Classroom management problems during the school practice program.

ABSTRACT

Parasdya, B. E. (2015). Classroom Management Problems during the School Practice Program. Yogyakarta: English Language Education Study Program, Sanata Dharma University.

School Practice Program (PPL) is a compulsory subject in the English Language Education Study Program Sanata Dharma University. The subject requires practice teaching students to do real classroom management which is challenging. The main reason underlies why this research is conducted is that practice teaching students as beginner teachers have possibility to experience classroom management problems. Finding the problems and the solutions will surely help practice teaching students do a better practice and be ready with their profession as early as possible.

Therefore, this research aimed to answer two research problems. The research problems are (1) what are the ELESP practice teaching students’ classroom management problems during the School Practice Program? (2) what are the solutions to the ELESP practice teaching students’ classroom management problems during the School Practice Program?

To answer the research problems above, the researcher used a quantitative method in the form of descriptive research. The instruments were a questionnaire and an interview. The questionnaire which consisted of close-ended statements and an open-ended question was used to answer the first research problem. On the other hand, the interview was used to answer the second research problem. After distributing the questionnaire to 44 respondents and analyzed what the practice teaching students’ classroom management problems were, the researcher conducted an interview with 4 interviewees in order to find the solutions to the problems found.

Based on the data gathered, most of the practice teaching students gave positive responses on the close-ended statements. From the four classifications of classroom management components, the researcher found that management of discipline was the only classification received negative responses. Besides, the open-ended question generated other problems. As a result, a total of eight problems were found based on the questionnaire analysis and were categorized into teacher factors, student factors, and school factors. Furthermore, the major solutions to the problems were setting rules, designing interesting learning activities, approaching directly, and giving caution and reward. Finally, the researcher also gave recommendations for ELESP lecturers, future practice teaching students, and future researchers.

ABSTRAK

Parasdya, B. E. (2015). Classroom Management Problems during the School Practice Program. Yogyakarta: English Language Education Study Program, Sanata Dharma University.

Program Pengalaman Lapangan (PPL) merupakan mata kuliah wajib di Pendidikan Bahasa Inggris (PBI), Universitas Sanata Dharma. Program tersebut mewajibkan para siswa praktikan untuk menjalankan manajemen kelas secara nyata yang menantang. Alasan utama mengapa penelitian ini dilaksanakan adalah siswa-siswa praktikan sebagai guru pemula mempunyai kemungkinan untuk mengalami masalah-masalah manajemen kelas. Menemukan masalah-masalah dan solusinya tentu akan membantu para siswa praktikan menjalankan latihan pengajaran yang lebih baik dan lebih cepat siap menjalani profesinya sebagai guru.

Oleh karena itu, penelitian ini bertujuan untuk menjawab dua rumusan masalah. Dua rumusan masalah tersebut adalah (1) apa masalah-masalah manajemen kelas yang dialami para siswa praktikan PBI selama menjalani Program Pengalaman Lapangan? (2) apa solusi-solusi untuk menyelesaikan masalah-masalah manajemen kelas yang dialami para siswa praktikan PBI selama menjalani Program Pengalaman Lapangan?

Guna menjawab rumusan masalah tersebut di atas peneliti menerapkan metode kuantitatif berbentuk penelitian deskriptif. Instrumen dari penelitian ini adalah kuesioner dan wawancara. Kuesioner yang terdiri dari close-ended statements dan open-ended question pada penelitian ini digunakan untuk menjawab rumusan masalah yang pertama. Di samping itu, wawancara digunakan untuk menjawab rumusan masalah yang kedua. Setelah membagikan kuesioner kepada 44 responden dan menganalisis masalah-masalah manajemen kelas apa saja yang dialami para siswa praktikan, peneliti melaksanakan wawancara kepada 4 narasumber guna menemukan solusi-solusi untuk masalah-masalah yang ditemukan.

Berdasarkan data yang terkumpul, kebanyakan siswa praktikan memberikan respon positif pada close-ended statements. Dari empat klasifikasi komponen manajemen kelas, peneliti menemukan bahwa manajemen kedisiplinan adalah satu-satunya klasifikasi yang memperoleh respon negatif. Di samping itu open-ended question memperoleh masalah-masalah yang lainnya. Pada hasilnya, sebanyak 8 masalah ditemukan berdasarkan analisis kuesioner dan dikategorikan menjadi faktor guru, faktor siswa, dan faktor sekolah. Kebanyakan dari solusi untuk masalah-masalah tersebut adalah membuat aturan-aturan, mendesain aktivitas-aktivitas pembelajaran yang menarik, mendekati secara langsung, dan memberikan peringatan serta penghargaan. Peneliti juga memberikan saran-saran bagi dosen PBI, calon praktikan, dan calon peneliti.

Kata kunci: classroom management, practice teaching student, School Practice Program

CLASSROOM MANAGEMENT PROBLEMS

DURING THE 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

Bonaventura Estu Parasdya Student Number: 111214110

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM

DEPARTMENT OF LANGUAGE AND ARTS EDUCATION

FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY

YOGYAKARTA

i

CLASSROOM MANAGEMENT PROBLEMS

DURING THE 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

By

Bonaventura Estu Parasdya Student Number: 111214110

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM

DEPARTMENT OF LANGUAGE AND ARTS EDUCATION

FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY

YOGYAKARTA

iv

STATEMENTS OF WORK’S ORIGINALITY

I honestly declare that this thesis, which I have written, does not contain the work or parts of the work of other people, except those cited in the quotations and references, as a scientific paper should.

Yogyakarta, July 29, 2015 The writer

Bonaventura Estu Parasdya 111214110

v

LEMBAR PERNYATAAN PERSETUJUAN

PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS Yang bertanda tangan di bawah ini, saya mahasiswa Universitas Sanata Dharma:

Nama : Bonaventura Estu Parasdya Nomor Mahasiswa : 111214110

Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan Universitas Sanata Dharma karya ilmiah saya yang berjudul:

CLASSROOM MANAGEMENT PROBLEMS DURING THE SCHOOL PRACTICE PROGRAM

Beserta perangkat yang diperlukan (bila ada). Dengan demikian saya memberikan kepada Perpustakaan Universitas Sanata Dharma hak untuk menyimpan, mengalihkan dalam bentuk media lain, mengelolanya dalam bentuk pangkalan data, mendistribusikan secara terbatas, dan mempublikasikan di internet atau media lain untuk kepentingan akademis tanpa perlu meminta izin dari saya maupun memberikan royalty kepada saya selama mencantumkan nama saya sebagai penulis.

Demikian pernyataan ini saya buat dengan sebenar-benarnya.

Dibuat di Yogyakarta Pada tanggal: 29 Juli 2015 Yang menyatakan

vi ABSTRACT

Parasdya, B. E. (2015). Classroom Management Problems during the School Practice Program. Yogyakarta: English Language Education Study Program, Sanata Dharma University.

School Practice Program (PPL) is a compulsory subject in the English Language Education Study Program Sanata Dharma University. The subject requires practice teaching students to do real classroom management which is challenging. The main reason underlies why this research is conducted is that practice teaching students as beginner teachers have possibility to experience classroom management problems. Finding the problems and the solutions will surely help practice teaching students do a better practice and be ready with their profession as early as possible.

Therefore, this research aimed to answer two research problems. The research problems are (1) what are the ELESP practice teaching students’ classroom management problems during the School Practice Program? (2) what are the solutions to the ELESP practice teaching students’ classroom management problems during the School Practice Program?

