
Learn from yesterday, live for today, hope for tomorrow. The
important thing is not to stop questioning
(Albert Einstein)
I dedicated this thesis to
my lovely father and mother (H. Mustakim and Hj. Siti Aminah)
thank you for your supports both material and spiritual, love, guidance, care,
and everything you have done since I was born.
It is a great gift from Allah to be your daughter.
ACKNOWLEDGMENTS
Praise and gratitude be to Allah SWT the most merciful, who has given me a
great miracle in every struggle, so that I can completely finish my thesis. Peace be
upon to the Prophet Muhammad SAW who has brought us into Islam to reach a better
life. The researcher would like to express her great appreciation for some people. The
researcher would like to thank to:
1. Drs. Estu Widodo, M. Hum, as her first advisor and Drs. Soeparto, M. Pd as
her second advisor for their suggestions, guidance and advice, comments, and
corrections during the completion of this thesis.
2. The general manager Ms. Susi Herawati, educational manager Mr. Hendrik,
and the tutor Mrs. Enik Ekawati at Universal Education for All course who
had permitted the researcher to conduct this research.
3. Her beloved father (H. Mustakim) and mother (Hj. Siti Aminah) who never
stop to support her during writing this thesis. All of my big family, my sisters
and brothers who always pray for me.
4. All of my friends in Class E1 English Department 2008: Ziana, Rinda, Ulfa,
Ukhti Maya, Tika, Mb’in, Ratih, Zein, Ais, Yoppy, Gagoek, and Ai’ who had
given me unforgettable moments and experiences. I learned so much from you
all guys.
5. All my friends in lodging house: ici Faqih, Heny, Yanti, Nova, Rahma, Tri,
Atul, and Vira, I am glad to know you, and thanks for our togetherness.
The researcher hopes that this thesis will be useful for the readers. Finally, the
critics and the suggestions are really needed for the perfect of this thesis.
Malang, July 29, 2013
Nafis Cahya Wahyuni
TABLE OF CONTENTS
TITTLE ……………………………………………………………
i
APPROVAL ………………………………………………………
ii
LEGALIZATION…………………………………………………
iii
MOTTO AND DEDICATION……………………………...........
iv
ABSTRACT ………………………………………………………
v
ACKNOWLEDGEMENT……………………………………….
vi
TABLE OF CONTENTS …………………………………..........
vii
CHAPTER 1: INTRODUCTION
1.1 Background of the Study …………………………………….. 1
1.2 Statement of Problems ……………………………………….. 4
1.3 Purpose of the Study ………………………………………… 5
1.4 Significance of the Study ……………………………………. 5
1.5 Scope and Limitation ………………………………………… 5
1.6 Definition of Key Terms ……………………………………... 6
CHAPTER 2: REVIEW OF RELATED LITERATURE
2.1 The Characteristic of Young Language Learners ………
7
2.2 Classroom Management ………………………………..
9
2.3 Classroom Management Strategies …………….............
10
2.3.1 Classroom Organizing ………………………..
10
2.3.2 Teaching Management ………………………..
12
2.3.3 Teacher-Students Relationship ……………….
14
2.3.4 Consequences …………………………………
15
2.4 Problems in Managing Classroom ………………………
16
2.4.1 Students’ Misbehavior ………………………...
16
2.4.2 The “I Never Have Enough Time” Problem ….
18
2.4.3 The “How Do I Get Students to Use English”
Problem ……………………………………….
