English Language Education Study Program practice teachers` problems in managing classrom during school practice program

CLASSROOM DURING SCHOOL PRACTICE PROGRAM

A SARJANA PENDIDIKAN THESIS

Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree

in English Language Education

By Adi Triasmara

Student Number: 091214138

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM

DEPARTMENT OF LANGUAGE AND ARTS EDUCATION

FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY

YOGYAKARTA

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ENGLISH LANGUAGE EDUCATION STUDY PROGRAM

PRACTICE TEACHERS’ PROBLEMS IN MANAGING

CLASSROOM DURING SCHOOL PRACTICE PROGRAM

A SARJANA PENDIDIKAN THESIS

Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree

in English Language Education

By Adi Triasmara

Student Number: 091214138

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM

DEPARTMENT OF LANGUAGE AND ARTS EDUCATION

FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY

YOGYAKARTA

iv

“When everything seems to be going against you, remember that the

airplane takes off against the wind, not with it.”

(Henry Ford)

I DEDICATE THIS THESIS TO

MY BELOVED FAMILY

vii ABSTRACT

Triasmara, Adi. (2013). English Language Education Study Program Practice Teachers’ Problems in Managing Classroom during School Practice Program. Yogyakarta: Sanata Dharma University.

School Practice Program is one of the compulsory subjects that must be taken by all English Language Education Study Program (ELESP) Sanata Dharma University students. The School Practice Program requires its students, who are

called practice teachers, to do teachers‟ job at school. Managing classroom, which aims to create conducive learning atmosphere, is one of the jobs that a practice teacher does during the program. As stated in Keengwe and Boateng (2002), problems about classroom management may emerge during the program since teaching in a real classroom is a new experience for the practice teachers.

In this research, the researcher focused on the classroom management problems. This research attempted to answer two research problems, namely, 1) What are the ELESP practice teachers‟ problems in managing classroom during the School Practice Program? and 2) What are the possible solutions to the ELESP practice teachers‟ problems in managing classroom during the School Practice Program?

To answer the research problems, the researcher employed descriptive research and used a survey as the research design. A questionnaire and an interview were the instruments used in the research. There were 88 respondents, for the questionnaire, and 6 respondents, for the interview. The respondents were the English Language Education Study Program students in the academic year 2009, who had taken or had been taking the School Practice Program. The questionnaire consisted of 25 close-ended questions and one open-ended question. Meanwhile, the interview consisted of four questions used to verify the questionnaire results and to answer the second research problem.

The results of the research showed that the ELESP practice teachers had problems in handling classroom activities and problems in improving working conditions during the School Practice Program. Moreover, there were also other problems that could be classified into three categories, namely, problems arising from the students, problems arising from the practice teachers, and problems arising from the school facilities. Furthermore, setting rules, giving rewards and using games were three major possible solutions to the ELESP practice teachers‟ problems in managing classroom. Finally, the researcher also gave recommendations for the ELESP lecturers, for the ELESP students, and for the further researchers.

viii ABSTRAK

Triasmara, Adi. (2013). English Language Education Study Program Practice Teachers’ Problems in Managing Classroom during School Practice Program. Yogyakarta: Universitas Sanata Dharma.

Program Pengalaman Lapangan (PPL) merupakan salah satu mata kuliah wajib bagi mahasiswa Pendidikan Bahasa Inggris (PBI), Universitas Sanata Dharma. Program tersebut mewajibkan mahasiswanya, yang disebut praktikan, untuk melakukan pekerjaan guru di sekolah tingkat menegah dan atas. Melakukan manajemen kelas merupakan salah satu pekerjaan guru yang harus dilaksanakan oleh praktikan. Keengwe dan Boateng (2002) menyatakan jika masalah mengenai manajemen kelas mungkin muncul selama program karena mengajar di sekolah merupakan pengalaman baru bagi praktikan.

Dalam penelitian ini, fokus peneliti ada pada masalah-masalah manajemen kelas. Penelitian ini bertujuan untuk menjawab dua rumusan masalah, yaitu, 1) Masalah manajemen kelas apa yang dialami oleh praktikan PBI selama menjalani Program Pengalaman Lapangan? dan 2) Apa solusi yang memungkinkan untuk menyelesaikan masalah manajemen kelas yang dialami oleh praktikan PBI selama menjalani Program Pengalaman Lapangan?

Peneliti menerapkan penelitian deskriptif dan menggunakan survey sebagai desain penelitian. Kuisioner dan wawancara merupakan instrumen penelitian yang digunakan. Ada sebanyak 88 responden, untuk mengisi kuisioner, dan 6 responden, untuk menjawab pertanyaan wawancara. Responden dalam penelitian ini merupakan para mahasiswa PBI angkatan 2009 yang sudah atau sedang menjalani PPL. Kuisioner penelitian terdiri dari 25 pertanyaan tertutup dan satu pertanyaan terbuka. Sedangkan, ada empat pertanyaan yang digunakan dalam wawancara untuk memastikan hasil kuisioner dan mendapatkan data lebih jauh.

Hasil penelitian menunjukkan bahwa praktikan PBI mengalami masalah menangani aktifitas kelas dan memperbaiki kondisi kerja. Selain itu, ada juga masalah lain yang dapat diklasifikasikan ke dalam tiga kategori, yaitu masalah yang muncul dari siwa, masalah yang muncul dari praktikan, dan masalah yang muncul dari fasilitas sekolah. Selanjutnya, penentuan aturan, pemberian apresiasi, dan penggunaan permainan merupakan tiga solusi utama guna menyelesaikan masalah manajemen kelas. Peneliti juga memberikan saran bagi dosen PBI, mahasiswa PBI, dan calon peneliti.

ix

ACKNOWLEDGEMENTS

First of all, I would like to say Alhamdulillah. I would like to thank the one

and only Allah SWT, the most gracious and the most merciful God. I thank Allah

SWT for the blessing, help, and guidance so that I can pass all the processes in the

Sanata Dharma University Yogyakarta, including finishing my thesis.

Second, I would like to say that I am truly indebted to my major sponsor,

Caecilia Tutyandari, S.Pd., M.Pd. I thank her for all her time, guidance, support,

and patience to help me complete my thesis in the best way. Moreover, I also

thank the proof readers of my thesis for the time and the advice given to me. My

deepest gratitude also goes to all the ELESP lecturers who have helped me getting

precious knowledge, values and experiences during my study time at the ELESP

Sanata Dharma University Yogyakarta. In addition, I would like to thank the

ELESP secretariat staff and the Sanata Dharma University Yogyakarta library

staff.

Third, my sincere thanks go to the eighth semester students, academic year

2009 of the ELESP Sanata Dharma University Yogyakarta, who have allocated

their time to participate in the process of finishing my thesis. Without their great

participation, it would have been impossible to finish my thesis.

Fourth, I would like to give my great thankfulness to me myself and to my

beloved family, Bapak Edi, Ibu Wulan, Mas Bobbi, Mas Adit, Dek Dodi, and my

sister in law, Mba Etin, with my first niece, Dek Nayla. I thank my own self

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completing my thesis. In addition, I thank my family for all their affection, care,

advice, support, and prayers.

Fifth, I would also like to thank my true best friend, Catharina Dyah Pusparini,

and all my other best friends, Akbar, Benni, Aby, Adin, Jajank, Vivin, Egin,

Wella, Leo, Wanda, and Br. Markus; my School Teaching Program group in SMA

11 Yogyakarta; my KKN group in Sruni; my “The Travelers” Play Performance group; my seniors; my juniors; and all of my colleagues in the Sanata Dharma

University Yogyakarta. I thank them for all the support, the advice, and the

unforgettable experiences that we have shared and experienced together.

