English teachers` classroom Management strategies in SMP Maria Immaculata YogyakartaEnglish teachers` classroom Management strategies in SMP Maria Immaculata Yogyakarta

ENGLISH TEACHERS

’

CLASSROOM MANAGEMENT

STRATEGIES IN SMP MARIA IMMACULATA

YOGYAKARTA

A SARJANA PENDIDIKAN THESIS

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

in the English Language Education

By

Alberik Ryan Tendy Wijaya Student Number: 131214005

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY YOGYAKARTA

i

ENGLISH TEACHERS’ CLASSROOM MANAGEMENT

STRATEGIES IN SMP MARIA IMMACULATA

YOGYAKARTA

A SARJANA PENDIDIKAN THESIS

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

in the English Language Education

By

Alberik Ryan Tendy Wijaya Student Number: 131214005

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY YOGYAKARTA

ii

A Sarjana Pendidikan Thesis on

ENGLISH TEACHERS

’

CLASSROOM MANAGEMENT

STRATEGIES IN SMP MARIA IMMACULATA

YOGYAKARTA

By

Alberik Ryan Tendy Wijaya Student Number: 131214005

Approved by

Advisor

Markus Budiraharjo M.Ed., Ed.D.

Date 10 April 2017

iii

ENGLISH TEACHERS’ CLASSROOM MANAGEMENT

STRATEGIES IN SMP MARIA IMMACULATA

YOGYAKARTA

By

ALBERIK RYAN TENDY WIJAYA Student Number: 131214005

Defended before the Board of Examiners on 10 May 2017

and Declared Acceptable

Board of Examiners

Chairperson : Yohana Veniranda, S.Pd., M.Hum., M.A., Ph.D. ____________ Secretary : Christina Lhaksmita Anandari, S.Pd., Ed.M. ____________ Member : Markus Budiraharjo, M.Ed., Ed.D. ____________ Member : Drs. Bambang Hendarto, M.Hum. ____________ Member : Priyatno Ardi, S.Pd., M.Hum. ____________

Yogyakarta, 10 May 2017

Faculty of Teachers Training and Education Sanata Dharma University

Dean

iv

DEDICATION PAGE

“No one can predict the future, so it’s pointless to fear the unknown.”

– Yoh Asakura

This thesis is dedicated to: My beloved parents

v

STATEMENT 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 the references, as a scientific paper should.

Yogyakarta, 10 May 2017

The Writer

Alberik Ryan Tendy Wijaya 131214005

vi

LEMBAR PERNYATAAN PERSETUJUAN

PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS

Yang bertanda tangan di bawah ini, saya mahasiswa Universitan Sanata Dharma

Nama : Alberik Ryan Tendy Wijaya Nomer Mahasiswa : 131214005

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

ENGLISH TEACHERS’ CLASSROOM MANAGEMENT

STRATEGIES IN SMP MARIA IMMACULATA

YOGYAKARTA

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 mempublikasikannya di Internet atau media lain untuk kepentingan akademis tanpa perlu meminta ijin dari saya maupun memberikan royalti kepada saya selama tetap mencantumkan nama saya sebagai penulis.

Demikian pernyataan ini yang saya buat dengan sebenarnya.

Dibuat di Yogyakarta Pada tanggal: 10 Mei 2017

Yang menyatakan

vii ABSTRACT

Wijaya, Alberik Ryan Tendy. (2017). English Teachers’ Classroom Management Strategies in SMP Maria Immaculata Yogyakarta. Yogyakarta: English Language Education Study Program. Department of Language and Arts Education, Faculty of Teachers Training and Education, Sanata Dharma University.

Classroom management is needed to make teaching and learning processes in a class effective and efficient. However, in today’s era, managing the class, especially English class, is very difficult. One of the main problems is about parents’ physical aggression to teachers. Those cases will make the teachers afraid of doing classroom management, especially pre-service teachers. However, classroom management cannot be neglected as it is the backbone of effective teaching and learning processes. Therefore, classroom management strategies that avoid unnecessary English classes’ conflicts must be found. To find that, however, the researcher must first find out the misbehaviors in the English classes. Also, the researcher wants to find out whether the aggression cases affected the teachers’ classroom management or not. To find out the answer, the researcher chose SMP Maria Immaculata as the researcher saw that the relationship between the teacher and the students was good.

Therefore, there are three research questions in this research. The first one is “what are the misbehaviors found in the SMP Maria Immaculata’s grade eight English class?” The second one is “what are the English teachers’ opinions about parents’ interference in the school especially about the physical aggression cases?” The third one is “what are the teachers’ strategies to manage the classroom while avoiding unnecessary conflicts?”

The researcher used mixed methods that combined observation, questionnaire, and interview to find out the necessary data from the students and the teachers to answer the research questions. The researcher first observed the class that was subjected for the questionnaire. Then the researcher spread the questionnaire directly after the observation session. Finally, the researcher interviewed the teachers based on the analyzed students’ misbehavior data from the observation and questionnaire.

The most common misbehaviors gathered from the observation and the questionnaire were clowning, playing, and having disruptive conversation. The students did the misbehavior because they were bored, they followed their friends, and they hated the teacher. The researcher elaborated the gathered data with the interview. The researcher gathered that communication was the most important part in the classroom management. It can be seen from the research that the teachers use proactive classroom management strategies in managing the class.

Keywords: classroom management strategies, misbehavior, English classes, avoiding unnecessary conflicts

viii

ABSTRAK

Wijaya, Alberik Ryan Tendy. (2017). English Teachers’ Classroom Management

Strategies in SMP Maria Immaculata Yogyakarta. Yogyakarta: Program Studi Pendidikan Bahsa Inggris, Jurusan Pendidikan Bahasa dan Seni, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Sanata Dharma.

Pengelolaan kelas dibutuhkan untuk membuat proses belajar dan pembelajaran di dalam kelas efektif dan efisien. Namun, di era sekarang, mengelola kelas, dalam hal ini kelas bahasa Inggris, sangatlah sulit. Salah satu masalah utama adalah tentang kasus kekerasan fisik oleh orang tua kepada guru. Masalah tersebut membuat guru takut untuk mengelola kelas, terlebih untuk calon guru. Namun, pengelolaan kelas tidak dapat diacuhkan karena hal itu merupakan tulang punggung dari proses belajar dan pembelajaran yang efektif. Oleh karenanya, teknik pengelolaan kelas yang menghindari konflik kelas Inggris yang tidak perlu harus ditemukan. Namun, untuk menemukan itu, peneliti harus terlebih dahulu menemukan perilaku buruk yang terjadi di kelas Bahasa Inggris. Peneliti juga ingin mencari tahu apakah kasus kekerasan mempengaruhi pengelolaan kelas guru atau tidak. Untuk menemukan jawaban, peneliti memilih SMP Maria Immaculata karena peneliti melihat bahwa hubungan antara guru dan murid baik.

Oleh karenanya, ada tiga pertanyaan di dalam penelitian ini. Yang pertama adalah “perilaku buruk apa yang ditemukan dalam kelas bahasa Inggris kelas 8 SMP Maria Immaculata?” Yang kedua adalah “apa pendapat guru bahasa Inggris tentang keterlibatan orang tua di dalam sekolah terlebih mengenai kasus kekerasan fisik?” Yang ketiga adalah “apa strategi guru untuk mengelola kelas sembari menghindari konflik tidak perlu?”

Peneliti menggunakan mixed methods yang memadukan observasi, kuesioner, dan wawancara untuk menemukan data yang diperlukan dari murid dan guru untuk menjawab pertanyaan penelitian. Pertama, peneliti mengobservasi kelas yang akan diberikan kuesioner. Lalu, peneliti membagikan kuesioner langsung setelah sesi observasi. Akhirnya, peneliti mewawancara guru dengan dasar data perilaku buruk dari murid yang didapatkan dari observasi dan wawancara.

Perilaku buruk yang paling sering dilakukan siswa yang didapatkan dari observasi dan kuesioner adalah bercanda, bermain, dan mengobrol. Siswa melakukan perilaku buruk tersebut karena mereka bosan, ikut-ikutan dengan teman, dan tidak suka dengan guru. Dari data tersebut, peneliti mengembangkan wawancara yang lebih mendalam. Peneliti menemukan bahwa komunikasi merupakan bagian yang paling penting dari pengelolaan kelas. Dapat dilihat dari riset ini bahwa para guru menggunakan manajemen kelas proaktif.