18
2.4.4 The “Name Remembering” Problem …………
19
2.5 The Ways to Overcome Classroom Management Problems
2.5.1 To Overcome Misbehavior Problem ……….
19
20
2.5.2 To Overcome “The I Never Have Enough Time”
Problem ………………………………………
22
2.5.3 To Overcome “How Do I Get Students to Use
English” Problem ……………………………
23
2.5.4 To Overcome “Name Remembering” Problem
24
2.6 Profile of UEFA Course ………………………………..
25
CHAPTER 3: RESEARCH METHODOLOGY
3.1 Research Design ………………………………………..
27
3.2 Research Subject ……………………………………….
28
3.3 Research Instruments …………………………………..
29
3.3.1. Observation ………………………………….
29
3.3.2. Interview …………………………………….
30
3.4 Data Collection ………………………………………...
31
3.5 Data Analysis …………………………………………..
32
CHAPTER 4: FINDING AND DISCUSSION
4.1 Findings ……………………………………………….
33
4.1.1 The Classroom Management Strategies Used
by the UEFA Tutor …………………………
33
4.1.2 The Classroom Management Problems Faced
by the Tutor …………………………………
42
4.1.3 The Ways Used by the Tutor to Overcome the
Classroom Management Problems …………
45
4.2 Discussion …………………………………………….
50
CHAPTER 5: CONCLUSSION AND SUGGESTION
5.1 Conclusion ……………………………………………
55
5.2 Suggestion ……………………………………………
57
REFFERENCES
APPENDIX
REFFERENCES
Arthur, Grainger, and Wray.2006. Learning to Teach in the Primary School. New
York: Routledge Group.
Ary, Donald. 2010. Introduction to Research in Education: 8th edition. USA:
Wadsworth Group.
Cameron, lynne. 2001. Teaching Languages to Young Learners. UK: Cambridge
University Press.
Charles, C. 2000. The Synergetic Classroom: Joyful Teaching and Gentle Discipline.
Boston: Allyn & Bacon.
Cotter, Kayla. 2011. Proper Classroom Management is Essential for an Effective
Elementary School Classroom. Unpublished thesis of Roger Williams
University. (Online), (http://docs.rwu.edu/honors_theses/12)
Creswell, John. 2009. Research Design: Qualitative, Quantitative, and Mixed
Methods Approaches. USA: SAGE Publications, Inc.
GCISD. 2002. Curriculum Guides and Developmental Characteristics. Texas:
Grapevine-Colleyville
independent
school
district.
(Online),
(http://www.glendale.k12.wi.us/1_char.aspx)
Gebhard, Jerry. 1996. Teaching English as a Foreign or Second Language. USA: The
University of Michigan Press.
Keller, Robin., Hembree, Stacey and Carroll, Leanne. 2003. Developmental Study
First Grade. (Online), (http://developmental-study-first-grade.com)
Linse, Caroline. 2005. Practical English Language Teaching: Young learners. New
York: McGraw-Hill Companies, Inc.
Maria, Jane. 2011. Making the most of Classroom Management. (Online),
(http://jmhdr.wordpress.com)
Marzano, Robert. 2003. Classroom Management that Works; Research- based
Strategies for Every Teacher. USA: ASDC Publication.
Muijs and Reynolds. 2005. Effective Teaching, Evidence and Practice: 2nd edition.
London: Sage Publication Ltd.
Prifiyanti, Febby. 2009. A Study on Classroom Management Done by the Teacher in
Teaching English at SMPN 1 Gondang Wetan Pasuruan. Unpublished S-1
Thesis English Department of University of Muhammadiyah Malang.
Scott, Wendy and Ytreberg, Lisbeth. 2002. Teaching English to Children. Longman.
Shawer, S. F and Behery, E. S. 2008. The impact of assertive classroom management
strategies on EFL students-teachers’ pedagogical content knowledge.
Unpublished thesis of Al- Azhar University of Cairo (Online),
(www.abegs.org)
Shin, Joan. 2007. Teaching English to Young Learners. Module of Workshop:
University of Maryland, Baltimore Country. (Online), (www.nstru.ac)
Sukarno. 2008. Teaching English to Young Learners and Factors to Consider in
Designing the Materials. Economic and Education Journal: Yogyakarta State
University. (Online), (http://journal.uny.ac.id/index.php/jep/article/view/603)
Weistein, Carol., Romano, Molly and Mignano, Andrew. 2011. Elementary
Classroom Management: Lesson from Research and Practice, 5th edition. New
York: The Mc-Graw- Hill Companies.