At last, I would like to express my gratitude to anybody whom I cannot

mention one by one that supports me in the completion of my thesis.

xiii

LIST OF TABLES

Table

C1. Questionnaire Blueprint ………... 26

D1. Percentage Results of Questionnaire Part A Number 1-5 ……….. 39

D2. Percentage Results of Questionnaire Part A Number 6-10 ……… 40

D3. Percentage Results of Questionnaire Part A Number 11-15 ……….. 42

D4. Percentage Results of Questionnaire Part A Number 16-20 ……….. 43

1

CHAPTER I

INTRODUCTION

This chapter is an introductory chapter that includes six sections, which are

research background, research problems, problem limitation, research objectives,

research benefits, and definition of terms, to be described and analyzed. In the

research background, the researcher provides the reason why he conducts the

research and why he chooses the English Language Education Study Program

(ELESP) practice teachers‟ problems in managing classroom during a School Practice Program as his topic in this research. In research problems, the researcher

mentions the research questions used in this research. In problem limitation, the

researcher describes the limitation of the research so that the researcher can focus

on the things that are surely needed to be described and analyzed. In research

objectives, the researcher explains the objectives of the research. In research

benefits, the researcher mentions the benefits that can be gained through the

research. Furthermore, the researcher explains the definition of the terms used in

the research in definition of terms section.

A. Research Background

Doing the School Practice Program is one of the requirements for Teacher

Training and Education Faculty students to graduate from Sanata Dharma

University. In the School Practice Program, the students are expected to be able to

apply them in a real classroom teaching in a high school. The students who take

the School Practice Program, who are named as the practice teachers in this

research, need to do the teacher‟s jobs at a high school such as planning,

developing, and organizing lessons, record keeping students‟ tasks, managing

classroom, presenting subject materials, assessing student learning, and meeting

professional obligations (Kelly, n.d.). Teaching in a real classroom is a new

experience for the practice teachers; therefore, the practice teachers can be

categorized as the beginning teachers. As it is mentioned in the United States

Code 2000, the beginning teachers are those who teach in a public school for less

than three complete school years. Keengwe and Boateng (2002) mention that

although the beginning teachers generally feel the excitement of joining a teaching

profession, it is very likely that they experience multiple challenges related to the

profession that they take as teachers. In addition, Keengwe and Boateng (2002)

also state that the beginning teachers‟ problems are about the delayed payment of salaries, problems about the classroom management and assessment, and

inadequate learning materials. Furthermore, Rohani (2004) notes that there are

two major problems in a classroom, which are teaching problems and classroom

management problems. However, in this research, the researcher focuses on the

practice teachers‟ problems in managing classroom during the School Practice

Program.

Further, due to the fact that the researcher is the eighth semester student of

ELESP Sanata Dharma University, he has also taken the School Practice Program

in SMA Negeri 11 Yogyakarta from July up to October, 2012. The researcher

experienced three classroom management problems during the School Practice

Program. Those problems are about a noisy class, the less-motivated students, and

a lack of classroom rules. In addition, based on the observation on the guiding

teacher (guru pamong) and on another practice teacher during the School Practice

Program, the researcher succeeded in finding out the other classroom management

problems like problems about students‟ disruptive behavior, problems about students‟ lateness, and problems about the incomplete school facilities.

There are two main reasons that make the researcher only focus on the

practice teachers‟ problems in managing classroom during the School Practice Program. The first reason is that classroom management plays a big role in the

successful teaching and learning process in a classroom. Brophy and Everston

(1976) mention that teachers‟ skill in managing a classroom is very important to determine a teaching success. They say that a teacher who has inadequate skill in

classroom management is quite unlikely to accomplish a teaching success,

whether it is measured from student learning or by student rating. Therefore,

having good classroom management skill is very crucial for every teacher,

including every beginning teacher, to accomplish a teaching success. Moreover,

Usman (2006) notes that students‟ achievement will be optimum when a teacher

succeeds in managing the classroom well. In addition, teachers‟ inability to manage a classroom can give bad effects for teachers themselves. It can make

teachers stressful and extremely tired (Oliver & Reschly, 2007). Thus, from the

management and classroom discipline in order to have effective classroom

management. By having behavior management and classroom discipline, teachers

can also avoid the stress and symptoms of burnout that come from an ineffective

classroom. In conclusion, based on the two statements mentioned above, it is

undeniable that classroom management has a big effect on a successful teaching

and learning process in a classroom. The teachers and also the practice teachers,

who are known as the teacher candidates, need to be able to manage a classroom

well so that they can address students‟ need effectively.

The second reason why the researcher focuses on the practice teachers‟ problems in managing classroom during the School Practice Program is that there

is a possibility that the practice teachers have problems to manage a classroom

since they are still lack of experience in teaching in a real classroom. New

teachers who may have a lack of experience in teaching tend to be reactive to

students‟ inappropriate behavior in classroom and then remove students from instruction as a result (Oliver and Reschly, 2007). It surely should not be done by

teachers because they cannot leave their students who have poor academic and

behavioral outcomes so that all students will have the same chance to get their

need. Furthermore, it is also mentioned by Quaglia (1989) that classroom

management is the most seriously perceived problem of the beginning teachers.

Thus, the researcher wants to analyze what the practice teachers‟ problems in managing classroom during the School Practice Program are and what the

B. Research Problems

In order to find out the practice teachers‟ problems in managing classroom during the School Practice Program, two research questions are raised in this

research. Those two research questions are:

1. What are the English Language Education Study Program (ELESP) practice

teachers‟ problems in managing classroom during the School Practice Program?

2. What are the possible solutions to the English Language Education Study

Program (ELESP) practice teachers‟ problems in managing classroom during

the School Practice Program?

C. Problem Limitation

In accordance with the problem formulations above, this research focuses on

the English Language Education Study Program practice teachers‟ experience in

managing classroom when they have the School Practice Program. Since the

discussion of the problem can be too wide, the researcher focuses on the problems

in managing classroom only and focuses on finding the possible solution to those

problems. Moreover, the researcher also limits his research by only choosing the

English Language Education Study Program students in the academic year of

2009, who have taken or who have been taking the School Practice Program

D. Research Objectives

The researcher conducts this research in order to find out and to identify the

English Language Education Study Program practice teachers‟ problems in managing classroom during the School Practice Program. In addition, related to

the questions mentioned in the problem formulations, this research also aims to

find possible solutions to the practice teachers‟ problems in managing classroom during the School Practice Program.

E. Research Benefits

The research brings many benefits for the lecturers of ELESP Sanata Dharma

University, the practice teachers, the future practice teachers, and the future

researchers.

1. ELESP Lecturers

This research is expected to give essential contribution to the ELESP lecturers.

Knowing the practice teachers‟ problems in managing classroom during the School Practice Program, the lecturers are expected to consider the importance of

giving appropriate examples in managing classroom and in handling classroom

problems. As a result, the practice teachers can adapt the way their lecturers

managing the classroom when the practice teachers have to teach in a real

classroom during the School Practice Program. Then, it is also expected that the

examples of the strategy to manage classroom can make the future practice

2. ELESP Practice Teachers

This research is also beneficial to the ELESP practice teachers. As a subject of

this research, they need to find the classroom management problems that they

experience and to identify the possible solutions to those problems during the

School Practice Program by filling the questionnaire designed by the researcher.

