Institutional Repository | Satya Wacana Christian University: Teachers? Classroom Management Strategies for Adolescent Learners in Senior High School

Teachers‟ Classroom Management Strategies for Adolescent Learners
in Senior High School
THESIS
Submitted in Partial Fulfillment of the Requirements for the Degree of
Sarjana Pendidikan

Ester Kusuma Putri
112010037

ENGLISH TEACHER EDUCATION PROGRAM
FACULTY OF LANGUAGE AND LITERATURE
SATYA WACANA CHRISTIAN UNIVERSITY
SALATIGA
2014

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COPYRIGHT STATEMENT
This thesis contains no such material as has been submitted for examination in

any course or accepted for the fulfillment of any degree or diploma in any
university. To the best of my knowledge and my belief, this contains no material
previously published or written by any other person except where due reference is
made in the text.
Copyright@2014. Ester Kusuma Putri and Victoria Usadya Palupi, S.Pd., MAELT.
All rights reserved. No part of this thesis may be reproduced by any means
without the permission of at least one of the copyright owners or the English
Department, Faculty of Language and Literature, Satya Wacana Christian
University, Salatiga.
Ester Kusuma Putri

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ACKNOWLEDGEMENTS

This thesis would not have been completed without the help and support from
many people. Therefore, I would like to express my sincere appreciation to the
following people who have assisted e in completing this thesis. First of all, I

would like to express my sincere gratitude to:
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Jesus Christ who has made everything fit beautifully in its appropriate
time.

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Mrs. Victoria Usadya Palupi, S.Pd., M.A., my beloved supervisor, who
was abundantly helpful and gave meaningful assistance, support, patience
and guidance.

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Mrs. Drs. Martha Nandari, M.A., my second reader, without her
knowledge and assistance this study would not have been completed.

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My beloved parents, thank you for always here to educate, support and

motivate in the process of the making of this thesis.

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My best friends: Jeany Bella, Gita Septifani and Yuni Kurnia, thank you
for the motivation and support.

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My participants, for their cooperation during the process of data collection.

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The last, I give my biggest gratitude for all whose names I cannot
mention here who help a lot during my study in English Department of Satya
Wacana Christian University.

TABLE OF CONTENTS
Cover Page
Approval Page

Copyright Statement
Publication Agreement Declaration
Acknowledgements
Table of Content
List of Table
List of Appendices
Abstract
Introduction
Background of the study
Relevant Studies Related to the Study
Statement of the Problem
Research Objective
The Scope of the Study
Significance of the Study
Theoretical Framework
Classroom Management
Adolescent Learner Characters
Several Aspects in Classroom Management
Classroom Management Strategies
The Study

Types of Research
Context of the Study
Participants of the Study
Data Collection Instrument
Data Collection Procedures
Data Analysis Procedures
Findings
Conclusion and Recommendation
References
Appendices

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2-3
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LIST OF TABLES
The frequency and occurrences of teachers use of classroom
management strategy.

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The frequency and occurrence of teachers use of organizing strategy.

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The frequency and occurrence of teachers of teaching management
strategy.

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The frequency and occurrence of teachers use of teacher-student
relationship strategy.

The frequency and occurrence of teaches use of teacher sanction or
reward strategy.

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LIST OF APPENDICES
First observation with the subject Teacher A
Second observation with the subject Teacher B
Transcribing interview with the subject Teacher A
Transcribing interview with the subject Teacher B

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TEACHERS‟ CLASSROOM MANAGEMENT STRATEGIES FOR
ADOLESCENT LEARNERS IN SENIOR HIGH SCHOOL
Ester Kusuma Putri
Abstract
This study investigated the English teachers‟ classroom management
strategies used for adolescent learners in senior high schools. The participants of
the study were two English teachers in a private senior high school. The data were
collected using observations and semi-structured interview. The data were
analyzed and described qualitatively. In this study, the writer found that one
teacher used four classroom management strategies, i.e. Organizing Strategy,
Teaching Management Strategy, Teacher-student Relationship Strategy and
Teacher Sanction or Reward Strategy. The other one used all of the four strategies
except Teacher Sanction or Reward Strategy. From the four strategies, Teacherstudent relationship strategy„s frequency was the highest among the other
strategies. Interestingly, this strategy was mostly used by one teacher in order to
establish a good relationship and atmosphere between teacher and students.
Another finding was that the Teacher sanction or reward strategy was only used
by one teacher in order to motivate students to participate in classroom activities.
The writer concluded that the use of classroom management strategies helped

teacher to make the classroom more lively.
Keywords: Teacher‟s classroom management strategies, Adolescent learners

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