Wragg, E.C. 2001. Classroom Management in the Primary School. London:
Routledge Falmer Group.
Yuan, Xinrui. 2012. How to Deal with Student Misbehavior in the Classroom?.
Journal of Educational and Developmental Psychology. Dalian University of
Foreign Languages China. (Online), (www.ccsenet.org/journal/index)
Zain, Evinda. 2011. A Teacher’s Classroom Management in Teaching Large Class at
the Tenth Grade of MAN Batu. Unpublished S-1 Thesis English Department of
University of Muhammadiyah Malang.
CHAPTER 1
INTRODUCTION
This chapter discusses some topics related to background of the study,
statement of the problems, purpose of the study, significance of the study, scope and
limitation of the study and definition of the key terms.
1.1 Background of the Study
Teaching English in elementary school is a great challenge for teacher.
Elementary students are categorized as young learners who have different
characteristics from older learners. Concerning the characteristics of young learners,
Cameron (2001: 1) states:
Children are often more enthusiastic and lively as learners. They want to
please the teacher rather than their peer group. They will have a go at an
activity even when they do not quite understand why or how. However, they
also lose interest more quickly and are less able to keep them selves motivated
on task they find difficult.
From the statement above, it can be said that young learners have full spirit in
learning. They will do what their teacher wants obediently. Besides, young learners
are less able to control their boredom and lose motivation easily. Therefore, the
elementary teacher must be able to create conducive and enjoyable classroom
atmosphere where young learners are motivated to learn English effectively. As
stated by Cotter (2011: 1), “An elementary school classroom should have a positive
and enjoyable atmosphere, while also functioning as an active learning environment.”
To create an enjoyable and conducive atmosphere, the teacher plays important
role in the class that is as a classroom manager (Marzano, 2003). Dealing with the
1
definition of classroom management, Gebhard (1996: 69) said that classroom
management is the way teacher organizes what goes on in the classroom and it has a
goal to create conducive atmosphere where the students can learn effectively. He also
states that in EFL (English as a Foreign Language) classroom management, the
teacher should provide students’ opportunities to interact in English in meaningful
ways. To conclude, classroom management is teacher’s efforts to organize the
activities in the classroom in order to reach conducive classroom atmosphere which
support the students to learn optimally.
Wragg (2001: 7) stated that as an elementary classroom manager, the teacher
has many things that should be managed. Those are: resources and materials, teaching
and learning strategies, time and space, students’ behavior and safety, and
relationship in and out of school. It means as a classroom manager the teacher must
be able to provide appropriate materials and activities, use time efficiently, arrange
layout of room, maintain students’ discipline, and create students’ safety in the
classroom. Besides, the teacher must be able to build a good relationship with the
students, support staff, and parents. Those things should be well managed in order to
reach effective classroom management.
Effective classroom management is very important to be done because it helps
the teacher to reach effective teaching and learning process. As stated by Cotter
(2011: 1), “A poorly managed classroom cannot run smoothly, which results in an
environment that prevents students from having the opportunity to learn to their
highest potential.” If the class is full of disruptions and not enjoyable because of poor
management, students will be difficult to actively participate in lesson which is taught
2
by the teacher. Therefore, well classroom management should be applied by the
teacher to reach effective teaching and learning process.
The previous research conducted by Prifiyanti (2010). She focused on
classroom management done by the teacher in teaching English at SMPN 1 Gondang
Wetan Pasuruan. The result showed that the class ran smoothly with minimum
disruptions because the teacher applied good classroom management by doing some
preparations and aspects of classroom management. Moreover, Zain (2011) on “A
Teacher’s Classroom Management in Teaching Large Class at the Tenth Grade of
MAN Batu” found that the preparations and aspects of classroom management were
used by the teacher to reach effective teaching learning process in large class.
Both of the researches above show that good classroom management produces
an effective teaching and learning process. According to Marzano (2003: 1), “Well
managed classroom provide an environment in which teaching and learning can
flourish.” Therefore, classroom management is important knowledge and skill that
has to be possessed by the teacher to create an effective environment for teaching and
learning process.