Therefore, they can indirectly make careful reflection about the classroom

management problems that they have experienced during the School Practice

Program. Moreover, the ELESP practice teachers, who are the teacher candidates,

are expected to be able to learn about how to solve problems in managing

classroom when the ELESP practice teachers become real teachers in the future.

3. Future ELESP Practice Teachers

The researcher expects that this research also gives benefits to the future

ELESP practice teachers, who are the ELESP students that have not taken the

School Practice Program. By presenting the ELESP practice teachers‟ problems in managing classroom and the possible solutions to those problems, it is expected

that the future ELESP practice teachers can anticipate the classroom management

problems that may emerge during the School Practice Program. Therefore, the

future ELESP practice teachers are expected not to have the same problems as the

ELESP practice teachers who have previously done the School Practice Program.

4. Future Researchers

Future researchers that have the same interest as the researcher may find this

research as a reference for them. Beside giving the description of the ELESP

recommendations for the future researchers so that the future researchers can have

more detailed research. It is expected that this research, which can be used as a

reference, can be useful for the future researchers to finish their research.

F. Definition of Terms

The researcher gives the definition of terms used in this research to help the

readers understand the meaning of the terms used. Therefore, the readers can

understand the ideas of the research well.

1. School Practice Program

The School Practice Program is one of the obligatory subjects to be taken by

the students of the Teachers Training and Education Faculty, Sanata Dharma

University, which includes the students of the English Language Education Study

Program. This subject aims to help the students, who are the teacher candidates, to

prepare their readiness to work at school as the real teachers in the future. In this

research, the term School Practice Program refers to the school program that

needs to be taken by the English Language Education Study Program students.

2. ELESP Practice Teachers

The term ELESP practice teachers in this research refers to the English

Language Education Study Program students of Sanata Dharma University, in the

academic year of 2009, who have taken or have been taking the School Practice

Program. According to Buku Panduan Akademik Mahasiswa of Sanata Dharma

University, the School Practice Program course is offered in the semester seven

term practice teachers in this research refers to all ELESP students who have

taken or have been taking the School Practice Program, either in the seventh or in

the eighth semester.

3. Classroom Management

Oliver and Reschly (2007) state that the word classroom management refers to

the teachers‟ ability to organize classrooms and to manage their students‟ behavior. Moreover, classroom management is also defined as the process of

organizing and conducting a class so that it runs smoothly (Clark and Starr, 1991).

Furthermore, Rohani (2004) mentions that the term classroom management refers

to all the teaching and learning activities in the classroom that create conducive

learning atmosphere. In addition, Orlich at al. (2007) define classroom

management as the teachers‟ methods of establishing organization, disciplinary procedures, and routines to ensure positive students behavior that are conducive to

learning. Therefore, the researcher concludes that the term classroom management

used in this research refers to the ability of the teachers, who are the ELESP

practice teachers, to organize their class, to establish teaching routines and

procedures in order to ensure student positive behavior so that the classroom

10

CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter provides the theories related to this research. This chapter

consists of two sections, which are theoretical description and theoretical

framework. The first section, which is the theoretical description, provides a

review of some relevant theories and similar research. Meanwhile, the second

section, which is the theoretical framework, provides a summary of all related

theories and similar research put in the theoretical description.

A. Theoretical Description

There are three different major points explained in this section. Those three

points are the theories on the effective teacher, the theories on classroom

management, and a brief summary of the research on classroom management.

1. Effective Teacher

a. Definitions of Effective Teacher

The definitions of an effective teacher may vary due to the fact that every

expert has his own criteria to define a teacher to be effective. As cited in Markley

(n.d.), Clark (1993) mentions that effective teachers are teachers who are

obviously able to increase their students‟ knowledge. Moreover, it is also cited in Markley (n.d.), Vogt (1984) states that a teacher who has the ability to teach

different students with different abilities in order to reach the learning objectives

able to assess the progress of his students. In addition to the two definitions that

are previously mentioned, an effective teacher is a teacher who is able to motivate

his students to learn because the students are aware of the importance of learning,

not because they are afraid of the teacher (Darhim, n.d.).

b. Characteristics of Effective Teacher

There are some characteristics that need to be possessed by a teacher in order

to successfully make himself an effective teacher. One of those characteristics is

related to the teachers‟ ability to manage a classroom. As cited in Wong and Wong (2010), Good and Brophy (1973) mention that there are three

characteristics of the effective teachers. Those characteristics are that teachers are

extremely good classroom managers, teachers know how to teach a lesson for

student learning and mastery, and teachers have positive expectations for a student

success. Therefore, the first characteristic that needs to be possessed by effective

teachers is about the classroom management. Teachers need to be extremely good

classroom managers. The second characteristic is related to the teachers‟ ability to

teach so that the students can learn and master the teaching materials. Meanwhile,

the third characteristic is that the teacher should believe in the students‟ success. In addition, Stronge (2002) mentions that specific characteristics of effective

teachers can be put into six categories. Those categories are: 1) the teacher as a

person, 2) classroom management and organization, 3) organizing and orienting

for instruction, 4) implementing instruction, 5) monitoring student progress and

Torff (2005), as cited in Wong and Wong (2010), also has similar

characteristics of effective teachers. He mentions that effective teachers should

possess classroom management skills, possess lesson implementation skills, and

have ability to establish rapport with students. Furthermore, Wong and Wong

(2010) state that classroom management, lesson mastery, and positive

expectations are three characteristics of an effective teacher. Based on the theories

above, therefore, it is undeniable that the ability to manage a classroom is

immensely important for teachers, including the practice teachers.

Further, based on the Indonesian Law of National Education No. 14/2005

Chapter 4, four competences must be possessed by a teacher. Those competences

are a pedagogical competency, a personal competency, a social competency, and a

professional competency. The pedagogical competency refers to the teacher‟s ability to design, to conduct, and to evaluate a teaching. Moreover, it also refers to

the teacher‟s ability to make the students able to make use of their biggest potential in learning. The personal competency refers to the teacher‟s characteristics as someone who is mature, stable, wise, and commanding. The

social competency refers to the teacher‟s ability to communicate and to build a good relation with students, colleagues, and society. Meanwhile, the professional

competency refers to the teacher‟s mastery of the subject matter and on the school

curriculum.

2.Classroom Management

The second point of the theoretical description part is about classroom

five important aspects are: 1) the definitions of classroom management, 2) the

importance of classroom management, 3) the goals of classroom management, 4)

the factors influencing a classroom management success, and 5) the specific

problems of classroom management.

a. Definitions of Classroom Management

The term classroom management has been defined in many different ways by

teachers and researchers. As cited in Risk (1958), the term classroom management

is closely related to the actions and strategies applied by the teachers to maintain

order (Doyle, 1986). In addition, as cited in Yasar (2008), classroom management

is defined as a term that describes all teacher efforts to oversee the classroom

activities classroom including learning, social interaction, and student behavior

(Martin, Yin, & Baldwin, 1998). They believe that the term classroom

management has three dimensions, which are instructional management, people

management, and behavior management.

The instructional management dimension is based on the daily routines of the classroom and allocation of materials. The people management dimension is centered on how the teacher perceives the students and how they view their relationship with the students. The final dimension, behavior management, is somewhat similar to the concept of classroom discipline but differs in that it

focuses on a teacher‟s pre-planned methods of preventing misbehavior, rather than simply on their reaction to it once it occurs (p. 2).

Furthermore, as it is mentioned in the definition of terms in the Chapter I,

Oliver and Reschly (2007) state that the term classroom management refers to the

teachers‟ ability to organize classrooms and to manage the behavior of their students.

b. Importance of Classroom Management

It is mentioned by Kauchak and Eggen (2011) that classroom management is

important to teachers and to general public.