To answer the research problems above, the researcher used a quantitative method in the form of descriptive research. The instruments were a questionnaire and an interview. The questionnaire which consisted of close-ended statements and an open-ended question was used to answer the first research problem. On the other hand, the interview was used to answer the second research problem. After distributing the questionnaire to 44 respondents and analyzed what the practice teaching students’ classroom management problems were, the researcher conducted an interview with 4 interviewees in order to find the solutions to the problems found.

Based on the data gathered, most of the practice teaching students gave positive responses on the close-ended statements. From the four classifications of classroom management components, the researcher found that management of discipline was the only classification received negative responses. Besides, the open-ended question generated other problems. As a result, a total of eight problems were found based on the questionnaire analysis and were categorized into teacher factors, student factors, and school factors. Furthermore, the major solutions to the problems were setting rules, designing interesting learning activities, approaching directly, and giving caution and reward. Finally, the researcher also gave recommendations for ELESP lecturers, future practice teaching students, and future researchers.

Keywords: classroom management, practice teaching student, School Practice Program

vii ABSTRAK

Parasdya, B. E. (2015). Classroom Management Problems during the School Practice Program. Yogyakarta: English Language Education Study Program, Sanata Dharma University.

Program Pengalaman Lapangan (PPL) merupakan mata kuliah wajib di Pendidikan Bahasa Inggris (PBI), Universitas Sanata Dharma. Program tersebut mewajibkan para siswa praktikan untuk menjalankan manajemen kelas secara nyata yang menantang. Alasan utama mengapa penelitian ini dilaksanakan adalah siswa-siswa praktikan sebagai guru pemula mempunyai kemungkinan untuk mengalami masalah manajemen kelas. Menemukan masalah-masalah dan solusinya tentu akan membantu para siswa praktikan menjalankan latihan pengajaran yang lebih baik dan lebih cepat siap menjalani profesinya sebagai guru.

Oleh karena itu, penelitian ini bertujuan untuk menjawab dua rumusan masalah. Dua rumusan masalah tersebut adalah (1) apa masalah-masalah manajemen kelas yang dialami para siswa praktikan PBI selama menjalani Program Pengalaman Lapangan? (2) apa solusi-solusi untuk menyelesaikan masalah-masalah manajemen kelas yang dialami para siswa praktikan PBI selama menjalani Program Pengalaman Lapangan?

Guna menjawab rumusan masalah tersebut di atas peneliti menerapkan metode kuantitatif berbentuk penelitian deskriptif. Instrumen dari penelitian ini adalah kuesioner dan wawancara. Kuesioner yang terdiri dari close-ended statements dan open-ended question pada penelitian ini digunakan untuk menjawab rumusan masalah yang pertama. Di samping itu, wawancara digunakan untuk menjawab rumusan masalah yang kedua. Setelah membagikan kuesioner kepada 44 responden dan menganalisis masalah-masalah manajemen kelas apa saja yang dialami para siswa praktikan, peneliti melaksanakan wawancara kepada 4 narasumber guna menemukan solusi-solusi untuk masalah-masalah yang ditemukan.

Berdasarkan data yang terkumpul, kebanyakan siswa praktikan memberikan respon positif pada close-ended statements. Dari empat klasifikasi komponen manajemen kelas, peneliti menemukan bahwa manajemen kedisiplinan adalah satu-satunya klasifikasi yang memperoleh respon negatif. Di samping itu open-ended question memperoleh masalah-masalah yang lainnya. Pada hasilnya, sebanyak 8 masalah ditemukan berdasarkan analisis kuesioner dan dikategorikan menjadi faktor guru, faktor siswa, dan faktor sekolah. Kebanyakan dari solusi untuk masalah-masalah tersebut adalah membuat aturan-aturan, mendesain aktivitas-aktivitas pembelajaran yang menarik, mendekati secara langsung, dan memberikan peringatan serta penghargaan. Peneliti juga memberikan saran-saran bagi dosen PBI, calon praktikan, dan calon peneliti.

Kata kunci: classroom management, practice teaching student, School Practice Program

viii

ACKNOWLEDGEMENTS

First of all I would like to thank Jesus Christ for making all things possible. I thank Him for giving me blessing and salvation in doing my thesis.

Secondly, I would like to express my greatest gratitude to my thesis advisor, Barli Bram, M.Ed., Ph.D for his feedback, suggestions, corrections, support, kindness, patience, and time. I thank him for all his guidance in my process of working on my thesis.

Thirdly, I dedicate this thesis to my parents, FL. Sumidi and Valentina Sukasmi and my three younger brothers, namely Anggung, Krisfian, and Arga. I would like to thank them for supporting me, especially my parents who provide me what I needed to finish my thesis.

Fourthly, I do not forget to express my special gratitude to my beloved girlfriend, CL. Sinta. I would like to thank her for telling and encouraging me to work on my thesis and do consultation with my thesis advisor during the holiday. I thank her for her encouragement, support, and love that motivate me.

Lastly, I would like to express my gratitude to all my friends in PBI 2011, especially my classmates for sharing the spirit to finish my study soon. Besides, I would like to express my gratitude to all people who helped me in doing my thesis that I could not mention them one by one. I thank them for every contribution, both direct and indirect, to my thesis.

ix

TABLE OF CONTENTS

Page

TITLE PAGE ... i

APPROVAL PAGES ... ii

STATEMENT OF WORK’S ORIGINALITY ... iv

PERNYATAAN PERSETUJUAN PUBLIKASI ... v

ABSTRACT ... vi

ABSTRAK ... vii

ACKNOWLEDGEMENTS ... viii

TABLE OF CONTENTS ... ix

LIST OF TABLES ... xi

LIST OF APPENDICES ... xii

CHAPTER I. INTRODUCTION ... 1

A. Research Background ... 1

B. Research Problems ... 4

C. Problem Limitations ... 4

D. Research Objectives ... 5

E. Research Benefits ... 5

F. Definition of Terms ... 6

CHAPTER II. REVIEW OF RELATED LITERATURE ... 8

A. Theoretical Description ... 8

1. Effective Teacher ... 8

2. Classroom Management ... 12

3. Recent Research on Classroom Management... 21

B. Theoretical Framework ... 22

CHAPTER III. RESEARCH METHODOLOGY ... 25

A. Research Method ... 25

B. Research Setting ... 26

x

D. Research Instruments and Data Gathering Techniques ... 27

1. Research Instruments ... 27

2. Data Gathering Techniques ... 29

E. Data Analysis Technique ... 30

F. Research Procedure ... 31

CHAPTER IV. RESEARCH RESULTS AND DISCUSSION ... 34

A. The Classroom Management Problems ... 34

1. Data Presentation ... 34

2. Discussion ... 39

B. The Solutions to the Classroom Management Problems ... 47

1. The Solutions to the Problems Arising from Teacher Factors ... 49

2. The Solutions to the Problems Arising from Student Factors ... 50

3. The Solutions to the Problems Arising from School Factors ... 54

4. Important Things in Dealing with Classroom Management Problems .... 56

CHAPTER V. CONCLUSIONS AND RECOMMENDATIONS ... 58

A. Conclusions ... 58

B. Recommendations ... 60

xi

LIST OF TABLES

Table Page

1.1The Percentage Results of Questionnaire Number 1-4 …………..….………35 1.2The Percentage Results of Questionnaire Number 5-8 ………..…….……....36 1.3The Percentage Results of Questionnaire Number 9-11 ……..……….……..37 1.4The Percentage Results of Questionnaire Number 12-15 …………..….……38 1.5The Classroom Management Problems based on the Questionnaire. ……….47

xii

LIST OF APPENDICES

APPENDICES ... 64

Appendix A: Questionnaire Blueprint ... 65

Appendix B: Questionnaire ... 67

Appendix C: Questionnaire Results ... 69

Appendix D: Interview Questions ... 74

1 CHAPTER I INTRODUCTION

This introductory chapter consists of six sections, namely the research background, the research problems, the problem limitation, the research objectives, the research benefits, and the definition of terms. In the research background, the researcher discusses the introductory section why this research is conducted. In the second section, the researcher generates two research problems in order to limit the study. The problem limitation is also included to avoid a wider discussion of problem. In the next section, the research objectives are discussed to understand the major objectives of this research. Moreover, the researcher also explains the benefits of this research. The last section, the definition of terms, is purposed to avoid ambiguous meaning in this research.