Becoming an effective classroom manager needs efforts. It is also more
complicated when the teacher teaches English for young learners. The teacher should
have good skills in maintaining children’s discipline, building good relationship with
children, and creating interesting activities which encourage children to interact in
English.
UEFA (Universal Education for All) is a course institute in Malang which
provides English for young learner course. The researcher is the UEFA tutor who
3
teaches the first grade students. Keller, Hembree, and Carrol (2003) stated that first
grade students like to test muscle strength and skills (running, climbing, jumping) and
like to make some noises in the classroom. Besides, as stated before, young learners
are less able to control their boredom and lose motivation easily. Those conditions are
really experienced by the researcher when she teaches first grade students. The
researcher believes that managing first grade students is a great challenge, it is more
difficult to manage first grade classroom than other grade classrooms. The researcher
believes that an effective classroom management should be applied to deal with those
conditions. Since the researcher is junior tutor, she is curious to know the classroom
management strategies used by the senior tutor of UEFA course in teaching English
at the first grade of SDN Kasin Malang.
Based on the reasons above, the researcher decides to conduct a research
entitled “Classroom Management done by the Tutor of UEFA Course in Teaching
English at the First Grade of SDN Kasin Malang”.
1.2 Statement of the Problems
Based on the background of the study explained above, the problems are
formulated as follow:
1. What are the classroom management strategies done by the UEFA tutor in
teaching English at 1A of SDN Kasin Malang?
2. What are the classroom management problems faced by the UEFA tutor in
teaching English at 1A of SDN Kasin Malang?
3. How does the UEFA tutor overcome the classroom management problems?
4
1.3 Purpose of the Study
The purposes of this study are as follow:
1. To know the classroom management strategies done by the UEFA tutor in
teaching English at 1A of SDN Kasin Malang.
2. To find the classroom management problems faced by the UEFA tutor in
teaching English at 1A of SDN Kasin Malang.
3. To describe the UEFA tutor’s ways to overcome the classroom management
problems.
1.4 Significance of the Study
The result of this study is expected to give contribution and knowledge for the
teachers who teach English for young learners. It is also expected to help the teachers
understand several strategies to manage English for young learner class and the ways
to overcome the classroom management problems. For the UEFA course, the result of
this study is expected to contribute useful information to improve the tutors’ quality
in managing English for young learner class. Hopefully, it also can be the reference
for the English department students who will conduct the similar study.
1.5 Scope and Limitation of the Study
The scope of this study is classroom management done by the UEFA tutor in
teaching English for young learners. This study focused on classroom management
strategies, problems in managing class, and the tutor’s ways to overcome the
problems. Meanwhile, it is limited on the classroom management done by one tutor
of UEFA course who teaches in 1A of SDN Kasin Malang.
5
1.6 Definition of the Key Terms
The definitions of key terms in this research are presented in order to avoid
misunderstanding in using the terms that exist in this research. The terms that need to
be defined are as follow:
1. Classroom management is the way teacher organizes what goes on in the
classroom and it has a goal to create conducive atmosphere where the students
can learn effectively (Gebhard, 1996: 69).
2. UEFA (Universal Education for All People) is the name of English course
institute in Malang. It provides English for young learner course. The teaching
and learning process is held in the schools which cooperate with UEFA
course. SDN Kasin malang is one of the school which cooperates with the
UEFA course.