For teachers, effective classroom management creates an environment in which they can teach and students can learn. For the public at large, effective classroom management is a clear, visible sign that schools and teachers are in

charge and know what they‟re doing. (p.2)

Therefore, classroom management does not only have an impact for teachers, but

also for public at large. In addition, as cited in Oliver and Reschly (2007), the

inability of teachers to effectively manage classroom behavior often contributes to

the low achievement of at-risk students (Donovan & Cross, 2002; Harrell,

Leavell, van Tassel, & McKee, 2004). Therefore, having been able to manage a

classroom is important to teachers. Teachers can create a positive learning

environment, which means that they can teach and their students can learn well,

when they are able to manage their classroom effectively. Moreover, students‟

achievement also becomes one of things affected by the teachers‟ ability to manage classroom.

c. Goals of Classroom Management

Kauchak and Eggen (2011) state that classroom management is not only about

having the students stay quiet in their seat. They mention that classroom

management has four goals, which are: 1) creating a positive classroom climate,

2) creating a community of learners, 3) developing learner responsibility, and 4)

The description of each goal stated by Kauchak and Eggen (2011) can be seen

as follows:

1) Creating a Positive Classroom Climate

It is explained in the book that the term positive classroom climate refers to

the students‟ feeling in the classroom. When the classroom climate in the

classroom is positive, students feel physically and emotionally safe, feel

connected to their teachers and peers, and are worthy of love and respect.

2) Creating a Community of Learners

Learning community, a place in which the teacher and the students work

together helping one another to learn, exists when the classroom climate is

positive. There are two characteristics of a learning community. Those

characteristics are: 1) inclusiveness and support, and 2) respect for others. The

term inclusiveness and support here emphasizes the fact that the learning

activities in the classroom are not only the responsibilities of teachers. All

students-without exceptions, boys or girls-must participate in all classroom

activities. Students need to believe that they belong to the class. Furthermore,

teachers also need to treat students equally by facilitating all students in the

learning activities and calling all students as equally as possible for instance.

Meanwhile, the term respect for others here emphasizes the fact that showing

respect in the classroom is immensely important. For example, when a teacher

speaks, students must listen to her in order to show respect. The other students

3) Developing Learner Responsibility

Students need to be responsible for every action that they do. Teachers need to

help students understand that they are responsible for creating a positive learning

environment. Teachers need to make students obey the classroom rules because

the rules make sense, not because they are afraid of punishments. Students must

feel that the rules are made to protect their rights and others‟.

4) Maximizing Opportunities for Learning

Extending the school year and the school day becomes one of the ways to

maximize time for learning. However, as cited in Kauchak and Eggen (2011), it is

not as simple as it appears on the surface, because simply allocating more time to

a topic may not result in significant increases learning (Weinstein & Mignano,

2007). In addition, there are four dimensions of time in the classroom. They are:

1) allocated time, 2) instructional time, 3) engaged time, and 4) academic learning

time.

d. Factors Influencing a Classroom Management Success

Suryana (2006) mentions that there are two major factors that can support

teachers to have a classroom management success. Those two major factors are

physical and socio-emotional factors. The description about each factor can be

seen as follows:

1) Physical Factor

The physical factor that influences the success of classroom management

refers to the physical conditions in the classroom, in which the students and

in the classroom that are categorized as a physical factor influencing a classroom

management success. Those four physical conditions are the classroom itself, the

seating arrangement, the ventilating and lighting adjustment, and the stuffs

storage arrangement.

2) Socio-emotional Factor

In contrary to the physical factor, the socio-emotional factor refers to the

non-physical conditions that affect the teaching and learning process, the students‟

motivation, and the effectiveness in reaching the learning goals. In this factor,

there are four aspects that are important. Those aspects are the teacher‟s

leadership, the teacher‟s behavior, the teacher‟s voice, and the teacher-student relationship in the classroom.

e. Specific Problems in Classroom Management

There are five specific problems in classroom management (Risk, 1958).

Those specific problems are: 1) handling attendance, 2) handling instructional

materials, 3) handling classroom activities, 4) regulations of physical conditions,

and 5) improving working conditions. Therefore, here is a brief description of

each problem above:

1) Handling Attendance

The term handling attendance refers to the administrative procedure and

requirement. For example, Risk (1958) says that the class should begin promptly

with only little interference happening in the classroom when the class is started.

the class early, that student should show the admit slip quickly at the beginning of

the class so that there is no interruption in the middle of a teaching process.

2) Handling Instructional Materials

Ineffective handling instructional materials can cause a waste of valuable time

in the classroom. Teacher needs to decide what routine or procedure related to the

activity of handling instructional materials considered to be effectively and

efficiently applied in the classroom. For instance, a teacher may assign his

students to have a duty to distribute heavy materials like reference books or

workbooks.

3) Handling Classroom Activities

One general principle of handling classroom activities is that teacher should

realize the fact that all classroom activities should be able to facilitate the teacher

and the students to reach the learning objectives. The application of certain

routines is highlighted in this point. Certain routines are applied to prevent

confusion and waste of time and effort in the classroom activities. The school bell

that signals the teacher to ask his students to be ready to work in their own seats is

one of the examples of how teacher handles classroom activities.

4) Regulations of Physical Conditions

It is mentioned that the lighting, heating and ventilating facilities also affect

the classroom condition. Teachers need to make sure that those facilities can work

well in order to help students learn. For instance, teachers need to consider the

fact that students sitting near the window may have enough light to help them

get enough light so that teachers need to turn on the lights to help those students

learn without lighting problem.

5) Improving Working Conditions

In this point, it is emphasized that teachers need to give their attention to

student practices or activities that may disrupt the effectiveness of classroom

work. For example, a teacher needs to tell students that they are not allowed to

have unnecessary books, papers, or other materials that are not related to the

subject matter on hand. If it is known that students truly need to bring those

things, teachers must ensure that those things are placed out of the way so that

they do not disrupt classroom activities.

3.Research on Classroom Management

The third point of the theoretical description part is about the research on

classroom management. The research, which is briefly explained in this point, is

on classroom management issues for teaching assistants in the United States, on a

case study of classroom management in Singapore, and on classroom

management problems, reasons, and solutions in the Information Technology

class.

a. Classroom Management Issues for Teaching Assistants

This research was conducted by Jiali Luo, Laurie Bellows, and Marylin Grady

(2000). This research aimed to find the most common classroom management

problems experienced by Teaching Assistants (TAs) in the United States. In this

researchers got 304 usable responses. For those responses, the researchers

succeeded to find the top fifteen classroom management problems experienced by

Teaching Assistants in the United States. Some of the problems were: 1) student

comes to class unprepared, 2) student arrives late for class, 3) student is eating

and/or drinking during class, 4) student packs up books before the class session is

to end, 5) etc.

b. Classroom Management: A Case Study

This research was conducted by Professor Fan Yi in Singapore. In this

research, he aimed to prove that effective classroom management in an English

language class is meant to create a positive classroom climate for learning. To

have that aim reached, the researcher conducted a case study by recording some

classroom management problems in the English language class and evaluating the

strategies related to the problems.

The findings of the research showed that there were three major classroom

management problems in the English language class. Those problems were: 1)

tense class atmosphere, 2) poor motivation, and 3) poor participation.

Furthermore, the researcher believed that remedial strategies are appropriate to

solve those problems.

c. A Qualitative Study on Classroom Management and Classroom Discipline

Problems, Reasons, and Solutions: A Case of Information Technology

Class

This qualitative study was conducted by Mehmet Erdogan, Engin Kursun,

aimed to find the classroom management problems faced by Information

Technology teachers and to reveal the underlying reasons and the possible

solutions to the problems. The subjects of this study were 14 school

administrators, 14 teachers, and 17 parents. The data were collected through an

interview.