Kata kunci: teknik pengelolaan kelas, perilaku buruk, kelas bahasa Inggris, menghindari konflik yang tidak perlu

ix

ACKNOWLEDGEMENTS

First and foremost, I want to thank God as He has given me the opportunity to finish this thesis. He also gives me the supporting surroundings to strengthen my will in finishing this thesis. Without His blessings, this thesis will never be completed.

Also by His grace, I am given parents that love me so much and support me so that I can finish my thesis fast enough. They are also the reason for me to finish my thesis as fast as possible. Therefore, I give immeasurable gratitude for my Father, Hartanto Tendy Wijaya, and my Mother, Monika Monawaty Pramono as they are always there for me.

I give big thanks to my thesis advisor, Mr. Markus Budiraharjo, M.Ed., Ed.D., for helping me tirelessly so that I can finish this thesis. He is very helpful as he always convinces me that I can do it. For Ms. Caecilia Tutyandari M.Pd., I deliver my gratitude to her as she helped me in checking my thesis. Also, I give special thanks to Mr. Drs. Y. B. Gunawan, M.A., – my academic advisor – who is always helpful for his students.

I would also give big thanks to the people in SMP Maria Immaculata Yogyakarta for giving me the opportunity to conduct this research there. I give my biggest gratitude for them, especially for the three English teachers who were agreed to be interviewed and some of grade 8 students who agreed to be observed and filled the questionnaire. I hope that this research will be useful significant for

x

the teachers, especially pre-service teachers, in doing the effective teaching and learning processes.

I give special mention to my special friend who was (almost) always there when I was working on my thesis in the middle of the night. I thank her for being there (in Line) for me and her encouragement. Also, I give special mention for my

twin from different parents that helped me during the editing period of my thesis. I thank him for helping me from the beginning up to the end of my study.

Finally, I thank all of my friends that always support me. I am sorry because I cannot mention them one by one. Nevertheless, I give big gratitude to all of them.

xi

TABLE OF CONTENTS

Page

TITLE PAGE ... i

APPROVAL PAGES ... ii

DEDICATION PAGE ... iv

STATEMENT OF WORK’S ORIGINALITY ... v

PERNYATAAN PERSETUJUAN PUBLIKASI ... vi

ABSTRACT ... vii

ABSTRAK ... viii

ACKNOWLEDGEMENTS ... ix

TABLE OF CONTENTS ... xi

LIST OF TABLES ... xiv

LIST OF FIGURES ... xv

LIST OF APPENDICES ... xvi

CHAPTER I. INTRODUCTION ... 1

A. Research Background ... 1

B. Research Questions ... 3

C. Research Significance ... 4

1. English Teachers ... 4

2. Lecturers in The English Language Education Study Program (ELESP) ... 4

3. Future Researchers ... 4

D. Definition of Terms ... 5

1. Misbehaviors ... 5

2. Classroom Management ... 5

xii

CHAPTER II. REVIEW OF RELATED LITERATURE ... 7

A. Theoretical Description ... 7

1. Misbehavior ... 7

a. Definition ... 8

b. Categories of misbehavior ... 8

2. Classroom Management ... 11

a. Types of Classroom Management ... 12

1) Early, Clear Expectations and Consequences ... 13

2) Develop Caring, Respectful Relationships with Students ... 13

b. Proactive Teacher Behavior ... 14

c. Teacher’s Self-efficacy ... 14

B. Theoretical Framework ... 15

CHAPTER III. RESEARCH METHODOLOGY ... 17

A. Research Method... 17

B. Research Setting ... 17

C. Research Participants ... 18

D. Instruments and Data Gathering Technique ... 18

1. Observation ... 19

2. Questionnaire ... 19

3. Interview ... 20

E. Data Analysis Technique ... 21

CHAPTER IV. RESEARCH RESULTS AND DISCUSSION ... 22

A. Research Results ... 22

1. Observing Real Class Situation ... 22

2. The Students’ Misbehaviors ... 25

3. Teachers’ Perspective ... 32 a. Opinions about the Physical Aggression Cases 32

xiii

b. The Relationship in SMP Maria Immaculata ... 34

c. Classroom Management Strategies ... 36

B. Discussion ... 38

1. The Students’ Misbehaviors ... 39

2. Teachers’ Classroom Management Strategies ... 40

a. Establishing Expectations and Consequences .. 42

b. Organizing Students’ Seat ... 43

c. Using Group Work ... 43

d. Setting Up Time Frame ... 44

e. Using Point System ... 44

f. Talking with Misbehaving Student Personally . 44 CHAPTER V. CONCLUSIONS AND RECOMMENDATIONS ... 47

A. Conclusions ... 47

B. Recommendations ... 50

1. English Teacher ... 50

2. Lecturers in English Language Education Study Program (ELESP) ... 50

3. Future Researchers ... 50

REFERENCES ... 52

xiv

LIST OF TABLES

Table Page

2.1. Categories of misbehavior by Sun and Shek ... 9 2.2. Modified categories of misbehavior by Sun and Shek ... 10 4.1. Misbehavior ranking ... 31

xv

LIST OF FIGURES

Figure Page

4.1. Doing something in private ... 25

4.2. Talking out of turn ... 26

4.3. Verbal aggression ... 27

4.4. Disrespecting teacher ... 27

4.5. Out of seat ... 28

4.6. Physical aggression ... 29

xvi

LIST OF APPENDICES

Appendix Page

1. Permission letter ... 57

2. Example of the observation sheet ... 58

3. Example of the observation field note ... 59

4. Example of the questionnaire ... 60

5. Questionnaire data ... 61

6. Interview questions ... 66

1 CHAPTER I INTRODUCTION

In this chapter, the researcher introduces the research. The introduction introduces the background, the problems, and the benefits of the research. Also definition of terms used in this research will be defined in the end of this chapter.

A. Research Background

To make teaching and learning processes effective and efficient, managing the class is a must, especially in dealing with adolescent students. It is because adolescent students are very active (Sun & Shek, 2012; Santrock, 2011). Therefore, we need to redirect and control that active trait into something good. If it is not directed, that active trait from the adolescent students can become a misbehavior. It will distract the learning process of the students. Because of that, misbehavior must be prevented and to prevent that, good classroom management strategies are needed.

However, in this modern era, managing a classroom is not as simple as before. Nowadays, there are many factors for the teachers to consider. One of the most considered factors is parents. In Indonesia, it is getting clearer that parents are becoming more disruptive to the school. It can be seen from news about physical aggression from parents to teachers. The latest one is about a teacher who was injured by a parent who did not agree about the teacher’s treatment to his son (Abdurrahman, 2016). Actually, there was a miscommunication between the parent

and the teacher because the son did not tell the truth. However, because the parent blindly believed in his son, he did not think rationally and went straight to strike the teacher physically. This is a typical issue that nowadays teachers in Indonesia must face as there are many physical aggression cases from 2012 up to now. Those problems are aggravated by the frail law that protects the teachers in Indonesia. This problem will arouse many consequences in teaching and learning processes. The most fatal consequence is that the teachers will neglect the students’ misbehaviors because of the fear in getting injured physically by the parents. This consequence will affect the students’ learning process. It becomes ineffective and inefficient.

Neglecting classroom management is not a choice for teachers to have effective and efficient teaching and learning processes. However, enforcing classroom management can be hindered by the parents who will protect their children at all cost. It is worsened by the nowadays children that are difficult to manage. Nevertheless, managing the students is one of the most important things in a classroom. This was the researcher’s problem in doing the teaching practice at school. The researcher was required to manage the classroom well but in the same time, the researcher was afraid of doing so because of those cases. The researcher felt pressured to have a good conditioned class so that the teaching practice score would be good and in the same time could not do so. The researcher was confused as there were not any theories given about classroom management while avoiding unnecessary conflicts. Therefore, the ways of good classroom management while avoiding unnecessary conflicts must be found. If the teachers use these ways, the

relationship between the teachers, the students, and the parents can be maintained while teaching and learning processes can still be effective.

The classroom management itself has been discussed by several researchers (Suprehatiningsih, 2015; Parasdya, 2015; Farita, 2005). However, the focus of their study was to find out the most effective classroom management. In this research, the researcher added an additional variable, which was about avoiding unnecessary conflict.

In this research, the researcher attempts to find out English teachers’ opinions in SMP Maria Immaculata about parents’ interference in the school, especially about the news of parents’ physical aggression to the teachers. Then, the researcher attempts to find out how the English teachers handle the classroom management while first listing the misbehaviors of the students. The researcher chooses SMP Maria Immaculata because when the researcher practiced teaching there, the researcher saw that the English teachers there did a very good classroom management while maintaining a good relationship with the students. There are also three English teachers in this school whom will ensure the abundance of the data.