A. Research Background

School Practice Program is a compulsory subject for all students of the English Language Education Study Program of Sanata Dharma University. After accomplishing Micro Teaching subject, students can take this subject in the next semester. However, it is very different from Micro Teaching subject in which students practice teaching their classmates and lower grade students. School Practice Program requires practice teaching students to teach real students in a certain Junior or Senior High School. From the difference between School Practice Program and Micro Teaching subject, it can be seen that School Practice

Program is a kind of new challenge for ELESP students since it requires them to practice teaching in the real context called classrooms.

Despite this new challenge, the researcher believes that School Practice Program is not enough for ELESP students to acquire real teaching management. While teacher preparation programs are dedicating more time to the study of classroom management and working with challenging students, such programs alone cannot successfully address the myriad issues that teachers face in motivating students and addressing student behavior problems (Wiseman & Hunt, 2014). Practice teaching students have to spend more time after they have entered the profession. Teachers themselves must remain active learners and continue to develop their skills in working with their students to develop classrooms that are active, positive, safe, and successful learning environments (Wiseman & Hunt, 2014).

In addition, motivating students and managing students’ behavior are challenges of critical importance to today’s teaching profession. Therefore, it is important for practice teaching students to be ready with their profession as early as possible. In relation to the issue, the researcher aims to find out the classroom management problems during the School Practice Program. The reason why focusing on classroom management is that it is an important aspect to succeed learning goals in teaching. As stated in Olive and Reschly (2007), the ability of teachers to organize the classroom and manage behavior of their students is critical to achieving positive educational outcomes. They state that although it does not ensure effective instructions but it establishes the environmental contents

that make good instructions possible. It is also stated in Hue and Li (2008) that how a teacher manages the classroom will have an important influence on whether most of the time is spent on promoting learning or on confronting management and discipline problems.

Despite the crucial term of classroom management, as beginner teachers, practice teaching students have to deal with real teaching management such as managing learning, managing discipline, and other teaching activities they are not accustomed to. As stated in Quanglia (1989), classroom management is the most seriously perceived problems of the beginning teacher. As a result, practice teaching students who can be considered as beginner teachers will certainly experience problems and it is important for them to be capable of managing classroom to make effective instructions possible.

Since practice teaching students who can be considered as beginner teachers are likely to experience problems in dealing with classroom management, the researcher aims to find out the problems. Besides finding the problems, the researcher also aims to find the solutions to the problems. Finding the classroom management problems during the School Practice Program and the solutions to the problems will surely help practice teaching students increase their readiness on their teaching profession as well as enable them to do a better practice. Therefore, the aims of this research are to find the classroom management problems during the School Practice Program and the solutions to the problems.

B. Research Problems

In order to specify what the researcher aims to find out, two research problems are generated:

1. What are the ELESP practice teaching students’ classroom management problems during the School Practice Program?

2. What are the solutions to the ELESP practice teaching students’ classroom management problems during the School Practice Program?

C. Problem Limitations

In relation to the two generated research problems, this research focuses on the English Language Education Study Program of Sanata Dharma University practice teaching students’ classroom management problems when they had the School Practice Program. To limit a wider discussion, the researcher only focuses on the classroom management problems and the solutions to the problems. In addition, the researcher also limits this research by choosing the students of the English Language Education Study Program batch 2011 who have taken the School Practice Program, as the research subjects. Moreover, since the classroom management problems and the solutions can be very general and cultural, the researcher contextualizes them on the English Language Education Study Program of Sanata Dharma University environment and the surroundings.

D. Research Objectives

The researcher conducts this research in order to answer two research problems. The first one is to find the English Language Education Study Program practice teaching students’ classroom management problems during the School Practice Program. Moreover, in regard to the second research problem, the researcher tries to suggest the solutions to the problems found based on the first research question.

E. Research Benefits

The research is expected to provide many significant benefits that will enable to make better and efficient learning.

1. For lecturers of the ELESP, it will contribute to the learning and teaching materials that enable students to do a better practice during their Micro Teaching class regarding the problems found to improve their readiness before taking the School Practice Program subject. The problems will increase lecturers’ awareness in giving good and appropriate examples for students regarding classroom management problems.

2. For practice teaching students, it will be a reference to make them aware of the problems that they found during the School Practice Program and be a better teacher in the future. Since they have taken the School Practice Program subject, therefore it can be their time to reflect their experiences during their past School Practice Program that will also increase their awareness to the problems they had encountered.

3. For future practice teaching students, it will enable them to prepare for predictable problems that can possibly happen and occur in their future School Practice Program. This research can be a reference to study those predictable problems and it is expected that the same problems will no longer be problems for future practice teaching students because this research also provides the solutions.

4. For future researchers, this research can be used as a reference to conduct the other research to find a more detailed finding as this research is a preliminary study. Future researchers can use this research to gain findings about changing of classroom management problems.

F. Definition of Terms

The researcher provides some definition of terms in order to make some terms on this research clear and to avoid ambiguity and misinterpretation.

1. School Practice Program

School Practice Program is a compulsory subject for all students of the English Language Education Study Program of Sanata Dharma University. It is the continual subject from Micro Teaching subject. Through this subject, students will experience real teaching management in a certain Senior or Junior High School, which is done as the form of teaching practice.

2. Practice Teaching Students

Practice teaching students in this research refer to the students of the English Language Education Study Program who have taken or are taking the

School Practice Program subject. They are eighth semester students of the English Language Education Study Program of Sanata Dharma University batch 2011. Practice teaching students are the subjects of this research.

3. Classroom Management

Classroom management refers to teachers’ ability to organize the classroom teaching and learning. It consists of two major abilities. The first one is to manage what is done in the classroom and the second one is to manage students’ behavior in teaching and learning activities. In this research, classroom management is considered as the most important aspect in teaching because it enables to make effective instructions possible.

8 CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter which consists of the theoretical description and theoretical framework provides some theories related to this research. The theoretical description provides some relevant theories and similar research. Meanwhile, the theoretical framework provides a description about the contribution of the theories on the theoretical description to the research.

A. Theoretical Description

This section reviews three parts. Those parts are the theories on an effective teacher, the theories on classroom management, and the summary of recent and similar research on classroom management problems.

1. Effective Teacher

The first part of the theoretical description is about an effective teacher. The theories on an effective teacher are divided into three categories. Those categories are: a) the definition of an effective teacher, b) the characteristic of an effective teacher, and c) what makes an effective teacher effective.

a. Definition of an Effective Teacher

The definition of an effective teacher may vary because experts have their own view to define how and what an effective teacher is. As cited in Darhim (n.d.), an effective teacher is a teacher who can motivate students to learn and increase their motivation to learn based on students’ willingness. In another

definition, an effective teacher is a teacher who is obviously able to increase his/her students’ knowledge (Clark, 1993). Moreover, as stated in Vogt (1984), an effective teacher is a teacher who has the ability to provide instructions to different students of different abilities while incorporating instructional objectives and assessing the effective learning mode of the students. Therefore, an effective teacher is needed just like what stated in Tauber (2007), no classroom management technique will be effective for long if effective management and engaging teaching are absent.