After the data were analyzed, it could be concluded that the classroom

management problems faced by Information Technology teachers in Turkey were

about lack of motivation, breaking the rules and routines, and lack of hardware in

classrooms (Erdogan et al., 2010). Meanwhile, classroom environment, classroom

size, insufficient time management, a lack of rules, and a lack of teachers‟ management skills became the underlying reasons of those problems.

Furthermore, the possible solutions tothe problems were related to the

improvement in teacher qualification, giving punishment, ignoring misbehavior,

understanding reasons behind the problems, and meeting with parents.

B. Theoretical Framework

The aims of this research are to find the ELESP practice teachers‟ problems in managing classroom during the School Practice Program and to find the possible

solutions to those problems. The researcher gives the explanation of the

theoretical framework used in the research as follows in order to show the

contribution of each theory in the theoretical description part.

Theory of an effective teacher put on the theoretical description is used to

manage a classroom well is one of the characteristics that must be possessed by

effective teachers. Moreover, since this research is closely related to the term

classroom management, the researcher provides general information about

classroom management in the theoretical description as a basic theory of this

research. The theory about the definition of classroom management, the

importance of classroom management, the goals of classroom management, and

the factors influencing a classroom management success are used to give the

readers a view that the issue about classroom management is important since the

effect of classroom management is significant to the teaching and learning

activity. Furthermore, the researcher also includes a theory about specific

problems in classroom management. The researcher includes this theory to guide

him to make the research instruments used in this research.

Afterwards, the researcher summarizes similar research on problems in

classroom management. The summary of the research in the theoretical

description helps the researchers to develop the research instruments of this

research.

Finally, to find the English Language Education Study Program practice

teachers‟ problems in managing classroom during the School Practice Program and to find the possible solutions to those problems, the researcher then

distributes a set of questionnaire and conducts an interview. Afterwards, the data

gathered from the questionnaire and the interview are analyzed, interpreted, and

23 CHAPTER III

METHODOLOGY

This chapter describes the methodology of this research. Furthermore, this

chapter is divided into six parts, which are research method, research setting,

research participants, instruments and data gathering technique, data analysis

technique, and research procedure.

A.Research Method

Due to the fact that this research aims to find what the English Language

Education Study Program practice teachers‟ problems in managing classroom during the School Practice Program are and to find what the possible solutions to

the problems are, the researcher used descriptive research. As it is mentioned by

Gall, Gall, and Borg (2007), descriptive research is a type of quantitative research

that involves making careful descriptions of educational phenomena. In addition,

they also mention that descriptive studies are concerned with determining the

“what is” research questions, such as what have been the reactions of school administrators to innovations in teaching physical science? or what kind of

activities typically occur in sixth-grade art classes.

Further, the researcher used survey as the research design. Fraenkel and

Wallen (1994) state that there are three major characteristics in survey, which are

collecting information from a group of people to describe characteristics of the

collecting information from a sample. Moreover, the survey used in this research

is a cross-sectional survey that included questionnaire and interview as the

research instruments to collect the data. Gall, Gall, and Borg (2007) mention that

questionnaires and interviews can be used to collect data about phenomena that

are both observable and not directly observable such as inner experience,

opinions, values, and the like.

Therefore, in this research, the researcher collected the data used in the

research by asking questions, in form of questionnaire and interview, to a group

of people that was called as a sample. While the questionnaire was used to answer

the first research problem, the interview was mainly used to answer the second

research problem. In addition, the data gathered in this research were the numeric

data, which were gathered from the close-ended questionnaire, and the textual

data, which were gathered from the open-ended questionnaire and the interview.

B.Research Setting

The research was conducted in the even semester, academic year of

2012-2013. It took place at the English Language Education Study Program of Sanata

Dharma University. The researcher distributed the questionnaire on March 18,

2013 at the Koendjono room, which is located on the fourth floor of the BAA

Sanata Dharma University building. Moreover, the interview was conducted on

May 30, 2013 at the main hall of the Campus II Sanata Dharma University

C.Research Participants

Ary, Jacobs, and Sorensen (2010) mention that studying a very large

population in a survey is often difficult or even impossible. Thus, researchers need

to select a sample, which is a smaller portion of the population for the study.

In this research, the researcher also selected a sample of the population, which

consisted of the eighth semester students of the English Language Education

Study Program of Sanata Dharma University in the academic year of 2009, who

have taken or have been taking the School Practice Program. The participants of

the research were 88 students, who were randomly chosen from the population. In

choosing the sample of the study, the researcher employed probabilistic simple

random sampling.

Kitchenham and Pfleeger (2002) state that probabilistic sampling method aims

to eliminate subjectivity and to obtain representative sample of the target

population. In addition, they mention that in simple random sampling, everyone in

the target population has the same probability of being included in the sample for

a research. Gall, Gall, and Borg (2007) also state that simple random sampling can

be defined as a sample from a population that is selected by a process that

provides every sample of a given size an equal probability of being selected.

Therefore, the eighth semester students, who have taken or haven been taking the

School Practice Program, were chosen since they were considered to be

D. Instruments and Data Gathering Technique

1. Instruments

There were two instruments used in this research. Those instruments were a

questionnaire and an interview.

a. Questionnaire

A set of questionnaire consisting of close-ended and open-ended questions

was set to answer the first research problem. The questionnaire was divided into

two parts, which were part A and part B. In Part A, the researcher put some

possible problems about the classroom management. The possible problems listed

in Part A were categorized into five categories as follows:

Table C1. Questionnaire Blueprint

Question No. Category Description

1 – 5 Handling Attendance These five statements gathered information about whether or not the practice teachers have problems in handling attendance during the School Practice Program.

6 – 10 Handling Instructional Materials

These five statements gathered information about whether or not the practice teachers have problems in handling instructional materials during the School Practice Program.

Question No. Category Description

11 – 15 Handling Classroom Activities

These five statements gathered information about whether or not the practice teachers have problems in handling classroom activities during the School Practice Program.

16 – 20 Regulations of Physical Conditions

These five statements gathered information about whether or not the practice teachers have problems about the regulations of physical conditions during the School Practice Program.

21 – 25 Improving Working Conditions

These five statements gathered information about whether or not the practice teachers have problems in improving working conditions during the School Practice Program.

The researcher used the five categories and the problems of classroom

management listed in Part A based on the theory from Risk (1958). Furthermore,

in this research, the researcher adapted the Likert scale for Part A. In the Likert

scale, the researcher assesses the participants‟ attitude toward a topic by asking whether the participants strongly agree, agree, neither agree nor disagree,

disagree, and strongly disagree. However, in this research, the researcher omitted

this option did not give significant contribution to the research. In addition, as

cited in Tsang (2012), Kulas, et al. (2008) claim that the option neither agree nor

disagree may not really represent the opinion of “neither agree nor disagree.” Therefore, there were only four options in Part A questionnaire used in this

research. Those options were strongly agree (SA), agree (A), disagree (D), and

strongly disagree (SD).

In Part B, it was a type of open questionnaire with an open-ended question in

which the participants were free to write their idea about the other classroom

management problems that they experienced during the School Practice Program.

b. Interview

The use of interview in this research was to verify the questionnaire result and

to answer the second research problem, which is related to the possible solutions

to the classroom management problems found in the first research problem. There

were four questions used in the interview in order to help the researcher find the

answer of the second problem. The interview questions and results then could be

seen on the appendices.