B. Research Questions

The research questions are formulated as follows:

1. What are the misbehaviors found in the SMP Maria Immaculata’s grade eight English class?

2. What are the English teachers’ opinions about parents’ interference in the school in accordance to the physical aggression cases?

3. What are the teachers’ strategies to manage the classroom while avoiding unnecessary conflicts?

C. Research Significance

The research will be useful for English teachers, lecturers in the English Language Education Study Program (ELESP), and for future researchers.

1. English Teachers

This research will help English teachers to learn more about how to manage a class while maintaining the relationship between teachers, students, and parents. Learning about that will encourage the English teachers to do classroom management in this era. Eventually, the teachers can teach the class effectively without the interference from the parents.

2. Lecturers in The English Language Education Study Program (ELESP) This research will help lecturers in the English Language Education Study Program to prepare their students better in this modern era. The students can be trained so that they can manage the class while avoiding unnecessary conflicts. Also, this research can encourage them to do the good classroom management for their students later in their teaching in school.

3. Future Researchers

This research provides some information for future researchers in the field of classroom management. Since this is a preliminary research, the continuation of this research is suggested. It is very important to continue this research as

aggression cases from parents to teachers because of classroom management are still happening in Indonesia.

D. Definition of Terms

Three terms from some experts are used in this research. Those terms are misbehaviors, classroom management, and grade eight students.

1. Misbehaviors

According to Sun and Shek (2012), misbehaviors are behaviors from the students that hinders the teaching and learning processes in a classroom. The examples of student misbehaviors that they mention are disruptive talking, chronic avoidance of work, clowning, interfering with teaching activities, harassing classmates, verbal insults, rudeness to teacher, defiance, and hostility. These misbehaviors distract teaching and learning processes. If they are neglected, the teaching and learning processes would not be effective and therefore the students would get nothing.

In this research, misbehaviors theories become the foundation as classroom management theories arose from misbehaviors. To be able to pinpoint the effective classroom management, the teachers first must know about what they are dealing with. Therefore, identifying students’ misbehaviors is a must to make this research valid.

2. Classroom Management

According Richards and Nunan (1990), classroom management is the way the teacher organize and control students’ behavior, movement, and interaction

during a lesson. Cothran, Kulinna, and Garrahy (2003) state that classroom management is very important in keeping a class effective. They believe that it is the foundation for other successful effective teaching behaviors. In this research, classroom management is the way for the teachers to teach effectively and efficiently while maintaining the class environment and also the relationship between the teachers, the students, and the parents. Classroom management must be effective and efficient. In the same time, it needs to avoid unnecessary conflicts with the students and the parents.

3. Grade Eight Students

The students in the grade eight are around 13 years old. In this age, the students undergo the period of transition between childhood and adulthood. Students around this age change rapidly in terms of physical and emotional states as they are trying to be more independent and to know more about themselves (Santrock, 2011). As their emotion is unstable, the students will likely to do misbehaviors. Also, compared with the grade seven, grade eight students are more extrovert because they are already comfortable in the class. They will more likely to misbehave than grade seven. Compared with the grade nine, grade eight is the play time as in the grade nine, the students will face the national exam. Therefore, grade eight is the best grade to do this research as they are most likely to do misbehaviors in this grade.

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CHAPTER II

REVIEW OF RELATED LITERATURE

In this chapter, the researcher presents the literature related to the research. As mentioned before, there are three research questions which mainly focus on the misbehavior and the classroom management. Therefore, the theories about misbehavior and classroom management that will be discussed here are needed as foundations of this research.

There are two parts in this chapter, namely theoretical description and theoretical framework. Theoretical description describes the theories that are taken from literature written by experts. In the theoretical framework, those theories that are explained before will be synthesized and associated to how the researcher answers the questions.

A. Theoretical Description

As already stated before, there are two theories that will be discussed here. Those theories are the misbehavior and the classroom management theories. 1. Misbehavior

The aim of this research is to find out the classroom management that the teachers do. Nevertheless, knowing the misbehavior is important as it is the basic of classroom management. By knowing the misbehaviors that the students do, the teachers can apply the most effective classroom management. Therefore, the

researcher provides some theories about the definition and categories of misbehavior.

a. Definition

Misbehavior, according to Sun and Shek (2012), is “externalizing behaviors that violate explicit rules or implicit norms, disturb the classroom order, and irritate the process of teaching and learning in this study” (p. 2). Therefore, students’ misbehavior will hinder the teaching and learning processes in the whole classroom. This is a critical issue as Kulinna (2007) states that “student misbehavior is a threat to class order and is therefore of great importance to understand” (p. 21). If students’ misbehavior is neglected, it will spread to other students. As a consequence, its impact will be significant to the effectiveness of teaching and learning processes.

There are several reasons for students to misbehave. Those reasons are: (1) they want their teacher’s attention, (2) they hate the classroom rules, (3) they want to express themselves, and/or (4) they are ignorant (Richmond, Wrench, and Gorham, 2001). Those are the internal factors of why the students do misbehaviors. Nonetheless, the causes for the students to misbehave are not only from internal factors but also from external factors like the teacher’s misbehavior itself (Boice, 1996). The teacher is the ‘ruler’ in the classroom and therefore the sole role model for the students to follow. It will be a natural occurrence for the students to misbehave if the teacher gives bad example.

b. Categories of misbehavior

According to Sun and Shek (2012), there are 17 categories of misbehavior in which six of them have their own subcategory (p. 3-4). Those categories are

formed from the responses of eighty-eight teachers. In these categories and subcategories, the misbehaviors are either disruptive to the individual’s learning process or to the classroom’s learning process.

Table 2.1 Categories of Misbehaviors by Sun and Shek (2012, p. 4)

Category Subcategory

Doing something in private

Dealing with personal stuff Doing homework

Using electronic device (for texting, playing games, surfing webpage, listening to music)

Irrelevant reading Irrelevant drawing

Talking out of turn

Calling out Making remarks

Having disruptive conversation

Verbal aggression

Teasing classmates Attacking classmates Quarrelling with classmates Speaking foul language

Disrespecting teachers Disobedience/Refusing to carry out instructions Rudeness/Talking back, arguing with teacher Non-attentiveness/Daydreaming/Idleness

Sleeping

Out of seat

Changing seats

Wandering around the classroom Catching

Running away from the classroom Habitual failure in submitting

assignments Physical aggression Striking classmates Pushing classmates Destroying things Copying homework

Non-verbal communication Via body language, facial expressions, papers

Clowning

Playing

Lateness to class

Eating/Drinking

Have not yet prepared textbook well Passive engagement in class

In this research, however, the researcher edited those list of misbehaviors to fit with today’s teaching and learning processes. Some of the categories were also combined with the other equivalent category to make the list efficient. This is the edited list that was used in this research.

Table 2.2 Modified Categories of Misbehaviors by Sun and Shek (2012, p. 4)

Categories Subcategory

Doing something in private

Doing homework Using electronic device Irrelevant reading Irrelevant drawing Talking out of turn Making remarks

Having disruptive conversation Verbal aggression

Teasing and attacking classmates Quarrelling with classmates Speaking foul language

Disrespecting teachers

Disobedience/Refusing to carry out instructions

Rudeness/Talking back, arguing with teacher

Sleeping

Out of seat

Changing seats

Wandering around the classroom Running away from the classroom Habitual failure in submitting

assignments

Physical aggression Striking classmates Pushing classmates Copying homework

Cheating

Non-verbal communication Via body language, facial expressions, papers

Clowning

Playing

Lateness to class Have not yet prepared textbook

well

2. Classroom Management

According to Yilmaz (2013), classroom management is “a process of organizing and carrying out classroom activities effectively and guiding student behaviors” (p.540). Furthermore, Cothran, et al. (2003) also add that “… classroom management is necessary for a safe and functional class, as well as being a prerequisite that allows other effective teaching behaviors to be successful” (p. 435). It can be seen from here that classroom management is very important as it is the key in achieving effective teaching and learning processes. Classroom management is the foundation for other teaching behaviors. Without classroom management, the other teaching behaviors like explicit instruction and feedback would not work efficiently. For a smooth teaching and learning processes, a teacher must manage the class so that the class can be organized (Clark & Starr, 1991). Additionally, optimal learning environments cannot be arranged if the teacher cannot manage a class well. This is supported by Brown (2004) as he says that “… student learning is contingent on teacher’s ability to create and sustain optimal learning environments” (p. 266). In the absence of classroom management, the optimal learning environments would not be achieved and therefore the efficiency of student’s learning ability is lower. This is true as without classroom management, students will not focus on the important goal, which is learning (Clark & Starr, 1991).