According to Stronge, Tucker, and Hindman (2000), an effective teacher is a teacher who can adapt the changing in the school and navigate successfully complexities of the classroom. The changing can be some changes in terms of students, curriculum, building issues, colleagues, administrators, finances, health and safety concerns, families, communities, and a host of other influences on the daily lives of a teacher. Although those four definitions vary, the main point of an effective teacher is alike. An effective teacher, from those definitions can be concluded to be a teacher who can make students successfully achieve the goals of learning using his/her own ways of teaching. Even the definitions of an effective teacher are certainly different one to another, those definitions yield the same general ability of what an effective teacher possesses, which is the ability to enable students to achieve the goals of learning. Therefore, an effective teacher can be defined as a teacher who can make students learn and understand what they are progressively learning with his/her way and effectiveness of teaching.

b. Characteristics of an Effective Teacher

From the various definitions of an effective teacher, the characteristics of an effective teacher are also variant. According to Collins (1990), an effective teacher is mentioned as having five characteristics. Those characteristics are an effective teacher: 1) is committed to students and learning, 2) knows the subject matter, 3) is responsible for managing students, 4) can think systematically about their own practice, and 5) is a member of the learning community. Those characteristics show that an effective teacher does not only master the subject to teach but also needs to develop his/her competency by being a member of the learning community. Other characteristics also show that an effective teacher is the one who shall be responsible for managing students. Therefore an effective teacher should think of two aspects, which are the mastery of the subject and his/her students.

In addition, Stronge, Tucker, and Hindman (2002) suggest that an effective teacher has six qualities. Those qualities are categorized into: 1) prerequisites of an effective teacher, 2) a teacher as a person, 3) classroom management and organization, 4) organizing for instruction, 5) implementing instruction, 6) monitoring students’ progress and potential. One of the qualities is prerequisite of an effective teacher. It is related to a professional teacher because it defines that an effective teacher should have prerequisites which also include verbal ability, content knowledge, educational coursework, teaching certification, and teaching experience. However, the other qualities show the identical characteristics of an effective teacher as stated previously.

Similarly, Muijs and Reynolds (2005) mention an effective teacher is to have these following characteristics: 1) having a positive attitude, 2) developing a pleasant social/psychological climate in the classroom, 3) having high expectations of what pupils can achieve, 4) communicating lesson clarity, 5) practicing effective time management, 6) employing strong lesson structuring, 7) using a variety of teaching methods, 8) using and incorporating pupil ideas, 9) using appropriate and varied questioning.

Furthermore, according to Hue (2005), an effective teacher has common approach to promoting classroom discipline. It includes these following features: 1) adopting effective approaches to teaching and learning, 2) having plans for avoiding disruption, 3) establishing a positive relationship with students, 4) using knowledge of individual students and the class to develop appropriate strategies for discipline 5) being sensitive to the influence on classroom management factors such as the student seating plan, the arrangements for floating classes, and the examination schedule.

Moreover, Jones, Jenkin, and Lord (2006) have their own view about an effective teacher. They find that an effective teacher has these characteristics: 1) a professional but relaxed appearance, 2) using of exaggerated facial expressions, e.g. a gaze or raised eyebrows, 3) confident and relaxed non-verbal behaviors, e.g. relaxed shoulders, resting on one leg, sitting down when a pupil is standing, hands loose – not clenched, 4) illustrative gestures to show how the class should respond, 5) kneeling or getting down to the level of the child, 6) controlling gestures, 7) smiling face, 8) self-pointing gestures, 9) calm and relaxed quality of

voice for the majority of the time, and 10) resistance to pupil-instigated interruptions.

c. What Makes an Effective Teacher Effective

An effective teacher can be effective or can be less effective. According to Muijs and Reynolds (2005), there are factors influencing the teacher’s effectiveness. They state that teaching methods are context specific, what is needed for a teacher to be effective can vary depending upon factors such as: 1) the type of activity in the lesson, 2) the subject matter, 3) the pupil backgrounds (such as age, ability, gender, socio-economic status and ethnicity), 4) the pupils’ personal characteristics (such as personality, learning style, motivation and self-esteem), and 5) the culture/organization of the department, and school . It can be seen that the teacher’s effectiveness is influenced by some factors. The factors can come from the students, the organization, and the teacher himself/herself.

2. Classroom Management

The second part of the theoretical description is about the theories on classroom management. It includes six categories of classroom management. Those categories are: a) the definition of classroom management, b) the importance of classroom management, c) the goals of classroom management, d) the factors influencing classroom management success, e) the issues on classroom management, and f) the specific problems in managing classroom.

a. Definition of Classroom Management

Classroom management can also be defined differently from one to another. As cited in Oliver and Reschly (2007), classroom management is the

ability of a teacher to organize the classroom and manage behavior of his/her students that is critical to achieving positive educational outcomes. Moreover, in Yasar (2008), classroom management is defined as all efforts that a teacher takes in order to maintain classroom activities including learning, social interaction, and students’ behavior. Hue (2005) also mentions that classroom management refers to the teacher’s actions which lead to the creation of a learning environment where positive interpersonal interaction is promoted and effective learning is facilitated. It aims to enhance the cognitive, personal and social growth of students, developing in particular their self-motivation, self-understanding, self-control, self-evaluation, and self-management.

Moreover, Hue (2005) characterizes classroom management into three basic concepts. The first concept is managing classroom behavior which refers to managing the actions or reactions of classroom participants. It is true that the behavior of an individual is complex as it is controlled not just by the nervous system but also by the social context in which she/he participates. The actions of individual teachers and students form particular patterns of classroom behavior that may need to be organized and control to create positive classroom behavior. The second concept is disciplining which means the act of responding to misbehaving students in an effort to restore and maintain order, authority, and control. It is also considered to be a form of training, aimed at influencing students’ moral and mental development in ways which promote control, self-discipline, and self-management. The last concept is managing misbehavior which refers to managing behavior that interferes with teaching, violating the right of

other students to learn, and sometimes makes them feel psychologically uncomfortable and physically unsafe. Nevertheless, Hue and Li (2008) also say that classroom management is concerned not just with discipline and students’ behavior but, in a wider sense, can be considered a mean by which the broader purposes of classroom life can be achieved.

Hue and Li (2008) also specify the term of classroom management into smaller components. They state that classroom management can be very taxing, especially for novice teachers and will be much easier to learn if it is broken down into smaller components which include: 1) management of physical environment, 2) managing of learning, 3) classroom procedures and rules, 4) management of discipline. Those components refer to what a teacher needs to manage in the classroom. In other words, what a teacher needs to manage based on the four components includes the class, the learning, the procedures and rules, and the students. The description of four components of classroom management by Hue and Li (2008) can be seen as follows:

1) Management of Physical Environment

Teachers need to create the best possible physical environment to ensure that their students have a comfortable and pleasant atmosphere in which to learn such as ensuring appropriate heating and ventilating, ensuring a good classroom condition, enabling active participation from students by setting a good seating arrangement.

2) Management of Learning

Teachers must prepare learning objectives, select content, prepare teaching and learning materials, and design activities with the goal of devising a curriculum that meets their students’ diverse needs. It includes an effective planning, making enjoyable and challenging learning, and giving effective instructions. In other words, this management includes the ability to select appropriately what to teach and how to teach.

3) Classroom Procedures and Rules

Teachers have to set guidelines for the smooth and efficient running of classrooms as these are important for conveying their expectations, for establishing classroom norms, and for “house-keeping” purposes. The house-keeping purposes include entering and leaving the classroom, accessing to the materials, talking and listening in the classroom, and passing out the exercise books.