2. Data Gathering Technique

To investigate the English Language Education Study Program practice

teachers‟ problems in managing classroom during the School Practice Program and the possible solutions to those problems, the researcher used a questionnaire

and an interview as the research instruments. The researcher distributed the

Education Study Program of Sanata Dharma University in the academic year of

2009, who have taken or have been taking the School Practice Program.

Furthermore, the researcher also conducted an interview with six students who

were randomly chosen.

The questionnaire was aimed to answer the first research problem, which is

related to the English Language Education Study Program practice teachers‟ problems in managing classroom during the School Practice Program. Meanwhile,

the interview was used to answer the second problem in this research which is

related to the possible solution to the classroom management problems.

E. Data Analysis Technique

The data gathered from the questionnaire were the data to answer the first

research problem, which is about the English Language Education Study Program

practice teachers‟ problems in managing classroom during the School Practice Program. Meanwhile, the data gathered from the interview were used to answer

the second problem, which is about the possible solution to the classroom

management problems emerged. The data gathered from the questionnaire were

counted, displayed in table, interpreted, and described in a detailed description.

Then, the data from interview were interpreted and represented in form of a

description in order to help the readers understand the findings.

To answer the first research problem, the researcher distributed the

questionnaires to 88 eighth semester students of the English Language Education

have taken or have been taking the School Practice Program. The questionnaire

distributed consisted of two parts, which were Part A and Part B. In Part A, there

were four degrees of participants‟ responses to the statements used in the

questionnaire. Those four degrees were: 1 that represented strongly disagree (SD),

2 that represented disagree (D), 3 that represented agree (A), and 4 that

represented strongly agree (SA). Meanwhile, in Part B, the participants were free

to write the other classroom management problems that they experienced during

the School Practice Program. After getting the data from the questionnaire, the

researcher counted the percentage of each answer, presented the data in tables,

interpreted the data, and gave a description about the findings to make it more

understandable. Moreover, the researcher used formula χ = 100% to count the percentage of the data in the close-ended questionnaire. „Mean‟ was

represented by the symbol χ. Meanwhile, ∑x represented total answers and N

represented total respondents.

To answer the second research problem, the researcher conducted an

interview. The researcher interviewed six students of the English Language

Education Study Program of Sanata Dharma University in the academic year of

2009 that have taken or have been taking the School Practice Program. In

conducting the interview, the researcher used an audio recorder. Afterwards, to

gain the information from the interview, the researcher listened to the recording

and made a transcript of the interview. After that, the researcher identified the

results of the interview in a form of a description in order to make the readers

easier to understand the research findings.

F. Research Procedure

In conducting this research, the researcher followed the six basic steps in the

survey research proposed by Ary et al. (2010). Those six basic steps are: (1)

planning; (2) defining the population; (3) sampling; (4) constructing the

instrument; (5) conducting the survey; and (6) processing the data. Based on those

six based steps, the detailed procedure of this research could be seen as follows:

1. Planning

At the beginning of the research, the researcher selected a problem related to

the problems in education, especially the educational problems in the English

Language Education Study Program of Sanata Dharma University. Then, the

researcher decided to select classroom management problems emerged during the

School Practice Program as the topic of this research. After having consultation

with the sponsor, the researcher formulated two research problems used in the

research. Furthermore, the researcher also read related literatures in form of

books, journals and paper to get the theories on classroom management.

2. Defining the Population

The researcher focused on certain population who had possibilities to

experience classroom management problems during the School Practice Program.

Therefore, the researcher chose the 88 eighth semester students of the English

year of 2009 that have taken or have been taking the School Practice Program. It

was because there was a possibility that they experience classroom management

problems during the School Practice Program.

3. Sampling

The sample was the eighth semester students of the English Language

Education Study Program of Sanata Dharma University the academic year of

2009 that have taken or have been taking the School Practice Program. The

sample was representative because the researcher wanted to conduct a survey

about the English Language Education Study Program practice teachers‟ problems in managing classroom during the School Practice Program. However,

because of the time limitation, the researcher decided to pick 88 students out of

160 students in total as the sample of this research.

4. Constructing the Instrument

The researcher decided to use the questionnaire and the interview to gain the

data needed in this research. There were two parts in the questionnaire used in this

research. The first part, which was Part A, was a close-ended questionnaire that

required the participants to choose whether they were strongly agree, agree,

disagree, or strongly disagree on the statements in the questionnaire. Meanwhile,

the second part, which was Part B, was an open-ended questionnaire that required

the participants to write down the other classroom management problems that they

experienced during the School Practice Program.

In constructing the questionnaire, the researcher took certain steps to make

decided the theory that could be used as the underlying literature to make the

questionnaire. Then, the researcher generated the statements for the questionnaire

based on the theory used. Adjusting the questionnaire format was the next step.

The researcher decided the cover, the font, and the layout of the questionnaire.

After that, the researcher consulted his questionnaire to his sponsor to gain

feedback. Then, the researcher conducted a pilot test to ten participants of the

sample to check whether or not the statements were clear and whether or not the

questionnaire could answer the problems of the research. After doing a pilot test,

the researcher revised his instruments based on the ten selected participants‟ comments. Then, the researcher conducted another pilot test. After getting a

positive result from the second pilot test, the researcher considered the

questionnaire fixed.

Furthermore, the interview was used to verify the questionnaire result and to

gain further information from the research participants. The interview was used

by the researcher to gain the data needed to answer the second research problem.

There were four questions asked in the interview. The first question was asked to

check whether or not the respondents had a teaching experience in a real high

school classroom. The second question was used to know what the biggest

classroom management problems experienced by the respondents were. Then, the

third question was asked to gain possible solutions to seven classroom

management problems experienced by the respondents during the School Practice

from the respondents about the general thing that the practice teacher needed to do

to cope with the classroom management problems emerging in the classroom.

5. Conducting the Survey

The survey was conducted by distributing the questionnaire and conducting

the interview. The questionnaires were distributed on March 18, 2013. The

researcher gave an explanation about the purpose and the significance of the

survey. Then, the researcher gave the participants about 15-20 minutes to fill the

questionnaire. After the data from the questionnaire were successfully collected,

the researcher conducted the interview with six participants, who were randomly

chosen, on May 30, 2013.

6. Processing the Data

In the last step, the researcher analyzed the data, interpreted the results, and

reported the findings of the research in the next chapter. In the analyzing steps,

firstly, the researcher counted the percentage of each answer in Part A

questionnaire gathered from the participants. Secondly, the results of the counting

process were displayed in a table. Thirdly, the researcher interpreted the results. In

the last step, in order to make the readers understand the findings of this research

better, the researcher also provided the description of the findings. Afterwards, the

researcher analyzed the data gathered from the interview by writing the transcript

of the interview between the researcher and each participant. After writing the

transcript, the researcher provided a description of the findings so that the readers

35

CHAPTER IV

RESEARCH RESULTS AND DISCUSSION

This chapter presents and discusses the research results obtained from the

research. This chapter also answers the problems in this research, which are what

the English Language Education Study Program (ELESP) practice teachers‟ problems in managing classroom during the School Practice Program are and

what the possible solutions to the problems are. The researcher distributed the

questionnaires and interviewed six respondents in order to obtain the research

findings.

A. English Language Education Study Program (ELESP) Practice Teachers’ Problems in Managing Classroom during the School Practice Program

In order to answer the first problem of the research, which is about the English

Language Education Study Program practice teachers‟ problems in managing classroom during the School Practice Program, the researcher used a questionnaire

as the research instrument.