However, it must be noted that an optimal condition for learning is not necessarily about total silence. Doyle (2006) says that, “order in a classroom simply means that within acceptable limits the students are following the program of action

necessary for a particular classroom event to be realized in the situation” (p. 99). This means that it is acceptable when the students are talking to each other about the learning material. It must be noted that the main purpose of classroom management is to make the students productive (Clark & Starr, 1991). Laughing and loud comments are okay as long as they are in the appropriate time as it is for showing involvement (Doyle, 2006).

a. Types of Classroom Management

There are two types of classroom management from the behavioral view; those types are proactive and reactive classroom management (Wilks, 1996). Proactive classroom management is where the teacher tries to prevent the students from doing misbehavior. On the other hand, reactive classroom management tries to stop the students’ misbehavior which already happened. From the research that was done by Clunies-Ross, Little, and Kienhuis (2008), it was found that even though proactive classroom management was not significantly related with students’ diligence, it would prevent the use of reactive classroom management (p. 707). This is very important because reactive classroom management is strongly related to decreased students’ willingness to learn. Therefore, by administering proactive classroom management, the teacher can avoid the ineffective method, which is reactive classroom management. This is strengthened by Cothran, et al. (2003) that state “in general, students reported more positive student behavior in classes where the teachers set early, clear expectations and consequences, and developed caring, respectful relationships with students” (p. 437). To manage a class well, the teacher must gain the students’ respect (Clark & Starr, 1991).

Therefore, the teacher should also respect the students to develop a mutual relationship.

1) Early, Clear Expectations and Consequences

According to the research about the students’ opinion in classroom management that Cothran, et al. (2003) did, it is necessary for the teacher to set the rules from the very beginning. Then, the teacher should be consistent in enforcing it. False threat should not be used as it will reduce the level of trust from students to the teacher. Evertson, Emmer, Clements, Sanford, and Worsham (1989) also add that establishing the rules is essential to be done as there are a lot of things to do in a classroom and therefore the disruption must be minimalized. The teacher must set the standards as fast as possible considering that time is the critical factor here. If the teacher sets the standards too late then the students will do as they please and to get the control of the class from that kind of situation is not a trivial matter. One of the ways to set the standard, according to Doyle (1989) is, “teachers repeat the same activity forms for the first weeks to familiarize students with standard procedures and provide opportunities to rehearse them” (p. 14). By doing so, the students will familiarize themselves to the routine and therefore preventing the misbehavior. 2) Develop Caring, Respectful Relationships with Students

The teacher must build a good relationship based on care and respect with the students. In addition, Cothran, et al. (2003) say that, “through that caring relationship, the teacher develops a commitment to understanding the student’s experiences and assumes personal responsibility for the student’s learning and total school experience” (p. 441). By doing so, the teacher will understand his/her

students more and therefore will have a good relationship with them, resulting in better and more efficient teaching and learning processes.

b. Proactive Teacher Behavior

In the research conducted by Clunies-Ross, et al. (2008), there are several proactive classroom management strategies. Those strategies are (1) listening actively and negotiate commitments, (2) instructing the child in coping skills, (3) modifying the current teaching style, (4) spending time and energy to help the child, (5) reading articles about the problem, (6) providing nurturance and support, and (7) stating the rules and expect compliance (p. 700). Those proactive behaviors are also backed up by Tran (2016) in his research. He encourages the teacher to recognize and give reward to appropriate students’ behavior. The teacher must not ask the students to do the expected behaviors by using force. Instead of misbehaviors, the focus here is strengthening good behaviors from the students. c. Teacher’s Self-efficacy

According to Yilmaz (2013), “teachers’ and pre-service teacher’s emotional states, such as beliefs into forming an effective class environment may reflect into their class management” (p. 541). These beliefs play an important role in arranging effective classroom management. It is backed up by Martin and Baldwin that state, “teachers view their class management approaches as a function of their beliefs of appropriate and inappropriate teachers’ behaviors and how much they can control them” (as cited in Yilmaz, 2013, p. 541). Self-efficacy is where a person believes that he/she can produce the result that he/she wants by adapting to different situation and planning his/her way through. For the teacher, self-efficacy is the personal

belief that he/she can handle the students and to make them better. Therefore, it is very important for a teacher to have self-efficacy in order to have good classroom management.

B. Theoretical Framework

There are three research questions for this research to answer. They are about misbehaviors found in the class, the teachers’ opinion in parents’ interference, and teachers’ strategies to manage a classroom while avoiding unnecessary conflicts. There are two major theories used to answer those research questions. They are theories about misbehavior and classroom management. The researcher uses the same theories for the second and the third question as they have the same foundation which is classroom management.

To answer the first research question, which is about what misbehaviors found in the SMP Maria Immaculata’s English class are, the researcher categorizes the misbehavior by using the modified categories of misbehaviors from Sun and Shek (2012) presented in Table 2.2. The reason for this is because by knowing the misbehavior, effective classroom management can be synthesized. The researcher will gather the data using questionnaire which will be spread to the students of Junior High School. The questionnaire consistes of close-ended statements and open-ended questions. The data gathered will be analyzed in quantitative way. This data was then related to the teachers’ interview in order to answer the second and third question.

To answer the second question about “what English teachers’ opinions about parents’ interference in the school in accordance to the foul treatment cases are,” and the third question about “what teachers’ strategies to manage the classroom while avoiding unnecessary conflicts are,” the researcher uses the theories of classroom management. Theories from Yilmaz (2013), Cothran et al. (2003), Brown (2004), Doyle (2006), Clunies-Ross, Little, and Kienhuis (2016), Emmer, Evertson, Sanford, Clements, and Worhsam (1989), Clark and Starr (1991), and Tran (2016). The researcher will interview the teachers on how they manage the classrooms and relate it to the theories mentioned above. The interview was done by using open-ended questions. Then, the researcher related it to the categories of classroom management, theories about proactive teacher behaviors, and teacher’s self-efficacy beliefs. The findings of the interview were presented in the descriptive forms.

17 CHAPTER III

RESEARCH METHODOLOGY

In this chapter, the researcher discusses the methodology which is used in this research. This chapter consists of five parts. Those parts are research method, research setting, research participants, instruments and data gathering technique, and data analysis technique.

A. Research Method

There are three research questions in this research. To answer those questions, the researcher uses sequential mixed methods. In sequential mixed methods, the researcher analyzes the data step by step following the sequence and uses the prior analysis to develop the next step (Ary, Jacobs, and Soransen, 2010). In this research, the steps were from observation and questionnaire to interview. The observation was used to verify the misbehavior data from the questionnaire and also the interview. The verified data was then used to develop the questions in the interview. This was done to ensure the triangulation of the data. Triangulation itself means that the data is crosschecked through different means (Ary et al., 2010).

B. Research Setting

The researcher conducted the research at SMP Maria Immaculata,

Yogyakarta which is located at Jl. Brigadir Jenderal Katamso, Prawirodirjan, Gondomanan, Kota Yogyakarta. There are three main types of research that were

conducted for this research. Those types were observation, questionnaire, and interview. For the observation and questionnaire, which were for the students, they were conducted in the same occasion. After the researcher finished one-hour observation period in the English class, the researcher directly spread the questionnaire for the students. This was done in two days, on Saturday and Monday, 25 and 27 February 2017 for two classes and one class respectively. The interview with the teachers itself was conducted in three days. The first one was conducted on Thursday, 9 March 2017 at 13.30, the second one was on Saturday, 18 March 2017 at 10.20, and the third one was on Wednesday, 22 March 2017 at 13.30.

C. Research Participants

The participants for the observation and the questionnaire were three classes of grade eight which in total consist of seventy-eight students, six students were absent in that occasion. For the interview, the researcher interviewed three SMP Maria Immaculata’s English teachers, two teachers whom taught grade eight in this semester and one teacher that taught grade eight in the past, which was about five years ago. They have a vast experience in teaching. The first teacher has 12 years of experience, the second one has been teaching for 17 years, and the third one has 14 years of experience.

D. Instruments and Data Gathering Technique

There are three instruments that were used in this research. Those instruments were observation, questionnaire, and interview.

1. Observation

In this research, observation was used to validate the data from the questionnaire and the interview. The researcher used observation because this technique can show the complete description of a target group (Ary et al., 2010). By observing the students and the teacher, the researcher could see their real world interaction. It helped the researcher verified the data from the questionnaire. It also acted as a complement for the interview.