4) Management of Discipline

Apart from such guidelines, teachers need to set up a discipline system to deal with difficult and bad behavior. It includes the need of direct intervention, giving appropriate praise or reinforcement, and tolerating certain behavior. Teachers do not only need to handle what disrupts the classroom activities but also manage the students’ behavior that causes the disruption than ignoring the misbehavior and let it happen.

b. Importance of Classroom Management

Each individual has different characteristics, needs, and ability to learn. It has been noted that classroom management skills are essential in the classroom for a teacher to get anything done (Brophy & Evertson, 1976). Poplin et al. (2011) also mention that classroom management skills are important factors in enhancing students’ achievement and in schools successfully serving very diverse students. Having good classroom management is important to enhance students’ achievement due to the fact of diverse students. As stated in Oliver and Reschly (2007), the ability of a teacher to organize the classroom and manage behavior of their students is critical to achieving positive educational outcomes. It becomes clear that classroom management is an important aspect to enable students to achieve the goals of learning. Moreover, from the importance of classroom management, it can also be concluded that students’ success depends greatly on how effective a teacher manages the classroom.

c. Goals of Classroom Management

Defining the goals of classroom management can also vary. It depends on the focuses. According to Hue and Li (2008), there are two specific goals of classroom management. Those specific goals are listed as follows:

1) Creating a Positive Learning Climate in the Classroom

Effective teaching and learning can take place only if there is good order and a positive learning climate in the classroom which include supportive students, respectful relation between students and a teacher, and between students and students. Therefore, the goal of classroom management is to make effective

teaching and learning in the classroom as it attempts to create a positive learning climate in the classroom.

2) Promoting the Growth of Students

Classroom management is to promote the growth of students, in terms of their personal, social, and emotional selves. There is a commonly held perception that classroom management, particularly when it refers to discipline and punishment, is related to reactive control and sterile practices. However, classroom discipline shall never be considered in isolation from the students’ academic, personal, and social growth. This is because positive classroom management has enormous potential to increase students’ motivation, learning, self-esteem, and more specifically, positive disciplinary practices can give students a sense of achievement and of control over their classroom behavior.

As indicated above, classroom management has two basic goals which include creating and maintaining a positive learning climate and promoting students’ whole-person growth. Moreover, it is also mentioned that positive classroom management can increase students’ motivation, learning, and self -esteem. A teacher has the ability to determine students’ success through his/her classroom management. In other words, good classroom management can maximize students’ achievement and learning opportunity and the maximization will be based on how good a teacher manages the classroom and creates a supporting learning climate.

d. Factors Influencing Classroom Management Success

Some factors can influence classroom management success. The factors can be either student or teacher factors or both factors. As mentioned in Kapalka (2009), there are two factors that can influence classroom management success. Those two factors are student factors and teacher factors. The description of the factors can be seen as follows:

1) Student Factors

Some personality factors can exhibit students a difficult behavior.Of these, impulsivity is the most notable. The more prone students to quick reactions without much forethought, the more likely they are to misbehave. A teacher often experience negative reactions when dealing with impulsive students. Those who are not particularly impulsive possess the ability to think through the situation, evaluate response choices and the consequences of each option, and select a behavior that results in the most desired consequences. Unfortunately, individuals who are impulsive spend little time thinking through the consequences of their behaviors and act too quickly. Often, those actions result in negative consequences that the individual does not anticipate, and the result is a negative reaction, including frustration and anger. Impulsive students require exposure to consistent consequences before they eventually begin to think before they act and start to learn from previous experience. Dealing with impulsive students is often difficult for a teacher to manage.

2) Teacher Factors

The overwhelming majority of teachers are educator professionals who want to help their students become smart and successful. When students’ behavior interfere with teaching, this makes teachers frustrated because they feel that it prevents them from accomplishing the goals of learning. When frustrated, many teachers lose control over their own reactions and a conflict ensues. Consequently, helping teachers manage their own reactions is an important component of effective students’ behavior management.

e. Issues on Classroom Management

Discussing classroom management problems, it is closely related to classroom discipline and students’ misbehavior. Both classroom discipline and students’ misbehavior can influence classroom management success and create classroom disruption (Pagliaro, 2011). It has been reported consistently that 95 percent of all classroom behavior problems consistently fall into the category of class disruptions (Jones, 2000). Of these, 80 percent are talking problems such as chatting with a friend, speaking out of turn, whispering, speaking loudly, or calling out. The remaining 15 percent are movement problems such as passing notes, tossing or shooting objects (paper airplanes, rubber bands, spitballs), fooling around, gesturing, and getting out of the seat to go to the pencil sharpener or the lavatory without permission.

The other 5 percent of problems in order of least to most severe include: 1) goofing off. Students may be off tasks, daydreaming, doodling, sleeping, or doing work not related to the lesson, 2) defying authority. Students refuse to do what the

teacher wants, and may even become hostile in not cooperating with any school activity, 3) moral issues. Students may be involved in stealing, cheating, lying, or improper sexual activity, 4) aggression/violence. Students may physically or verbally attack the teacher or another student. Carrying lethal weapons to the school and dealing in or taking drugs are serious misbehavior that could disrupt the entire school. Many of these students are subjected to severe problems. These problems include homelessness, depression, tendency toward suicide, eating disorders, alcoholic parents, attention deficit and hyperactivity disorder, incarcerated parents, poverty, sexual and physical abuse, and the statistics associated with these problem areas are shocking (Marzano, 2003).

Research has indicated that new teachers especially may lack the training to handle more severe behavior and their causes as described above (Smart & Igo, 2010). Even if the teachers are experienced, they may not be able to handle more serious problems as discussed above. A teacher therefore needs to consult with the more experienced teacher in the school. From the issues discussed, it can be seen that the primary or the more serious classroom management problems refer to managing discipline than managing physical environment, learning, and also procedures and rules of learning.

f. Specific Problems in Managing Classroom

In regard to classroom management, there are some common classroom management problems that have been most frequently identified by teachers (Veenman, 1984). Those common problems include: 1) classroom discipline, 2) motivating students, 3) dealing with individual difference, 4) assessing students’

works, 5) relationships with parents, 6) organization of class work, 7) insufficient and/or inadequate teaching materials and supplies, and 8) dealing with problems of individual students. These problems occur because of student factors and teacher factors. Some problems occur outside of the teacher’s classroom management ability such as students’ relationship with parents and different students, while the other problems occurring is related to the teacher’s classroom management ability.

3. Recent Research on Classroom Management

The third part of the theoretical description is about recent research on classroom management. It includes a) the classroom management problems for teaching assistants and b) the classroom management in Japanese EFL classroom. a. Classroom Management Problems for Teaching Assistants

This research was conducted by Luo, Bellows, and Grady (2000). This research aimed to find four research questions in which, one of them, included the term of common classroom management problems. The respondents of this research were 749 graduate students working as teaching assistants at the University of Nebraska-Lincoln (UNL). A mailed survey questionnaire was used in order to collect the data. Moreover, from the 749 respondents, the survey yielded 304 usable responses. From those responses the researchers found some common problems experienced by teaching assistants.

The problems themselves differed from different teaching assistants’ disciplines. Teaching assistants in soft pure disciplines (that includes such disciplines as English, history, communication studies, classics, philosophy,

psychology, sociology, and political science) reported the most problems than the teaching assistants in hard disciplines. Nevertheless, those responses yielded approximately the same problems which included: 1) the students challenge the teacher’s comments or lecture, 2) the students are eating and/or drinking during the class, 3) the students question or contradict the teacher during lecture, 4) the students arrive late for the class, 5) the students monopolize the class discussions, 6) the students promote their own political/social agenda each time they speak, 7) the students miss the class frequently, 8) the students make comments that are offensive to the teacher/peer in the class, and 9) the students come to the class unprepared.

b. Classroom Management in Japanese EFL Classroom

This research was conducted by Sakui (2007). One of the aims of this research was to find teachers’ difficulties in managing Japanese EFL classroom when teachers tried to teach English communicatively. All the participants chosen for this research were members of a self-study group consisting of 30 Japanese teachers of English. Interviews were used to collect the data. From the interviews, some difficulties could be found included: 1) the spatial arrangement of the classroom, 2) the students’ and the teachers’ expected roles, and 3) the cognitive complexity activity.