1. Data Presentation

The questionnaire consisted of two parts which were Part A and Part B. Part A

was a close-ended type of questionnaire while Part B was an open-ended type of

questionnaire. Therefore, the data were divided into two parts. The first part was

the data presentation of the close-ended questionnaire and the second part was the

a. Data Presentation of the Close-Ended Questionnaire

The close-ended questionnaire consisted of 25 items that were classified into

five parts. The statements and the classifications of the close-ended questionnaire

were based on the theory from Risk (1958). He classifies classroom management

problems into five parts, which are about handling attendance, handling

instructional materials, handling classroom activities, regulations of physical

conditions, and improving working conditions. The researcher put five items on

each classification so that the total items in the close-ended questionnaire were 25.

The reason why the researcher adapted the Likert scale instead of using the

yes-no type of questionnaire was because the researcher wanted to know the

agreement level of the respondents with the statements provided in the

close-ended questionnaire. There were four responses provided in the close-close-ended

questionnaire, which were: 1. strongly disagree (SD), 2. disagree (D), 3. agree

(A), and 4. strongly agree (SA). Furthermore, the statements provided in the

close-ended questionnaire were all positive. They consisted of the things that the

practice teachers might do in order to avoid the classroom management problems.

Therefore, from the results of the questionnaires, the researcher categorized the

results as follows:

Strongly Disagree : The practice teachers found that they never did or had the

item so that it was very likely for the practice teachers to

Disagree : The practice teachers found that they did not always do or

did not always have the item on the questionnaire so that it

was likely for the practice teachers to experience classroom

management problems.

Agree : The practice teachers found that they commonly did or had

the item on the questionnaire so that it was unlikely for the

practice teachers to experience classroom management

problems.

Strongly Agree : The practice teachers found that they always did or had the

item on the questionnaire so that it was very unlikely for the

practice teachers to experience classroom management

problems.

However, to come up with the categorization above, the researcher had

checked 20 % of the respondents, which meant 18 respondents, whether or not the

respondents had the same point of view as the researcher. After the researcher

checked the respondents‟ point of view about the items and the results of the questionnaire, the researcher concluded that the researcher and the respondents

had the same point of view to analyze the questionnaire data. The respondents

agreed that if the items on the questionnaire were not experienced by the practice

teachers, classroom management problems were likely to happen.

1. Handling Attendance

The first classification of classroom management problems was about

handling attendance. This classification was related to the administrative

procedures and attendance regulations. Therefore, the researcher set five items for

this part to know whether or not the practice teachers had problems in handling

attendance during the School Practice Program. The results can be seen as

follows:

Table D1. The Percentage Result of Questionnaire Part A Numbers 1-5

No Statements Frequency of Points Agreements

SD (1) D (2) A (3) SA (4)

1 A practice teacher always

checks his students‟ presence

at the beginning of the class.

0 (0%) 9 (10.2 %) 23 (26.1 %) 56 (63.6 %)

2 A practice teacher always

calls his students‟ name one by one to check their presence. 1 (1.1 %) 11 (12.5 %) 31 (35.2 %) 45 (51.1 %)

3 A practice teacher always

asks his students to give him an excuse slip, at the

beginning of the class, if they want to leave the class early.

4 (4.5 %) 25 (28.4 %) 41 (46.5 %) 18 (20.4 %)

4 A practice teacher always

asks his late students to just come in and sit on their seat quietly, then check the excused slip at the end of the class. 4 (4.5 %) 33 (37.5 %) 42 (47.7 %) 9 (10.2 %)

5 A practice teacher always

records the name of the students who are absent or late in his class.

18 (20.4 %) 50 (56.8 %) 16 (18.1 %) 4 (4.5 %)

Based on the data of the questionnaire, 34.7 % of the 88 practice teachers

answered „agree‟ to the items in the questionnaire numbers 1 up to 5, which meant it was unlikely for the practice teachers to have classroom management problems

related to the handling attendance. While 29.9 % of the 88 practice teachers

answered „strongly agree‟ to the items in the questionnaire numbers 1 up to 5, which meant that it was very unlikely for the practice teachers to have handling

attendance problems.

2. Handling Instructional Materials

The second classification of the classroom management problems was about

the handling instructional materials. This classification was closely related to the

teachers‟ routines to handle the instructional materials. Risk (1958) mentions that much valuable time might be wasted because of an ineffective handling of

instructional materials. In order to know whether or not the practice teachers

experienced problems in handling instructional materials during the School

Practice Program, the researcher put five items related to the activities of handling

instructional materials in this classification. The results of the questionnaire for

the second classification of the classroom management problems can be seen as

follows:

Table D2. The Percentage Result of Questionnaire Part A Numbers 6-10

No Statements Frequency of Points Agreements

SD (1) D (2) A (3) SA (4)

6 A practice teacher always

distributes the teaching materials by going around the class giving them to each student one by one.

6 (6.8 %)

32 (36.3 %)

29 (32.9 %)

21 (23.8 %)

No Statements Frequency of Points Agreements

SD (1) D (2) A (3) SA (4)

7 A practice teacher always

has his students help him distributing heavy materials such as reference books or workbooks. 3 (3.4 %) 13 (14.7 %) 54 (61.3 %) 18 (20.4 %)

8 A practice teacher always

prepares and places the teaching materials at the accessible place. 0 (0%) 3 (3.4 %) 51 (57.9 %) 34 (38.6 %)

9 A practice teacher always

provides a uniform sized paper for his students when he asks his students to do a written task. 2 (2.2 %) 37 (42 %) 40 (45.4 %) 9 (10.2 %)

10 A practice teacher always

copies the exercise materials for his students.

1 (1.1 %) 11 (12.5 %) 43 (48.8 %) 33 (37.5 %)

Average (2.7 %) (21.7 %) (49.2 %) (26.1 %)

Table D2 above shows that the practice teachers did not have problems in the

handling instructional materials. Based on the questionnaire results, 49.2 % of the

88 practice teachers answered „agree‟ while 26.1 % of the 88 practice teachers

answered „strongly agree‟ to the items in the questionnaire numbers 6 up to 10. 3. Handling Classroom Activities

The third classification of classroom management problems was about

handling classroom activities. This was related to how teachers manage classroom

activities so that the teaching and learning activities in the classroom became

effective. In this part, the researcher also put five items to know whether or not

the practice teachers experience problems in the handling classroom activities

Table D3. The Percentage Result of Questionnaire Part A Numbers 11-15

No Statements Frequency of Points Agreements

SD (1) D (2) A (3) SA (4)

11 A practice teacher always

begins the class immediately.

10 (11.3 %) 20 (22.7 %) 39 (44.3 %) 19 (21.5 %)

12 A practice teacher always

has his students raise their hand before they speak during the teaching and learning process so that the class discussion runs smoothly without chaos.

25 (28.4 %) 47 (53.4 %) 13 (14.7 %) 3 (3.4 %)

13 A practice teacher always

provides various, not monotonous, learning activities so that his students do not get bored during his class. 18 (20.4 %) 41 (46.5 %) 18 (20.4 %) 11 (12.5 %)

14 A practice teacher always

has his students understand his instructions so there is no need for him to repeat his instructions several times.