6
OF UEFA COURSE IN TEACHING ENGLISH
AT THE FIRST GRADE OF SDN KASIN MALANG
THESIS
By:
NAFIS CAHYA WAHYUNI
08360219
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MUHAMMADIYAH MALANG
2013
CLASSROOM MANAGEMENT DONE BY THE TUTOR
OF UEFA COURSE IN TEACHING ENGLISH
AT THE FIRST GRADE OF SDN KASIN MALANG
THESIS
By:
NAFIS CAHYA WAHYUNI
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MUHAMMADIYAH MALANG
2013
CLASSROOM MANAGEMENT DONE BY THE TUTOR
OF UEFA COURSE IN TEACHING ENGLISH
AT THE FIRST GRADE OF SDN KASIN MALANG
THESIS
This thesis is submitted to meet one of the requirements to
achieve Sarjana Degree in English Education
By:
NAFIS CAHYA WAHYUNI
08360219
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MUHAMMADIYAH MALANG
2013
MOTTO AND DEDICATION
Sesungguhnya bersama kesulitan ada kemudahan. Maka
apabila engkau telah selesai (dari suatu urusan), tetaplah
bekerja keras (untuk urusan yang lain). Dan hanya kepada
Tuhan-mulah engkau berharap (QS. Asy-syarh: 6-8).
Learn from yesterday, live for today, hope for tomorrow. The
important thing is not to stop questioning
(Albert Einstein)
I dedicated this thesis to
my lovely father and mother (H. Mustakim and Hj. Siti Aminah)
thank you for your supports both material and spiritual, love, guidance, care,
and everything you have done since I was born.
It is a great gift from Allah to be your daughter.
ACKNOWLEDGMENTS
Praise and gratitude be to Allah SWT the most merciful, who has given me a
great miracle in every struggle, so that I can completely finish my thesis. Peace be
upon to the Prophet Muhammad SAW who has brought us into Islam to reach a better
life. The researcher would like to express her great appreciation for some people. The
researcher would like to thank to:
1. Drs. Estu Widodo, M. Hum, as her first advisor and Drs. Soeparto, M. Pd as
her second advisor for their suggestions, guidance and advice, comments, and
corrections during the completion of this thesis.
2. The general manager Ms. Susi Herawati, educational manager Mr. Hendrik,
and the tutor Mrs. Enik Ekawati at Universal Education for All course who
had permitted the researcher to conduct this research.
3. Her beloved father (H. Mustakim) and mother (Hj. Siti Aminah) who never
stop to support her during writing this thesis. All of my big family, my sisters
and brothers who always pray for me.
4. All of my friends in Class E1 English Department 2008: Ziana, Rinda, Ulfa,
Ukhti Maya, Tika, Mb’in, Ratih, Zein, Ais, Yoppy, Gagoek, and Ai’ who had
given me unforgettable moments and experiences. I learned so much from you
all guys.
5. All my friends in lodging house: ici Faqih, Heny, Yanti, Nova, Rahma, Tri,
Atul, and Vira, I am glad to know you, and thanks for our togetherness.
The researcher hopes that this thesis will be useful for the readers. Finally, the
critics and the suggestions are really needed for the perfect of this thesis.
Malang, July 29, 2013
Nafis Cahya Wahyuni
TABLE OF CONTENTS
TITTLE ……………………………………………………………
i
APPROVAL ………………………………………………………
ii
LEGALIZATION…………………………………………………
iii
MOTTO AND DEDICATION……………………………...........
iv
ABSTRACT ………………………………………………………
v
ACKNOWLEDGEMENT……………………………………….
vi
TABLE OF CONTENTS …………………………………..........
vii
CHAPTER 1: INTRODUCTION
1.1 Background of the Study …………………………………….. 1
1.2 Statement of Problems ……………………………………….. 4
1.3 Purpose of the Study ………………………………………… 5
1.4 Significance of the Study ……………………………………. 5
1.5 Scope and Limitation ………………………………………… 5
1.6 Definition of Key Terms ……………………………………... 6
CHAPTER 2: REVIEW OF RELATED LITERATURE
2.1 The Characteristic of Young Language Learners ………
7
2.2 Classroom Management ………………………………..
9
2.3 Classroom Management Strategies …………….............
10
2.3.1 Classroom Organizing ………………………..
10
2.3.2 Teaching Management ………………………..
12
2.3.3 Teacher-Students Relationship ……………….
14
2.3.4 Consequences …………………………………
15
2.4 Problems in Managing Classroom ………………………
16
2.4.1 Students’ Misbehavior ………………………...
16
2.4.2 The “I Never Have Enough Time” Problem ….
18
2.4.3 The “How Do I Get Students to Use English”
Problem ……………………………………….