The researcher observed the three classes that were subjected to the questionnaire. In each class, the researcher noted several things about the interaction between the teacher and the students from the beginning to the end of the lesson in a span time of forty-five minutes. The researcher also listed the misbehaviors that the students did based on the mentioned misbehavior categories. 2. Questionnaire

In this research, the researcher used interviewer initiated self-administered questionnaire to gather the data. An initiated self-administered questionnaire is where the interviewer combines the advantages of interviewer administered and self-administered techniques (de Leeuw and Hox, 2008). In this technique, the interviewees answer the questionnaire individually while the interviewer assists as needed. This is to ensure the independence of the interviewee so that the data is not biased.

The reason that the researcher used this technique was because the respondents of this questionnaire were Junior High School students. They might have a confusion in answering the questionnaire. Therefore, the presence of the

researcher while the students answered the questionnaire was needed. The researcher started the session by giving some underlying rules for the students in answering the questions. This was needed so that the students knew how to answer the questionnaire. The questionnaire itself was about how often they do misbehavior in forms of twenty-six close-ended statements based on the mentioned misbehavior categories and two open-ended questions. After explaining, the researcher let the students answered the questionnaire and assisted as needed. 3. Interview

The third technique that the researcher used to gather the data was face-to-face interview. Face-to-face-to-face interview, as defined by Loosveldt (2008, p. 201), is “a face-to-face interaction between two persons in which one person (interviewer) asks questions by means of a questionnaire and the other person (respondent) answers these questions.” In face-to-face interview, it is expected that a high quality information about the issue can be gathered as the interviewer can capture both verbal and physical gestures (Glasow, 2005, p. 2-4).

In the interview of this research, there were five main questions. Those questions were about the opinions of the teachers on the issue, the way they manage the class, and the way they maintain the relationship with the students and the parents. Aside from those five main questions, the researcher elaborated more based on the answer given by the interviewees and the misbehavior data from the observation and the questionnaire. The data of the interview was presented in descriptive form.

E. Data Analysis Technique

The quantitative method was used to analyze the questionnaire which shows the student’s misbehaviors. The researcher listed how many people that chose each frequency. Then, the researcher scored the frequency specifically and multiplied it with the total people from the three classes. Never was scored one, rarely was scored two, sometimes was scored three, often was scored four, and very often was scored five. This helped the researcher in finding the frequent occurring misbehaviors. The data was also categorized into three specific categories, which are good, fair, and bad. Never and rarely are categorized as good, sometimes is categorized as fair, and the other two are categorized as bad. This shows the frequency of misbehavior in the school generally.

The researcher also used qualitative method to analyze the observation and the interview. The observation, in the form of field note, was presented to give the real world situation in the class. The data from observation was then used to verify the data from the questionnaire. After verifying the misbehavior data according to the modified categories based on Sun and Shek (2012), the data was used in the interview. Throughout the interview, the researcher found the teachers’ opinion towards the issue and their ways in managing the classes. Then, the interview was linked to the theories of classroom management which was presented in descriptive form.

22 CHAPTER IV

RESEARCH RESULTS AND DISCUSSION

This chapter consists of two parts. Those parts are research results and discussion. In the research results, the researcher provides the data from the questionnaire and the interview. Those data will later be combined and described in the discussion part.

A. Research Results

This part is divided into three sections. The first section presents the real world interaction data from the observation in descriptive form. The second part identifies the students’ misbehaviors based on the questionnaire which was cross-checked with the data from the observation. The third part discusses the classroom management strategies by the teachers and their opinion about the cases that were gathered from the interview that were triangulated with the observation and the questionnaire.

1. Observing Real Class Situation

To know about the real class situation between the teacher and the students, the researcher did three times of observation. Each observation was done in the classes that were subjected to the questionnaire. In doing the observation, the researcher also used the mentioned misbehavior categories to help the researcher in identifying the students’ misbehavior.

The first observation was done on Saturday, 25 February 2017 starting at 7 o’clock in the morning until 8 o’clock. When the researcher and the teacher went into the class, some of the students were busy talking. Some were standing and walking around the classroom. However, when they noticed that the teacher entered the classroom, they went back to their seats and greeted the teacher accordingly. Before they began the teaching and learning activities, they sang Indonesia Raya, the national anthem of Indonesia. After that, they did the opening prayer to start the day. Immediately after the prayer, the teacher started the day by asking the students about the last teaching material. It was about countable and uncountable which focused on quantifier. The teacher tried to recall the students’ memory which was pretty successful. Some of the students involved actively and answered the teacher’s question correctly. Most of the students were passive and apathetic. When the teacher asked the students to open their notebook, thirteen students did not bring the textbook. The teacher sighed and noted the students who did not bring, most of them said that they forgot to bring it. Then the teacher asked the other students who brought the notebook to share. After the teacher finished discussing the material, the teacher asked the students to work on some exercises. When they worked on the exercise, most of the students were talking to each other. Some of the students asked the teacher about the material. Sometimes, because of one’s question, the others started to laugh and they joked with each other. The teacher needed to calm and scold the students several times. Two students were observed hitting the table which were scolded mildly by the teacher. Overall, the students were obedient enough when the teacher gave instruction.

The second observation was done on Saturday, 25 February 2017 starting at 9 o’clock for 45 minutes. The class was crowded in the beginning, just like in the first observation. Some students were still outside. However, they directly went in after seeing the teacher. Again, after the teacher entered the class, it became conducive. The teacher taught the same material which was about quantifier. When the teacher asked about the homework, some said that they did not do it. Therefore, the teacher gave some times for the students to do their homework. In doing the homework, they were noisy. The teacher scolded them and they became quiet. After several times, they became noisy again and the cycle continued. Some did not follow the teacher’s instruction and they chatted with each other. A tiny bit was apathetic with the lesson.

The third observation was done on Monday, 27 February 2017 from 10.30 to 11.15. In this class, the situation was different. The students were quiet enough even though sometimes they went a little bit noisy. It was mainly when they were asked to discuss their homework, they debated about the answer. They were also easier to be controlled as long as there was an interaction from the teacher. Sometimes they joked but the jokes were still proper. From the observer’s perspective, this class was the easiest class for the teacher to manage. The students were well aware that they were in the class to study.

From those observations, the researcher concluded that the frequent misbehaviors were talking to each other, playing, and making joke. The teacher also managed the class fairly well. Sometimes the teacher used jokes to lighten up the classes’ atmosphere. However, the teacher was a bit strict to the students. That level

of strictness was needed to control the students. Relaxed but serious atmosphere was built by the teacher in order to manage the classes well.

2. The Students’ Misbehaviors

To know the students’ misbehaviors, the researcher distributed the questionnaire. This was done so that the researcher could see from the students’ perspective. The responses were divided into seven main categories which incorporated all of twenty-six sub-categories.

The first category – doing something in private – had four sub-categories. Those categories were doing homework, using electronic device, irrelevant reading, and irrelevant drawing. It could be seen from Figure 4.1 that doing homework and irrelevant drawing were two misbehaviors that had the most fair and bad responses from this category.

Figure 4.1 Doing something in private 53%

83%

83%

49% 37%

1%

13%

23% 10%

15%

4%

28%

Doing homework

Using Electronic device

Irrelevant reading

Irrelevant drawing

Doing something in private

Talking out of turn was the second category. There were two sub-categories in this category. Those sub-categories were making remarks and having disruptive conversation. According to Figure 4.2, the fair and bad responses were high. It was true especially in having disruptive conversation. In that sub-category, almost half of the students chose often and very often. It was one of the common misbehaviors in the classes. This claim was validated with the observations.

Figure 4.2 Talking out of turn

The third category was verbal aggression. Teasing and attacking classmates, quarrelling with classmates, and speaking foul language were included in here. The responses in this category were mixed.

37%

4%

40%

31% 23%

65%

Making remarks

Having disruptive conversation

Talking out of turn

Figure 4.3 Verbal aggression

Disrespecting teacher was the fourth category. It included disobedience or refusing to carry out instructions and rudeness/talking back, arguing with teacher. From the responses, it could be seen that the students respected the teacher. Only a small amount was being rude, even the disobedience was pretty low.

Figure 4.4 Disrespecting teacher 41%

46%

38% 27%

36%

25% 32%

18%

38%

Teasing and attacking classmates

Quarrelling with classmates

Speaking foul language

Verbal aggression

Never and Rarely Sometimes Often and Very Often

56%

97% 29%

3% 14%

0%

Disobedience/refusing to carry out instructions

Rudeness/talking back, arguing with teacher

Disrespecting teacher

In the fifth category, which was out of seat, there were three sub-categories. Those were changing seats, wandering around the classroom, and running away from the classroom. In this category, changing seats was the misbehavior that had the most often and very often responses.