B. Theoretical Framework

This research aims to find the English Language Education Study Program practice teaching students’ classroom management problems during the School

Practice Program and the solutions to the problems. The researcher explains the theoretical framework as follows to show the contribution of each theory on the theoretical description to the research.

The theory of an effective teacher is included on the theoretical description to strengthen the sight of what an effective teacher looks like and should be in relation to classroom management problems. The theory includes the definition of an effective teacher, the characteristics of an effective teacher, and what makes an effective teacher effective. It gives a general background of some characteristics and criteria needed to possess by a teacher in order to be a successful classroom manager. It is also described to compare briefly between the problems faced by the practice teaching students and the relation to what extend an effective teacher can make teaching become more effective.

Since this research is about classroom management problems, the researcher includes the theory of classroom management. The definition of classroom management is explained to give readers view about the basic concept of classroom management. In addition, the researcher uses four components of classroom management on the definition of classroom management to construct the questionnaire of this research. The researcher also includes the theory about the importance of classroom management, the goals of classroom management, the factors influencing classroom management success, the issues on classroom management, and the specific problems in managing classroom to give more additional background for readers regarding the basic of classroom management, its often-occurring problems, the factors of the problems, and the term that

classroom management is important to the process of teaching and learning activities.

Besides giving an additional background of classroom management, the researcher notes the issues on classroom management, the specific problems on classroom management in the theoretical description in order to understand common problems on classroom management. Furthermore, the recent research on classroom management is described and summarized on the theoretical description to help the researcher understand common problems on classroom management as well. In other words, the issues, the specific problems, and the summary of the recent research on classroom management give the researcher additional knowledge about common problems on classroom management before the researcher constructs the questionnaire using four components of classroom management.

25 CHAPTER III

RESEARCH METHODOLOGY

This chapter discusses the methodology used in this research. It consists of six sections, namely the research method, the research setting, the research subject, the research instruments and data gathering techniques, the data analysis technique, and the research procedure.

A.Research Method

This research aims to find the English Language Education Study Program practice teaching students’ classroom management problems during the School Practice Program and the solutions to the problems. Therefore the researcher used descriptive research. As mentioned in Gall, Gall, and Borg (2003), descriptive research is a type of quantitative research that involves in making careful descriptions of educational phenomena. It is also stated that a research question “what is” is very concerned with the term of descriptive study. Furthermore, the researcher used a survey as the research design. Survey research is a type of research in which a researcher can gain respondents’ opinion, belief, experience, and perception (Fraenkel & Wallen, 2009). Considering the objectives of this research, descriptive research that used a survey as the research design was the most appropriate one to gain those insights. Moreover, the survey used in this research was a cross-sectional survey because it collected information from samples that have been drawn from a predetermined population.

B.Research Setting

The research was conducted in the even semester of the 2014/2015 academic year. It took place at the English Language Education Study Program of Sanata Dharma University and online by using a Google form questionnaire. The researcher opened an online questionnaire on 26th of June 2015 up to 2th of July 2015. Since it received low responses, the researcher also distributed printed questionnaires on 29th of June up to 4th of July 2015 at the English Language Education Study Program environment and in the library of Sanata Dharma University. Moreover, interviews were conducted on 4th and 5th of July 2015 at PGSD Student Hall and the interviewees’ house.

C. Research Subject

In this research, the researcher selected the students of the ELESP who have ever experienced the School Practice Program subject as the intended subjects. In addition to the following requirement, therefore, the subjects of this research were the students of the English Language Education Study Program batch 2011 as the School Practice Program is offered in both seventh and eighth semester. In choosing the respondents, the researcher used a convenience sampling method. The reason why the researcher used a convenience sampling method was because the students in the batch 2011 were in the last semester which meant that most of them had not had credits left on subjects to take. It was not doable for the researcher to use either a random sampling or a systematic nonrandom sampling method.

According to Fraenkel and Wallen (2009), at such time when it is extremely difficult or sometimes even impossible to select either a random or a systematic non-random sampling, a researcher may use a convenience sampling. Nevertheless, before deciding to use the convenience sampling method, the researcher also opened an online questionnaire on Google form which was shared on the Facebook group of the ELESP students in the batch 2011. However, it received low responses. In such impossibility to use either a random sampling or a systematic nonrandom sampling method, the researcher decided to select the convenience sampling as the sampling method along with the online questionnaire which received low responses.

D. Research Instruments and Data Gathering Techniques

This section describes two research instruments used in this research and the data gathering techniques. The research instruments are a questionnaire and an interview. In addition, the data gathering techniques explain how the researcher collected the data from the intended research subjects using the selected sampling method.

1. Research Instruments

The instruments used in this research were a questionnaire and an interview. The questionnaire was to answer the first research problem while the interview was to answer the second research problem. The detailed description of the instruments can be seen as follows:

a. Questionnaire

The questionnaire in this research was to answer the first research problem. As mentioned in Gall, Gall, and Borg (2003), a questionnaire can be used to collect data about observable and indirectly observable phenomena. Moreover, a questionnaire was effective enough to be used in survey research because it was not time-consuming. The questionnaire to be used in this research consisted of close-ended statements and an open-ended question. The close-ended statements were designed based on the four components of classroom management by Hue and Li (2008). It consisted of fifteen items to respond by ticking on a scale of respondents’ preferences.

The scales on the close-ended statements were strongly disagree (SD), disagree (D), agree (A), and strongly agree (SA). In addition, the part 2 questionnaire or an open-ended question was designed for respondents to write other classroom management problems experienced that might not be listed in the close-ended questionnaire or statements. It consisted of one question only.

The questionnaire was distributed into two forms. The first form was the online questionnaire on Google form and the second one was the printed. The validation of the online questionnaire was as high as the printed one. The researcher made every item on the online questionnaire as “required question”. It would make respondents not miss any item to respond. As a result, respondents were required to include their names in filling in the online questionnaire. Moreover, none of respondents would fill in the online questionnaire using fake names as their names would be kept confidential.

b. Interview

The second instrument used in this research was an interview. The use of an interview on this research was to answer the second research problem, which was the solutions to the problems found based on the first research problem. The interview consisted of four questions. The first two questions were to recall interviewees’ experience on their past School Practice Program. The other two questions were to find the solutions to the problems found based on the questionnaire.

2. Data Gathering Techniques

In order to investigate the English Language Education Study Program practice teaching students’ classroom management problems during the School Practice Program and the solutions to the problems, the researcher used a questionnaire and an interview as the research instruments. The researcher opened an online questionnaire which were responded by 10 random respondents as the members of the intended research subjects. Despite the low responses on the online questionnaire, the researcher also distributed printed questionnaires to 34 eighth semester students of the English Language Education Study Program of Sanata Dharma University batch 2011 who have taken the School Practice Program subject. The total respondents of the printed and the online questionnaire were therefore 44 students.

Furthermore, the researcher also conducted an interview with four students who were the members of 44 respondents who had filled in the questionnaire. The researcher selected the interviewees based on their responses on the questionnaire.