18
2.4.4 The “Name Remembering” Problem …………
19
2.5 The Ways to Overcome Classroom Management Problems
2.5.1 To Overcome Misbehavior Problem ……….
19
20
2.5.2 To Overcome “The I Never Have Enough Time”
Problem ………………………………………
22
2.5.3 To Overcome “How Do I Get Students to Use
English” Problem ……………………………
23
2.5.4 To Overcome “Name Remembering” Problem
24
2.6 Profile of UEFA Course ………………………………..
25
CHAPTER 3: RESEARCH METHODOLOGY
3.1 Research Design ………………………………………..
27
3.2 Research Subject ……………………………………….
28
3.3 Research Instruments …………………………………..
29
3.3.1. Observation ………………………………….
29
3.3.2. Interview …………………………………….
30
3.4 Data Collection ………………………………………...
31
3.5 Data Analysis …………………………………………..
32
CHAPTER 4: FINDING AND DISCUSSION
4.1 Findings ……………………………………………….
33
4.1.1 The Classroom Management Strategies Used
by the UEFA Tutor …………………………
33
4.1.2 The Classroom Management Problems Faced
by the Tutor …………………………………
42
4.1.3 The Ways Used by the Tutor to Overcome the
Classroom Management Problems …………
45
4.2 Discussion …………………………………………….
50
CHAPTER 5: CONCLUSSION AND SUGGESTION
5.1 Conclusion ……………………………………………
55
5.2 Suggestion ……………………………………………
57
REFFERENCES
APPENDIX
REFFERENCES
Arthur, Grainger, and Wray.2006. Learning to Teach in the Primary School. New
York: Routledge Group.
Ary, Donald. 2010. Introduction to Research in Education: 8th edition. USA:
Wadsworth Group.
Cameron, lynne. 2001. Teaching Languages to Young Learners. UK: Cambridge
University Press.
Charles, C. 2000. The Synergetic Classroom: Joyful Teaching and Gentle Discipline.
Boston: Allyn & Bacon.
Cotter, Kayla. 2011. Proper Classroom Management is Essential for an Effective
Elementary School Classroom. Unpublished thesis of Roger Williams
University. (Online), (http://docs.rwu.edu/honors_theses/12)
Creswell, John. 2009. Research Design: Qualitative, Quantitative, and Mixed
Methods Approaches. USA: SAGE Publications, Inc.
GCISD. 2002. Curriculum Guides and Developmental Characteristics. Texas:
Grapevine-Colleyville
independent
school
district.
(Online),
(http://www.glendale.k12.wi.us/1_char.aspx)
Gebhard, Jerry. 1996. Teaching English as a Foreign or Second Language. USA: The
University of Michigan Press.
Keller, Robin., Hembree, Stacey and Carroll, Leanne. 2003. Developmental Study
First Grade. (Online), (http://developmental-study-first-grade.com)
Linse, Caroline. 2005. Practical English Language Teaching: Young learners. New
York: McGraw-Hill Companies, Inc.
Maria, Jane. 2011. Making the most of Classroom Management. (Online),
(http://jmhdr.wordpress.com)
Marzano, Robert. 2003. Classroom Management that Works; Research- based
Strategies for Every Teacher. USA: ASDC Publication.
Muijs and Reynolds. 2005. Effective Teaching, Evidence and Practice: 2nd edition.
London: Sage Publication Ltd.
Prifiyanti, Febby. 2009. A Study on Classroom Management Done by the Teacher in
Teaching English at SMPN 1 Gondang Wetan Pasuruan. Unpublished S-1
Thesis English Department of University of Muhammadiyah Malang.
Scott, Wendy and Ytreberg, Lisbeth. 2002. Teaching English to Children. Longman.
Shawer, S. F and Behery, E. S. 2008. The impact of assertive classroom management
strategies on EFL students-teachers’ pedagogical content knowledge.