Figure 4.5 Out of seat

The sixth category was about physical aggression. There were two sub-categories in here, those were striking and pushing classmates. From Figure 4.6, it could be seen that the blue bar wins by quite a lot. It meant that they did these kinds of misbehaviors hardly ever.

36%

46%

83% 23%

40%

10%

41%

14%

6%

Changing seats

Wandering around the classroom

Running away from the classroom

Out of seat

Figure 4.6 Physical Aggression

The last category incorporated all of the other sub-categories that could not be included in another category. There were ten sub-categories. Those were sleeping, habitual failure in submitting assignments, copying homework, cheating, non-verbal communication, clowning, playing, lateness to class, have not yet prepared textbook well, and passive engagement in class. From Figure 4.6, the misbehavior that had the worst (often and very often) responses was clowning, which was followed by playing. The observation also validated this data. The other sub-categories were pretty much neutral.

91%

85% 9%

12% 0%

4%

Striking classmates

Pushing classmates

Physical Aggression

Figure 4.7 Other categories

From all of those data, the averages were 57% good (never and rarely), 23% fair (sometimes), and 21% bad (often and very often). Therefore, it could be concluded that the grade eight students in SMP Maria Immaculata actually were not

69% 50% 41% 59% 82% 8% 13% 83% 79% 59% 17% 36% 29% 32% 12% 24% 22% 14% 17% 27% 14% 14% 29% 9% 6% 68% 65% 3% 4% 14% Sleeping

Habitual failure in submitting assignments

Copying homework

Cheating

Non-verbal communication - via body language, facial expressions, papers

Clowning

Playing

Lateness to class

Have not yet prepared textook well

Passive engagement in class

Other categories

very naughty. Their misbehavior level was normal as the good responses were more than half of the total responses.

From those data and the score, the researcher ranked the misbehavior from one up to twenty-six. This was done so that the three most common misbehaviors could be found. Below were the results.

Table 4.1 Misbehavior ranking

Rank Misbehaviors Total

Score

1 Clowning 310

2 Playing 301

3 Having disruptive conversation 297

4 Changing seats 236

5 Speaking foul language 227

6 Teasing and attacking classmates 224

7 Copying homework 220

8 Making remarks 216

9 Irrelevant drawing 204

10 Quarrelling with classmates 202

11 Wandering around the classroom 199 12 Habitual failure in submitting assignments 198

13 Doing homework 192

14 Passive engagement in class 188

15 Cheating 187

16 Disobedience/refusing to carry out instructions 186

17 Sleeping 163

18 Have not yet prepared textbook well 150 19 Non-verbal communication - via body language, facial

expressions, papers 146

20 Irrelevant reading 138

21 Pushing classmates 138

22 Running away from the classroom 132

23 Lateness to class 131

24 Using Electronic device 130

25 Striking classmates 118

From the Table 4.1, it could be seen that clowning, playing, and having disruptive conversation were the misbehaviors that had the most responses from the students. This was validated by the observations. It could also be seen that rudeness was the lowest misbehavior.

3. Teachers’ Perspective

In this part, the researcher discusses the teachers’ perspective. The researcher provides their opinions about the aggression cases by the parents, their ways in building the relationship between themselves, the students, and the parents, and their classroom management strategies. Those opinions are taken from the interview that was done with the three teachers.

a. Opinions about the Physical Aggression Cases

All of the interviewees had heard about the physical aggression cases, especially in the cases between parents and teachers. Their opinions were slightly different from each other, but the point was the same. From the first interview, the teacher said that what the parents did was not right, not ethical, and it was included in criminality. Furthermore, the interviewee thought that parents who attacked a teacher seemed to be uncooperative with the school. On one hand, the parents wanted their children to be educated, but on the other hand, they did not allow the teacher to do so.

(…In my opinion it is very wrong, unethical, and it already belongs to criminality…Parents who did that, means that those parents were not cooperative with the school…They entrusted their children to be educated but when the teacher tried to educate, the parents did not permit it, instead they reacted like that…) (Interview 1)

(…Menurut pendapat saya itu sangat tidak benar, tidak etis, dan sudah masuk ranah kriminal…Orang tua melakukan itu, berarti orang tua itu tidak

kooperatif dengan sekolah…Mempercayakan anaknya untuk dididik, giliran dididik, kok tidak diijinkan, malah bereaksi yang seperti itu…) (Wawancara 1)

The second teacher shared a similar opinion like the first teacher. It was not right for the parents to aggress the teacher physically without any prior conversation with the school. According to the second interviewee, there should had been some communication between the teacher and the parents so that the teaching and learning processes could be effective. It would also prevent the miscommunication and the physical aggression.

(In my opinion, it was not wise for a parent to beat the teacher directly without communication. There should be a communication between the school and parents…) (Interview 2)

(Kalau menurut saya, alangkah tidak bijaksananya ketika seorang orang tua langsung melakukan pemukulan tanpa ada komunikasi. Mestinya dari pihak sekolah maupun pihak orang tua ada komunikasi…) (Wawancara 2)

The third teacher had different point of view. The teacher said that it was a reasonable nature of a human. If the case was turned around – the teacher was the parent – the teacher would do the same to protect the children. Therefore, the teacher’s attitude towards the students must be acknowledged as the students were not only just a student, they were also the teacher’s children. Here, the teacher emphasized on the importance of the communication between teachers, parents, and students.

(…The first thing is that it is a human nature…So what we should address when dealing with something like that, our attitude to our children, which are not just our student, but also as our own children. We must control our attitude with our students so that what the students receive is good and also the parents…) (Interview 3)

(…Yang jelas yang pertama, itu memang sifat wajar manusiawi...Maka yang harus kita perhatikan saat menghadapi hal seperti itu, sikap kita terhadap

anak kita, yang bukan hanya sebagai anak didik kita, tapi juga langsung sebagai anak-anak kita. Kita harus kontrol sikap kita pada anak-anak kita sehingga apa yang diterima anak baik dan diterima orang tua baik…) (Wawancara 3)

All of them agreed that the aggression cases were not worrying for them in doing their teaching. The second teacher gave a further view that as long as the teacher stayed on the right track, the teacher should not be afraid. The second teacher emphasized that the teacher must be responsible in educating the students.

(Personally, I do not feel worry as long as I stay on the right track. It means that how I guide the children in the class because I will be responsible to the parents too…) (Interview 2)

(Saya pribadi tidak merasa khawatir sejauh saya berjalan pada rel yang sebenarnya. Artinya, bagaimana saya mendampingi anak-anak di kelas karena memang pertanggungjawabannya pada orang tua…) (Wawancara 2) b. The Relationship in SMP Maria Immaculata

According to the researcher’s perspective and also the interviewed teachers’ perspective, it was true that the relationship between teachers, students, the parents in SMP Maria Immaculata was good. All of the teachers agreed that it could happen because of good communication. This communication was not just with the parents, but also with the students themselves. In this era, the students’ model was different. The teacher could not just scold them. The teacher must talk to them and make them think about their action and why it was wrong. The teacher must guide the students and give them understanding so that the students’ emotion can be controlled. According to the teachers, the parents also wanted to build a good communication with the teachers. The example was that the parents asked the teachers’ telephone number so that they could communicate by using instant messenger. The teachers believed that their relationship was like family. The intensity and the frequency of

communication became the important factor in making the good communication happened.

This good communication eased the teachers in managing the class. By having good communication, the teachers can know their students’ characters by having a chat with the parents. In doing so, the teachers can adjust their classroom management accordingly. It also made the teachers more comfortable in managing the class as they were trusted by the parents. By keeping the good communication between the teachers and the parents, the parents were informed that the things that the teacher did was for the goodness of their children. Therefore, the parents supported the teachers, and the teachers could focus on teaching and learning activities.

In strengthening the relation with the students, the second teacher believed that it was started with a very simple thing. That thing was acknowledging the students. The teachers must try to memorize the students’ name. By doing so, the students would feel that they were appreciated by the teachers and they would do positive things.

(With the students, at least the teacher must know their name, when their name is remembered, they will feel acknowledged...When the students feel appreciated, they will act positively, our hope is like that…) (Interview 2) (Dengan murid paling tidak hapal nama, ketika mereka dihapal namanya, mereka merasa tercatat…Ketika anak dihargai itu kan mereka juga akan berperilaku yang positif, harapannya seperti itu…) (Wawancara 2)

The first teacher agreed with the second teacher. The first teacher wanted a friendly relationship with the students. The teacher wanted the students to think that

they were equal with the teacher. A relaxed atmosphere between the teachers and the students must be built.