In other words, the questionnaire aimed to answer the first research problem, which was about the classroom management problems, whereas the interview aimed to answer the second research problem, which was about the solutions to the problems found based on the first research problem

E. Data Analysis Technique

In analyzing the data based on the close-ended questionnaire, the researcher used frequency agreements of strongly disagree (SD), disagree (D), agree (A), strongly agree (SA). The researcher calculated the responses into percentage in order to generate conclusion from the responses. In addition, the researcher also calculated the average of the percentages had been calculated to make generalization of each classification on the questionnaire. The researcher calculated the response percentage using the formula . RA represented the response average. Meanwhile, ∑responses represented the total responses on the item and N represented the total respondents.

Nevertheless, the researcher also divided the statements on the close-ended questionnaire into two types. The first type was a positive statement while the second one was a negative statement. In the positive statement, the highest score was strongly agree (SA) while in the negative statement was strongly disagree (SD). Therefore, in each of the items, the point was ranged from 1 up to 4, in which the score was 1 point if the answer was SD and 4 point if the answer was SA for the positive statement and vice versa the negative statement. The results of

the close-ended questionnaire were presented on tables to enable easier further analysis and readers to understand the findings.

Differently, in analyzing the data based on the open-ended question, the researcher presented them into a list of problems and selected the problems which were experienced the most by the respondents. After analyzing the questionnaire, the researcher combined all the problems found based on the close-ended statements and the open-ended question to identify the major problems experienced by the respondents. Moreover, in analyzing the data based on the interview, the researcher used an audio recorder to keep the data when doing the interview. From the audio recordings, the researcher listened to them and read a list of an interview form before noting down the information and the data. In addition, the researcher presented the results of the interview into description forms.

F. Research Procedure

In conducting this research, the researcher followed six major steps. Those six major steps are: 1) planning, 2) defining population, 3) sampling, 4) constructing the instruments, 5) conducting the survey, and 6) processing the data. The detailed procedure of this research could be seen as follows:

1. Planning

The researcher selected issues in education, especially, issues which were related to the English Language Education Study Program. After finding some issues, the researcher decided to choose the issue about classroom management.

Having selected the issue, the researcher formulated two research problems in order to make it specific.

2. Defining Population

In defining the population, the researcher chose the eighth semester students of the English Language Education Study Program of Sanata Dharma University as the main population. The eighth semester students were the relevant population as the research aims were to find the practice teaching students’ classroom management problems during the School Practice Program and the solutions to the problems.

3. Sampling

After the population had been decided, the researcher chose the sampling. The first sampling method was an online questionnaire. However, since it was likely to receive low responses, the researcher also used a convenience sampling method because it was not doable to use either a random sampling or a systematic nonrandom sampling method. The samples were 44 ELESP students in the batch 2011 who have taken the School Practice Program subject.

4. Constructing the Instruments

In constructing the close-ended questionnaire, the researcher used the theory about four classroom management components by Hue and Li (2008). The researcher did some consultations with the thesis advisor in order to gain feedback for the questionnaire. Moreover, the researcher constructed the interview based on the problems found on the questionnaire results.

5. Conducting the Survey

The researcher conducted the survey on 26th of June up to 4th of July 2015. The researcher distributed the questionnaire to the total of 44 respondents. 10 random respondents filled in the online questionnaire while there rest filled in the printed one. Moreover, the interview was conducted on 4th and 5th of July 2015. The selected interviewees were four students as the members of 44 respondents who filled in both the printed and online questionnaire.

6. Processing the Data

In processing the data, the researcher used a table to cover the information based on the close-ended statements. After creating the table, firstly, the researcher calculated the response percentage to make easier analysis. Secondly, the researcher made the description of the data in the discussion to make it easier for readers to understand the findings of the research. Besides, in processing the open-ended question the researcher selected the problems that were mostly experienced by the respondents while in the interview, the researcher summarized the data and presented them into description.

34 CHAPTER IV

RESEARCH RESULTS AND DISCUSSION

This chapter describes the research results obtained from the questionnaire and the interview. From the data presentation, the researcher discussed and analyzed the obtained results to answer the research problems. The research problems are what the ELESP practice teaching students’ classroom management problems during the School Program are and what the solutions to the problems are.

A. The Classroom Management Problems

In order to answer the first research problem, which is about the practice teaching students’ classroom management problems during the School Practice Program, the researcher used a questionnaire as the research instrument to collect necessary data. The questionnaire consisted of close-ended statements and an open-ended question.

1. Data Presentation

Since the questionnaire consisted of close-ended statements and an open ended question, the researcher divided the data presentation into two parts. The first part would be the data presentation of the close-ended questionnaire and the second part would be the data presentation of the open-ended questionnaire. The data presentation of each part on the questionnaire was as follows:

a. Data Presentation of the Close-Ended Questionnaire

The close-ended questionnaire consisted of 15 items that were classified into four major classifications. The classifications were based on Hue and Li’s theory about four classroom management components which included the management of physical environment, the management of learning, the classroom procedures and rules, and the management of discipline. The researcher presented the results of the close-ended questionnaire as follows:

1) Management of Physical Environment

The first classification of classroom management components was about the management of physical environment. It included the ability of the teacher to create the best possible physical environment to ensure comfortable and pleasant atmosphere for the students to learn. The researcher set four statements to find the problems experienced in this classification. The results are presented as follows:

Table 1.1. The Percentage Results of Questionnaire Number 1-4

No Statements Agreement Frequency Points

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

1. I always have my students feel comfortable about the classroom during the learning activity.

1 (2.3%) 6 (13.6%) 26 (59.1%) 11 (25%)

2. I always adjust the classroom

condition, such as turning on the lamp when it is dark, adjusting the classroom ventilation. 1 (2.3%) 3 (6.8%) 18 (40.9%) 22 (50%) 3. I always have my students avoid sitting

in the front row when it is empty.

12 (27.3%) 20 (45.4%) 9 (20.5%) 3 (6.8%) 4. I always have a clean classroom before

starting the class.

4 (9.1%) 9 (20.4%) 23 (52.3%) 8 (18.2%)

From the table above, there were 43.2% “agree” responses and 25% “strongly agree” responses. As a result, the responses in this classification were positive since “agree” and “strongly agree” responses were mostly selected. It showed that most of the practice teaching students did not have problems in managing the physical environment.

2) Management of Learning

The second classification of classroom management components was about the management of learning. It included the ability of the teacher to manage learning which was well-prepared, appropriate to the students’ needs, and challenging as well as motivating the students. The researcher set four statements to find whether the practice teaching students experienced problems in this classification. The results are presented as follows:

Table 1.2. The Percentage Results of Questionnaire Number 5-8

No Statements Agreement Frequency Points

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

5. I start the class immediately after the bell rings.

1 (2.3%) 5 (11.3%) 19 (43.2%) 19 (43.2%) 6. I always have my students feel

motivated during learning activity.

0 (0%) 11 (25%) 26 (59.1%) 7 (15.9%) 7. I always give my students good

instructions so that there is no need of several repetitions.

1 (2.3%) 4 (9.1%) 34 (77.3%) 5 (11.3%)

8. I always finish all teaching

activities I have prepared as the class over. 0 (0%) 8 (18.2%) 28 (63.6%) 8 (18.2%)

Based on the responses, 61% of the respondents answered “agree” while 22% of them answered “strongly agree”. The percentage showed that there were positive responses on the management of learning classification. As a result the problems related to the management of learning were not likely to be experienced by most of the practice teaching students.

3) Classroom Procedures and Rules

The third classification of classroom management components was about the classroom procedures and rules. It included the ability of the teacher to set procedures and rules in the classroom such as the way students entered or left the class, the way learning material was distributed, and talking and listening rules. The researcher set three statements to find whether the practice teaching students experienced problems in this classification. The results are presented as follows:

Table 1.3. The Percentage Results of Questionnaire Number 9-11

No Statements Agreement Frequency Points

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

9. I always have my students ask permission before entering or leaving the class.

0 (0%) 1 (2.3%) 19 (43.2%) 24 (54.5%) 10. I always have my students raise

their hand before asking or answering questions. 0 (0%) 8 (18.2%) 18 (40.9%) 18 (40.9%) 11. I always have my students help me

distribute the material for learning and teaching activity.