Unpublished thesis of Al- Azhar University of Cairo (Online),
(www.abegs.org)
Shin, Joan. 2007. Teaching English to Young Learners. Module of Workshop:
University of Maryland, Baltimore Country. (Online), (www.nstru.ac)
Sukarno. 2008. Teaching English to Young Learners and Factors to Consider in
Designing the Materials. Economic and Education Journal: Yogyakarta State
University. (Online), (http://journal.uny.ac.id/index.php/jep/article/view/603)
Weistein, Carol., Romano, Molly and Mignano, Andrew. 2011. Elementary
Classroom Management: Lesson from Research and Practice, 5th edition. New
York: The Mc-Graw- Hill Companies.
Wragg, E.C. 2001. Classroom Management in the Primary School. London:
Routledge Falmer Group.
Yuan, Xinrui. 2012. How to Deal with Student Misbehavior in the Classroom?.
Journal of Educational and Developmental Psychology. Dalian University of
Foreign Languages China. (Online), (www.ccsenet.org/journal/index)
Zain, Evinda. 2011. A Teacher’s Classroom Management in Teaching Large Class at
the Tenth Grade of MAN Batu. Unpublished S-1 Thesis English Department of
University of Muhammadiyah Malang.
CHAPTER 1
INTRODUCTION
This chapter discusses some topics related to background of the study,
statement of the problems, purpose of the study, significance of the study, scope and
limitation of the study and definition of the key terms.
1.1 Background of the Study
Teaching English in elementary school is a great challenge for teacher.
Elementary students are categorized as young learners who have different
characteristics from older learners. Concerning the characteristics of young learners,
Cameron (2001: 1) states:
Children are often more enthusiastic and lively as learners. They want to
please the teacher rather than their peer group. They will have a go at an
activity even when they do not quite understand why or how. However, they
also lose interest more quickly and are less able to keep them selves motivated
on task they find difficult.
From the statement above, it can be said that young learners have full spirit in
learning. They will do what their teacher wants obediently. Besides, young learners
are less able to control their boredom and lose motivation easily. Therefore, the
elementary teacher must be able to create conducive and enjoyable classroom
atmosphere where young learners are motivated to learn English effectively. As
stated by Cotter (2011: 1), “An elementary school classroom should have a positive
and enjoyable atmosphere, while also functioning as an active learning environment.”
To create an enjoyable and conducive atmosphere, the teacher plays important
role in the class that is as a classroom manager (Marzano, 2003). Dealing with the
1
definition of classroom management, Gebhard (1996: 69) said that classroom
management is the way teacher organizes what goes on in the classroom and it has a
goal to create conducive atmosphere where the students can learn effectively. He also
states that in EFL (English as a Foreign Language) classroom management, the
teacher should provide students’ opportunities to interact in English in meaningful
ways. To conclude, classroom management is teacher’s efforts to organize the
activities in the classroom in order to reach conducive classroom atmosphere which
support the students to learn optimally.
Wragg (2001: 7) stated that as an elementary classroom manager, the teacher
has many things that should be managed. Those are: resources and materials, teaching
and learning strategies, time and space, students’ behavior and safety, and
relationship in and out of school. It means as a classroom manager the teacher must
be able to provide appropriate materials and activities, use time efficiently, arrange
layout of room, maintain students’ discipline, and create students’ safety in the
classroom. Besides, the teacher must be able to build a good relationship with the
students, support staff, and parents. Those things should be well managed in order to
reach effective classroom management.
Effective classroom management is very important to be done because it helps
the teacher to reach effective teaching and learning process. As stated by Cotter
(2011: 1), “A poorly managed classroom cannot run smoothly, which results in an
environment that prevents students from having the opportunity to learn to their
highest potential.” If the class is full of disruptions and not enjoyable because of poor
management, students will be difficult to actively participate in lesson which is taught
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by the teacher. Therefore, well classroom management should be applied by the
teacher to reach effective teaching and learning process.