(I want to treat them as friends so that we can feel comfortable and that we do not have distant…I want to be honest, close, and I want to be myself, just like a friend for them…) (Interview 1)

(Saya inginnya menganggap mereka sebagai teman agar nyaman dan tidak berjarak…Saya mau jujur, dekat, dan menjadi diri sendiri, yang seperti teman…) (Wawancara 1)

The third teacher also agreed to this. The teacher said that the key was about caring. As long as the teachers respected the students, they would also respect the teachers. “I care about you, you care about me,” was what the teacher said.

In strengthening the relation with the parents, the first teacher said that if the teacher had the parents’ contact, the teacher would share about the children’s development in the school. It would be better and comfortable when the teacher became friend with the parent. The second teacher would communicate about the children’s development when the parents picked up their children or took their children’s report card. The third teacher prioritized in telling the parents about how the teacher educated the students to avoid complains. Those were the ways that the teacher did to strengthen their relationship with the parents.

c. Classroom Management Strategies

The first teacher said that the first thing to do was to gently reprove the students. The student must be reminded that he or she was in the class and needed to focus. However, if he or she still did the misbehavior, then the teacher called the student to talk personally. In here, the teacher prioritized talking with the student about the misbehavior to enlighten them about the effects of doing the misbehavior.

When the teacher was asked about the frequent misbehavior from the questionnaire, the teacher said that it was needed to adjust the task with the teaching material. If possible, the teacher needed to do group work or pair work. The other thing was that the teacher needs to give time frame for the students to work on certain task. Also, the task must be as interesting as possible to make all the students involved. (…That should be reproved gently, normally…If they are still doing the misbehavior, we will have to call them personally so that we can talk to them…They need to be active and the task need to be spread, I think it will reduce the chatting between them…) (Interview 1)

(…Itu ditegur dengan wajar, dengan biasa…Kalau masih tetap seperti itu, ya terpaksa nanti harus dipanggil secara khusus untuk diajak bicara…Kalau semuanya harus aktif dan dibagi tugas, saya kira bisa lebih diminalkan yang ramai dan mengobrol…) (Wawancara 1)

The second teacher said that early commitment was needed to start the class. The teacher needed to involve the students in making the decision. The teacher believed that when the students were involved, then they would be easier to be asked to work together. It would make the teaching and learning processes comfortable. Personal approach was needed when the students did not want to be managed. The teacher said that saying thank you and sorry was very critical. When the students did the commitment, then the teacher needed to say thank you. The teacher must also be brave to admit mistakes. Controlling what the teacher did and said was very important.

(I will do this, before I start the lesson, I will ask early commitment from them. That early commitment needs to be built…I invited the students to discuss that early commitment…So when the students are invited to talk, to communicate, they will be easier to cooperate and it will make the learning condition comfortable, to minimalize the troubles.) (Interview 2)

(Kalau saya begini, sebelum mulai pelajaran saya minta komitmen awal. Komitmen awal itu dibangun dahulu…Anak diajak bicara dan menentukan

keputusan…Jadi ketika anak diajak bicara, diajak berkomunikasi, mereka jauh lebih bisa bekerjasama dan itu akan mendukung kondisi belajar yang nyaman, meminimalisir masalah-masalah.) (Wawancara 2)

The third teacher pointed that knowing the students’ character was very important. By knowing the students’ character, the teacher could employ the most effective way to communicate. The teacher emphasized that the characters of each of the students and each of the classes were different. The teacher also emphasized that each of the lesson had its own character goal. The teacher suggested that class rules and punishments were important to be established early. To be respectful was also a very important quality. Also by organizing the students’ seat, the misbehavior could be lowered. Again, interesting activities were needed to make the students involved. This teacher applied a point system in which when the students misbehave, there would be a deduction of point. The teacher also suggested to wait until the students were quiet before starting the lesson and letting them know of why the teacher was quiet. The last way, if the student insisted on misbehaving. was to ask the misbehave student to work on a task outside the class.

(The first is that we must know the characters of our students…) (Interview 3)

(Yang pertama memang kita harus tahu persis anak-anak kita karakternya seperti apa…) (Wawancara 3)

B. Discussion

In this part, the researcher answers the three research questions by analyzing the students’ misbehaviors, teachers’ perspective on the parents’ aggression cases, and teachers’ classroom management strategies. To analyze those three things, the researcher linked the theories from the second chapter with the research results.

The teachers’ perspective on the parents’ aggression cases will be combined with the teachers’ classroom management strategies as those things are related to each other.

1. The Students’ Misbehaviors

To answer the first research question which is, “what are misbehaviors found in the SMP Maria Immaculata’sEnglish class?”, the researcher did the observation and the questionnaire. From the questionnaire, the researcher gathered that there were three most common misbehaviors according to the students’ responses. Those misbehaviors were clowning, playing, and having disruptive conversation. The teachers also agreed that those were the most common misbehaviors. Triangulated with the observations, the researcher found the same common misbehaviors in the teaching and learning processes. Even though those kinds of misbehavior seemed insignificant, those misbehaviors were actually very contagious. The noise from those misbehaviors would ruin the concentration in the teaching and learning processes. When the teacher neglected those misbehaviors, it would escalate quickly and become uncontrollable (Sun & Shek, 2012). This finding was used in the interview with the teacher to find out ways to deal with those kind of misbehaviors.

Furthermore, from the analysis of the questionnaire, it could be seen that the level of students’ misbehavior was quite normal. It meant that they did not misbehave a lot. This validated that the teachers’ classroom management strategies were fairly successful. It could also be seen that rudeness or talking back to the teacher was on the last rank. The researcher also experienced this when the

researcher taught the classes in the teaching practice in this school. Although the students that the researcher taught misbehaved quite a lot, they were pretty obedient. The researcher felt respected when teaching in the classes, even though the researcher was just a pre-service teacher. This was actually the reason for the researcher to choose this school instead of other schools.

2. Teachers’ Classroom Management Strategies

In this part, the researcher elaborates the second question which is, “what are the English teachers’ opinions about the parents’ interference in the school in accordance to the foul treatment cases?” and the third question which is, “what are the teachers’ strategies to manage the classroom while avoiding unnecessary conflicts?” The reason for this was because the teachers’ opinions were directly related to how they manage the classroom.

The teachers’ opinions about the parents’ interference in the school were varied. However, those opinions had the same point. The point was about the communication. The first and the second teacher believed that it happened because of the lack of communication. The parents did not communicate with the teacher and therefore led to the aggression cases. The third teacher tried to look from the different point of view. Again, it had the same point, which was about communication. However, the third teacher emphasized on the communication from the teachers themselves.

The teachers must have a good relationship with the students and the parents. Therefore, the teachers need a good communication skill. By communicating well with the students, the teachers can strive for a better classroom management. The

students will respect the teacher and therefore a good classroom atmosphere can be build (Clark & Starr, 1991).

From the interview, those aggression cases did not make the teachers scared. They saw that the relationship in the SMP Maria Immaculata was good and therefore those cases were not worrying for them in this school. This is one of the qualities needed in a good classroom management. By having a good relationship, the teacher will be trusted and treated nicer by the students (Cothran et al., 2003). This is true as the interviewed teachers said that the good relationship helped them in managing their classes. By developing a friendly, caring relationship with the students, a teacher will, hopefully, have little problem in dealing with the students’ discipline (Clark & Starr, 1991). Furthermore, students will acknowledge and remember the teacher that cares about them (Brown, 2004). One of the interviewed teachers said that this good relationship can be achieved by a simple thing, which is memorizing the students’ name. This will make the students understood and acknowledged, and the students like the teacher that does so (Mansor, Eng, Rasul, Hamzah & Hamid, 2012). Also, by calling the students with their name, the students will know that what they are doing will not be anonymous (Clark & Starr, 1991). It will reduce the desire of misbehaving.