0 (0%) 8 (18.2%) 20 (45.4%) 16 (36.4%)

Average 0% 12.90% 43.17% 43.93%

The table showed that most of the responses were positive. 43.17% and 43.93% of the respondents answered “agree” and “strongly agree”. As a result, the

problems related to the classroom procedures and rules were not likely to be experienced by most of the practice teaching students.

4) Management of Discipline

The fourth as well as the last classification of classroom management components was about the management of discipline. This management included the ability of the teacher to deal with difficult and bad behavior. The need of direct intervention and giving appropriate praise or reinforcement were the parts of this classification. The researcher set four statements in order to find whether the practice teaching students experienced problems in this classification. The results are presented as follows:

Table 1.4. The Percentage Results of Questionnaire Number 12-15

No Statements Agreement Frequency Points

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

12. I have some of my students in my class not pay attention to the learning and teaching activity.

0 (0%) 6 (13.6%) 31 (70.5%) 7 (15.9%) 13. I have some students in my class

busy with themselves, talking to friends and playing with their gadgets. 1 (2.3%) 6 (13.6%) 29 (65.9%) 8 (18.2%) 14. I always ignore students who do

disruptive behavior in the class.

17 (38.6%) 23 (52.3%) 3 (6.8%) 1 (2.3%) 15. I always get impatient when dealing

with disruptive students and directly give them negative reinforcement.

20 (45.5%) 19 (43.2%) 3 (6.8%) 2 (4.5%)

Average 22% 31% 38% 10%

Management of discipline as the last classification of classroom management components received negative responses on the negative statements

I say to them “Can you make it faster the other days?” “You need to be punctual”. For the students who come late more than ten minutes, I will give another assignment for homework. I give positive reinforcement in order for them to be more punctual. I also have a plan A and a plan B for the learning activity so I can use the plan B if there are late students disrupt the learning plan.

Participant 4

I allow the students to join the class and continue my teaching and learning activity. When I give them assignment, I will approach the students and explain the learning activity from the very beginning. If there are more than four or five students, I will repeat the explanation but I will ask them to tell their reason for their coming late to the class.

d. The students misunderstand the teacher-student close relation in the classroom learning.

Participant 1

From the beginning of the meeting I ask them to call me “Miss” or “Bu” but outside the class you can call me “Mbak”.

Participant 2

The thing that we should do is placing ourselves, so whenever we are outside the classroom it can be like that, whenever outside the classroom we can make a joke. We still have the position whether we are the teacher and you are the students.

Participant 3

The teacher needs to have authority. I need to be firmer to them. I say to them “Okay, outside the class we are friends but in the class, I am your teacher. Please listen to me when I am speaking.” Making new rules and an agreement if there is a new problem.

I set our rules in the beginning of my teaching. I say to them that I am your teacher, you can call me Miss, you have to be serious and cooperative in the class, but outside the class you may call me Miss, Mbak and talk to me as a friend.

e. The practice teaching students’ instructions are not clear for the students which need several ineffective repetitions.

Participant 1

I usually translate it into Bahasa Indonesia. I ask them “What do you need to do?” if the answer is wrong, I clarify the instructions.

Participant 2

I repeat the instructions in Bahasa Indonesia. For the students who do not understand, I will repeat the instructions and speak slowly so that the students can understand. I ask the students whether they understand the instructions, “Do you understand?”, “Get it?” I make simple instructions.

Participant 3

I make sure that my students are ready to be instructed. I make them silent first and start giving the instructions. When they still do not understand the instructions, I will ask whether the instructions are clear and repeat them once again for the last time. I also switch the language and simplify my words. I also plan my instructions before teaching.

Participant 4

I simplify the instructions and then translate them into Bahasa Indonesia if they still do not understand.

f. The practice teaching students find difficulty in enabling the students’ active participation and exposing them to the English environment in the classroom learning.

I mix a turn. A, B, C students are very often answering my question using English. I will point the passive students. If they cannot speak in English, I ask them to ask their friends. I just monitor and make some corrections if there is something wrong with their grammar.

Participant 2

The teacher and the students shall make an agreement and the agreement is that whenever the students do not speak in English they shall pay five hundred rupiahs per word. We can also make a rule.

Participant 3

I ask them to come in front and give example to speak in English. I make the learning by using cooperative approach that will enable them to speak in English. I go around to check whether they speak in English. I create an activity that can enable them to speak in English.

Participant 4

I encourage them by giving simple sentences, ask them to practice them with their friends for example “Have you done your breakfast?” When the students speak in Bahasa Indonesia, I always tell them how to say it in English by giving real examples.

g. The school’s time allocation is not consistent in certain special days which makes the learning activities planned by the practice teaching students disturbed.

Participant 1

The teacher can provide some options like worksheet so that the students can continue learning at home.

Participant 2

We can change the learning activity into homework that is related to the topic of that day.

We need to have plan A and plan B. For the plan B I make it into an hour while the plan A, I make it a whole time.

Participant 4

I explain the material and give an assignment to be finished at home. I do not make any plan because sometimes it’s not predictable and as a teacher we have to be able to handle and manage any kind of problems.

h. The school as the place of the School Practice Program either does not have a complete facility or does have a complete facility but not in good condition, such as an error projector, that can/cannot not be used by the practice teaching students to enhance the learning and teaching activity.

Participant 1

We don’t need to explain all the material using PowerPoint all the time. If the students have the book, I think it is enough. For the listening activity, we can ask some students who have netbook to listen to the listening section and group them. If it is impossible to do, we can use our capability in English and the students shall really pay attention.

Participant 2

We shall maximize the traditional media such blackboard, books, and handouts. We use game for explaining the material, and the media we make by ourselves. We should not rely on the technology, we shall have creative idea we can share the information from the teaching process so that the students can understand the material.

Participant 3

We can make learning activities which are close to the students, for example I ask them to find signs in the parking area or the way they go to school. We also need to have a material which uses technology such as PowerPoint and the other materials that do not need technology so we can always be prepared.

We have to make sure first whether the facility is in good condition before teaching but if not, we can change the method. We can use any interesting things such as pictures, real example, some games that can be used to make an interesting learning activity.

4. In general, what are the essential as well as important things the practice teaching students need to do in handling and dealing with classroom management problems?

Participant 1

First of what we need is to make the classroom as comfort as possible. If the students feel comfort with us, they will follow our instructions, our learning. It is important to give them some games in the learning activity so that they will not feel under pressure. Knowing students’ names is also important.

Participant 2

They shall know about time management. Every teacher shall know in managing the time to make it on time so that the students will not be bored. Making interesting activities so that the students can pay attention to our learning process. We can use game in the learning process not to interest them only but make them understand the material.

Participant 3

In my opinion, authority is important. I mean as a teacher we need to be close to the students but we also have to be aware that we are as their teacher. We have some distances to the students in order to make the students not underestimate us. The second one, give them some high expectations and encouragement. Do not frighten them, do not threaten them because it will decrease their courage, their bravery to develop. The last, when we approach the students, we need to know the students’ characteristics and differentiate who is naughty and not. Pay attention to the naughty and give them encouragement for them to be better.

We need to have a good attitude so that the students will believe in us. After the students have a good interest in us about our caring, attitude, then in the class, the students can set their roles as nice students. The second is about making an interesting teaching and learning activity in the classroom.