The previous research conducted by Prifiyanti (2010). She focused on
classroom management done by the teacher in teaching English at SMPN 1 Gondang
Wetan Pasuruan. The result showed that the class ran smoothly with minimum
disruptions because the teacher applied good classroom management by doing some
preparations and aspects of classroom management. Moreover, Zain (2011) on “A
Teacher’s Classroom Management in Teaching Large Class at the Tenth Grade of
MAN Batu” found that the preparations and aspects of classroom management were
used by the teacher to reach effective teaching learning process in large class.
Both of the researches above show that good classroom management produces
an effective teaching and learning process. According to Marzano (2003: 1), “Well
managed classroom provide an environment in which teaching and learning can
flourish.” Therefore, classroom management is important knowledge and skill that
has to be possessed by the teacher to create an effective environment for teaching and
learning process.
Becoming an effective classroom manager needs efforts. It is also more
complicated when the teacher teaches English for young learners. The teacher should
have good skills in maintaining children’s discipline, building good relationship with
children, and creating interesting activities which encourage children to interact in
English.
UEFA (Universal Education for All) is a course institute in Malang which
provides English for young learner course. The researcher is the UEFA tutor who
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teaches the first grade students. Keller, Hembree, and Carrol (2003) stated that first
grade students like to test muscle strength and skills (running, climbing, jumping) and
like to make some noises in the classroom. Besides, as stated before, young learners
are less able to control their boredom and lose motivation easily. Those conditions are
really experienced by the researcher when she teaches first grade students. The
researcher believes that managing first grade students is a great challenge, it is more
difficult to manage first grade classroom than other grade classrooms. The researcher
believes that an effective classroom management should be applied to deal with those
conditions. Since the researcher is junior tutor, she is curious to know the classroom
management strategies used by the senior tutor of UEFA course in teaching English
at the first grade of SDN Kasin Malang.
Based on the reasons above, the researcher decides to conduct a research
entitled “Classroom Management done by the Tutor of UEFA Course in Teaching
English at the First Grade of SDN Kasin Malang”.
1.2 Statement of the Problems
Based on the background of the study explained above, the problems are
formulated as follow:
1. What are the classroom management strategies done by the UEFA tutor in
teaching English at 1A of SDN Kasin Malang?
2. What are the classroom management problems faced by the UEFA tutor in
teaching English at 1A of SDN Kasin Malang?
3. How does the UEFA tutor overcome the classroom management problems?
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1.3 Purpose of the Study
The purposes of this study are as follow:
1. To know the classroom management strategies done by the UEFA tutor in
teaching English at 1A of SDN Kasin Malang.
2. To find the classroom management problems faced by the UEFA tutor in
teaching English at 1A of SDN Kasin Malang.
3. To describe the UEFA tutor’s ways to overcome the classroom management
problems.
1.4 Significance of the Study
The result of this study is expected to give contribution and knowledge for the
teachers who teach English for young learners. It is also expected to help the teachers
understand several strategies to manage English for young learner class and the ways
to overcome the classroom management problems. For the UEFA course, the result of
this study is expected to contribute useful information to improve the tutors’ quality
in managing English for young learner class. Hopefully, it also can be the reference
for the English department students who will conduct the similar study.
1.5 Scope and Limitation of the Study
The scope of this study is classroom management done by the UEFA tutor in
teaching English for young learners. This study focused on classroom management
strategies, problems in managing class, and the tutor’s ways to overcome the
problems. Meanwhile, it is limited on the classroom management done by one tutor
of UEFA course who teaches in 1A of SDN Kasin Malang.
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1.6 Definition of the Key Terms
The definitions of key terms in this research are presented in order to avoid
misunderstanding in using the terms that exist in this research. The terms that need to
be defined are as follow:
1. Classroom management is the way teacher organizes what goes on in the
classroom and it has a goal to create conducive atmosphere where the students
can learn effectively (Gebhard, 1996: 69).
2. UEFA (Universal Education for All People) is the name of English course
institute in Malang. It provides English for young learner course. The teaching
and learning process is held in the schools which cooperate with UEFA
course. SDN Kasin malang is one of the school which cooperates with the
UEFA course.
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