By having a good relationship with the students, the interviewed teachers can manage the classroom easier. Developing an interesting learning activity is also a way to prevent misbehaviors (Mansor et al., 2012). Then again, misbehaviors are inevitable. The teachers shared several effective classroom management strategies. Establishing expectations and consequences as early and clearly as possible,

23. 0 1 1 _{2 16} 18 _{21 30} 51 _{56 40} 96 _{60 75} 135 _{139 162} 301 ₂

24. 13 27 40 _{26 24} 50 _{21 12} 33 _{4 4} 8 _{0 0} 0 _{64 67} 131 ₂₃

25. 11 15 26 28 44 72 27 12 39 0 8 8 0 5 5 66 84 150 18 26. 5 7 12 _{26 42} 68 _{39 24} 63 _{12 28} 40 _{0 5} 5 _{82 106} 188 ₁₄

Categories Good Fair Bad Doing homework 53% 37% 10% Using Electronic device 83% 1% 15% Irrelevant reading 83% 13% 4% Irrelevant drawing 49% 23% 28% Making remarks 37% 40% 23% Having disruptive conversation 4% 31% 65% Teasing and attacking classmates 41% 27% 32% Quarrelling with classmates 46% 36% 18% Speaking foul language 38% 25% 38%

Disobedience/refusing to carry out instructions 56% 29% 14% Rudeness/talking back, arguing with teacher 97% 3% 0%

Sleeping 69% 17% 14%

Changing seats 36% 23% 41% Wandering around the classroom 46% 40% 14% Running away from the classroom 83% 10% 6% Habitual failure in submitting assignments 50% 36% 14% Striking classmates 91% 9% 0% Pushing classmates 85% 12% 4% Copying homework 41% 29% 29%

Cheating 59% 32% 9%

Non-verbal communication - via body language, facial

expressions, papers 82% 12% 6%

Clowning 8% 24% 68%

Playing 13% 22% 65%

Lateness to class 83% 14% 3% Have not yet prepared textook well 79% 17% 4% Passive engagement in class 59% 27% 14%

APPENDIX 6: Interview questions

1. Bagaimana pendapat bapak/ibu mengenai kekerasan yang terjadi kepada guru? 2. Apakah hal itu membuat bapak/ibu merasa khawatir ketika mengajar? Mengapa? 3. Jika dilihat, hubungan antara guru, murid, dan orang tua di sekolah ini terjalin dengan baik. Apa yang membuat hal tersebut dapat terjadi?

3.1 Apakah hubungan tersebut mempermudah bapak/ibu dalam mengelola kelas? 4. Apa yang bapak/ibu lakukan untuk mengelola kelas dengan optimal dengan meminimalisir konflik?

4.1 Bagaimana jika siswa tidak mau diatur? Apakah cara bapak/ibu untuk mengatasinya?

5. Apa yang bapak/ibu lakukan untuk menjaga hubungan dengan murid dan orang tua, terlebih dengan murid?

APPENDIX 7: Example of the interview

Interview 2 – 18 March 2017, 10.36

1. Bagaimana pendapat bapak/ibu mengenai kekerasan yang terjadi kepada guru? Kalau menurut saya, alangkah tidak bijaksananya ketika seorang orang tua langsung melakukan pemukulan tanpa ada komunikasi. Mestinya dari pihak sekolah maupun pihak orang tua ada komunikasi sehingga ada kerjasama sehingga nanti di dalam pendampingan anak juga maksimal, sehingga tidak ada terjadi salah paham dan akhirnya terjadi kekerasan.

2. Apakah hal itu membuat bapak/ibu merasa khawatir ketika mengajar? Mengapa? Saya pribadi tidak merasa khawatir sejauh saya berjalan pada rel yang sebenarnya. Artinya, bagaimana saya mendampingi anak-anak di kelas karena memang pertanggungjawabannya pada orang tua. Itu yang membuat saya tidak khawatir dan saya siap mempertanggungjawabkan apa yang saya lakukan terhadap anak-anak di dalam kelas. Sehingga ketika mungkin nanti orang tua tidak terima, saya siap mempertanggungjawabkan itu dan menjawab sebetulnya ada apa. Memang menurut pengalaman yang saya alami itu ketika ada sesuatu di kelas kemudian saya mengajak bicara anak, itupun saya sampaikan kepada wali kelas selaku perpanjangan tangan sekolah kepada orang tua supaya ada komunikasi sehingga orang tua tau apa yang dilakukan anak selama kegiatan belajar.

3. Jika dilihat, hubungan antara guru, murid, dan orang tua di sekolah ini terjalin dengan baik. Apa yang membuat hal tersebut dapat terjadi?

Pertama adalah komunikasi dan memang model anak sekarang itu tidak bisa hanya dibentak, dimarahi, tapi mereka harus diajak bicara, diajak berpikir, kenapa ini tidak benar, kenapa ini dianggap salah. Itu harus diberi tahu. Kemudian seperti yang tadi saya sampaikan, kalau selaku orang tua, nanti mendapat cerita guru dari bidang studi, harusnya itu juga dikomunikasikan. Ini lho bu, anaknya seperti ini, kalau di kelas seperti ini. Nah itu kan harus ada komunikasi. Tetapi juga perlu disampaikan

pendampingan kita seperti apa di sekolah. Sehingga tidak saja memarahi, tetapi ada pembinaan selanjutnya, itu yang penting. Sehingga anak juga terkontrol emosinya, tidak selalu hanya disalahkan, tetapi yang penting adalah diberi pengertian.

3.1 Apakah hubungan tersebut mempermudah bapak/ibu dalam mengelola kelas? Iya, jelas ada pengaruhnya. Karena ketika orang tua percaya kepada kita, karena bagaimanapun orang tua yang memasukkan anaknya di sini itu sudah percaya. Maka bagaimana kita menjaga kepercayaan itu dan bagaimana kita mengelola kelas itu sehingga anak harapannya berperilaku yang baik dan berkarakter, yang diharapkan, baik.

4. Apa yang bapak/ibu lakukan untuk mengelola kelas dengan optimal dengan meminimalisir konflik?

Kalau saya begini, sebelum mulai pelajaran saya minta komitmen awal. Komitmen awal itu dibangun dahulu. Kemudian kelas itu tenang dulu sehingga siap menerima guru bicara, dan siswa juga sudah cukup berkonsentrasi kepada apa yang akan dia pelajari. Anak diajak bicara dan menentukan keputusan. Jadi keputusan tidak hanya sepihak, umpamanya nanti kalau ulangan, kesepakatan, ini mau bagaimana, kalau saya harus menggunakan bolpoin dan tidak menggunakan tip-ex, kenapa ini saya lakukan, ini untuk melatih ketelitian dan kehati-hatian. Semacam itu harus dikomunikasikan. Jadi ketika anak diajak bicara, diajak berkomunikasi, mereka jauh lebih bisa bekerjasama dan itu akan mendukung kondisi belajar yang nyaman, meminimalisir masalah-masalah.

4.1 Bagaimana jika siswa tidak mau diatur? Apakah cara bapak/ibu untuk mengatasinya?

Biasanya saya ajak bicara. Jadi pendekatan personal, bagaimana kita menggali, mengapa dia seperti ini, terus sebetulnya ada apa, karena memang tidak semua anak, yang diam pun, tanpa masalah. Kenapa ini melakukan ini, nah itu perlu pendekatan personal. Biasanya saya ajak bicara kenapa.

4.2 Jika dikelas bahasa inggris, apakah manajemen kelas berbeda dengan kelas yang lain?

Menurut saya tidak ada, sama. Artinya pengelolaan kelas itu kan nanti ketika kita bisa mengelola kelas dengan baik kan harapannya hasilnya juga maksimal. Tidak ada perbedaan saya kira.

5. Apa yang bapak/ibu lakukan untuk menjaga hubungan dengan murid dan orang tua, terlebih dengan murid?

Dengan murid paling tidak hapal nama, ketika mereka dihapal namanya, mereka merasa tercatat. Mereka disebut itu semacam ada kebanggaan. Ketika anak dihargai itu kan mereka juga akan berperilaku yang positif, harapannya seperti itu. Kecendrungannya ketika mereka dihargai, mereka akan melakukan hal yang baik juga kepada orang lain.

Dengan orang tua, seandainya pas menjemput atau pas mengambil rapot, kita juga menyapa, kemudian sedikit berkomunikasi tentang bagaimana perkembangan anak. Jadi tetap kenal dengan orang tua meskipun terus terang saya tidak hapal. Anak pun ketika di sini masih tau, tetapi begitu lulus, seringkali lupa nama.

5.1. Berarti jika disimpulkan, yang paling penting dalam manajemen kelas menurut ibu adalah komunikasi?

Komunikasi dan ketika juga kita melakukan kesalahan pun kita harus berani meminta maaf, ketika mereka melakukan apa yang menjadi komitmen, ya saya mengucapkan terima kasih. Itu nampaknya sepele dan memang saya harus belajar terus menerus untuk itu. Artinya sering kali ketika emosi, kondisi anak menjengkelkan, tetapi bagaimanapun kita harus mengontrol perilaku dan ucapan terutama.