24 (27.2 %) 36 (40.9 %) 19 (21.5 %) 9 (10.2 %)

15 A practice teacher always

has his students follow his instructions for all the activities that he has prepared. 26 (29.5 %) 43 (48.8 %) 11 (12.5 %) 8 (9 %)

Average (23.3 %) (41.1 %) (22.6 %) (9.9 %)

Based on the results of the questionnaire, 41.1 % of the total respondents

chose „disagree‟ to the items in the questionnaire numbers 11 up to 15. Meanwhile, 23.3 % of the 88 practice teachers chose „strongly disagree‟. These numbers reflected the fact that the majority of the practice teachers had classroom

4. Regulations of Physical Conditions

Regulations of physical conditions were the fourth classification of the

classroom management problems. This was related to how teachers could handle

physical conditions in the class so that the students felt comfortable to learn in the

class. The researcher set five items in this part to know whether or not the practice

teachers had problems about regulations of physical conditions during the School

Practice Program. The questionnaire results for the fourth classification of the

classroom management problem, which was about regulation of physical

conditions, can be seen as follows:

Table D4. The Percentage Result of Questionnaire Part A Numbers 16-20

No Statements Frequency of Points Agreements

SD (1) D (2) A (3) SA (4)

16 A practice teacher always adjusts

the class ventilating facility (window) with the weather so that his students can follow the lesson comfortably. 5 (5.6 %) 11 (12.5 %) 52 (59 %) 20 (22.7 %)

17 A practice teacher always turns

on the lamps when the class is dark so that his students can study with enough light.

1 (1.1 %) 6 (6.8 %) 48 (54.5 %) 33 (37.5 %)

18 A practice teacher always has a

class with the LCD and viewer that can work well so that he can use them support his teaching.

8 (9 %) 27 (30.6 %) 38 (43.1 %) 15 (17 %)

19 A practice teacher always has a

neat announcement board in his class so he can put any written announcement for his students.

7 (7.9 %) 33 (37.5 %) 39 (44.3 %) 9 (10.2 %)

20 A practice teacher always has a

clean and neat class so that his students can learn well.

4 (4.5 %) 15 (17 %) 47 (53.4 %) 22 (25 %)

Participant 3

Providing some games that are related to the teaching materials taught in the classroom can be helpful to motivate those less-motivated students. The point is that learning through games can give students extra motivation to follow the lesson.

Participant 4

A practice teacher may come up with an idea to ask his students having a discussion about the teaching materials outside the class. So, after several minutes of lecturing, a practice teacher may ask his students to make a group and ask them to have a discussion, outside the class, about certain problems related to the materials. The practice teacher may ask his students to find their own places which are comfortable for them. They may work in the library, on the hall, under the tree, or any other places. But the teacher should still monitor the students.

Participant 5

I do not think I have a best possible solution of this problem now. What I did was that conduct the class as usual. I sometimes found my students looking tired and sleepy in the class. Then usually I came to them and tried to motivate them joining the activities.

Participant 6

At jam ke 7 dan ke 8, I usually did not provide complex activities that were hard and that included physics. I did not want my students to have difficulties in getting my lesson when their situation was not good, or less-motivated. So, I only provided simple but interesting activities.

f. Sometimes the practice teacher gives an unclear explanation or instruction to my students so that he needs to repeat his explanation or instruction several times, which means not effective.

Participant 1

A practice teacher may have his instruction written on the students‟ handout that are distributed, written on the white/blackboard, or showed on the power point slide. By having a written instruction added by the teachers‟ explanation about the instruction, students may have a better understanding of the instruction so that there is need to repeat the instruction again and again.

Participant 2

The key is actually on the practice teacher‟s preparation. A practice teacher should really prepare what he is going to say in the classroom, including the instruction. Make it as simple as possible so that the students will easily get the point.

Participant 3

In giving a teaching explanation or instruction, it is better for a practice teacher to use simple language so that the students can understand the point of the teachers‟ words. The written instruction that is clearly explained will also be helpful for students.

Participant 4

A practice teacher should understand the skill of the students first. If it is impossible for the students to get all the explanation and instruction in English, then the teacher can combine the language to help the students understand the explanation and instruction of the teacher. But, the use of the combination of the English and Bahasa Indonesia must be applied, only if the students do not

understand. As long as the students understand what the teacher explain and instruct, then the use of English is a must, in my opinion.

Participant 5

First, I usually used English as the communicative language. But then when my students did not get my point, I switched my language into Bahasa Indonesia. I think it is very effective rather than repeating the instruction or explanation again by using English. While explaining the instruction, I usually also approached my confused students to give them more explanation so that they could understand my point.

Participant 6

First, a mahasiswa PPL needs to know his or her students‟ ability in English. If it is possible to give the students instructions in full English, then just do it because it will improve the students‟ listening skills too. But if the students have low ability in English, maybe it is better to combine English and Bahasa Indonesia when we give instructions.

g. The school has incomplete facilities or media (such as no LCD or viewer, no language lab for listening class, etc.) so that the practice teacher cannot support his teaching with any school facilities or media.

Participant 1

To replace a non-existent facility, a practice teacher may come up another media. Flashcard for students can be a good option. Or if teacher needs his students to have a listening exercise, he may use games that use students‟ listening skills.

Participant 2

One of the solutions is that the teacher can replace the need for a language lab for a listening class by reading any sentences, or stories, or announcements for his students. So, instead of giving written materials, a practice teacher may read any materials that they prepare and ask his students to carefully listen to him.

Participant 3

A practice teacher may provide pictures, “realia”, or flashcards to replace the inexistent school facilities. So, the teacher should not depend on the school facilities only. He should be creative in making teaching media.

Participant 4

A practice teacher may bring his own stuff, such as the laptop or speaker, if the school facilities are not complete. But all in all, the teacher should not depend on the school facilities. He should have a creativity to make his own supportive teaching media so that the teaching and learning activities will still be appropriate even if the school media are incomplete.

Participant 5

I would suggest that a practice teacher should not depend on the class facilities or media too much. So when he finds his class incomplete, he will have less problems than those who depend on the media. Based on my experience, instead of borrowing speaker from other classes or bringing a speaker by my own, I usually read the script or the story in a reading passage for my students‟ listening practice.

Participant 6

The possible solution that a mahasiswa PPL can do is that he or she needs to first the room that he or she wants to teach a day before the teaching day to check whether or not the facilities exist. If then there is no teaching facilities like LCD or viewer, then the mahasiswa PPL may prepare other activities that attractive for students without using any media, such as games.

4. In general, what do you think the practice teachers need to do in order to be able to cope with classroom management problems happening in the classroom?

Participant 1

First, a practice teacher should find the source of the problem. Then, he should quickly find a solution of that problem so that the problem can be handled immediately in an effective way. After that, a practice teacher should find a way to prevent that problem to happen again.

Participant 2

First, the practice teacher must have a good preparation for his teaching. He needs to prepare all activities, plans, materials, games, etc. Second, a practice teacher should know the characteristics of the classes in general, as well as the individual students, in which the practice teacher is in charge. Third, we need to keep close to our students so that it can make our students happy and interested in learning in our class.

Participant 3

A practice teacher should know the characteristics of his students so that he can provide appropriate activities for his students with

the expectation that the students will feel interested and happy to follow the lesson. So, the key is on providing appropriate activities that match to the students‟ characteristics.

Participant 4

In general, a practice teacher should know the students‟ character well. Once the teacher knows the character of his students, the teacher will not face a big trouble in handling classroom management.

Participant 5

I think it is much better to prevent the problems. In my opinion, before teaching, a practice teacher can guess what problems that may emerge during the lesson. Then, he or she needs to prepare activities that can prevent those problems to happen. Yes, it is better to prevent, in my opinion.

Participant 6

The key point is that mahasiswa PPL needs to know the characteristics of each class that he wants to teach. Every class has its own characteristics in learning. So, by adjusting the activities with the class‟ characteristics, fewer problems will appear.