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English Department Student-Teachers’ Problems in Managing The Classroom in Elementary School

THESIS Submitted in Partial Fulfillment of the Requirements for Degree of Sarjana Pendidikan

Helen Yovita Setiawan 112009019

  ENGLISH LANGUAGE TEACHER EDUCATION PROGRAM

FACULTY OF LANGUAGE AND LITERATURE UNIVERSITAS KRISTEN SATYA WACANA SALATIGA 2017

  English Department Student-Teachers’ Problems in Managing

The Classroom in Elementary School THESIS

  Submitted in Partial Fulfillment of the Requirements for the Degree of Sarjana Pendidikan

HELEN YOVITA SETIAWAN 112009019 ENGLISH LANGUAGE EDUCATION PROGRAM FACULTY OF LANGUAGE AND ART UNIVERSITAS KRISTEN SATYA WACANA SALATIGA 2017

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English Department Student-Teachers’ Problems in Managing The Classroom in Elementary School

THESIS Submitted in Partial Fulfillment of the Requirements for Degree of Sarjana Pendidika

Helen Yovita Setiawan 112009019

  Approved by:

  Martha Nandari, M. A.

  Frances Sinanu, S. Pd. M. A

  Supervisor

  Examiner

  ii

PUBLICATION AGREEMENT DECLARATION

  As a member of the (SWCU) Satya Wacana Christian University academic community, I verify that:

  Name

  : Helen Yovita Setiawan

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  :English Teacher Education Program

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  :Language and Art

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  :Undergraduate Thesis

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English Department Student-Teachers’ Problems in Managing The Classroom in Elementary School

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  reproduce, print, publish, post, display, incorporate, store in or scan into a retrieval system or database, transmit, broadcast, barter or sell my intellectual property, in whole or in part without my express written permission, as long as my name is still included as the writer.

  This declaration is made according to the best of my knowledge.

  Made in : Salatiga Date

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  Helen Yovita Setiawan

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  Thesis Supervisor

  Thesis Examiner

  Martha Nandari, M. A. Frances Sinanu, S. Pd. M. A

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COPYRIGHT STATEMENT

  This thesis contains no such material as has been submitted for examination in any course or accepted for the fulfillment of any degree or diploma in any university. To the best of my knowledge and my belief, this contains no material previously published or written by any other person except where due reference is made in the text.

  Copyright 2017. Helen Yovita Setiawan and Martha Nandari. All rights reserved. No part of this thesis may be reproduced by any means

  without the permission of at least one of the copyright owners or the English Teacher Education Program, Faculty of Language and Literature, Satya Wacana University, Salatiga.

  Helen:

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  Table of Content

  Tittle

  i

  Approval Page

  ii

  Publication Agreement

  iii

  Copyright Statement

  Previous Study

  Aim of The Study

  Significant of The Study

  Research Question

  Research Objective

  Definition of Term

  Literature Review

  I. The Importance of Classroom Management

  A. Classroom Management

  II. Problem of Student-Teachers in Managing Classroom

  A. Student-Teachers’ Intrinsic Problems

  1. Student-Teachers’ Motivation

  2. Student-Teachers’s Relationship with Students

  B. Student-Teachers’ Extrinsic Problems

  1. Students’ Disruptive Behavior Toward Student-Teachers

  2. Students’ Motivation

  3. Problems Related to Teahing Materials

  v

  and Facilities

  III. The Strategies and Solutions to Solve

  Student-Teachers’ Problems

  A. Creating a Good Classroom Atmosphere to Maximalize Students’ Motivation

  B. Teacher Attention

  C. Using Teaching Methods to Perform Teaching Learning Process Effectively

  The Study

  Finding and Discussion

  Conclusion

  Acknowledgment

  References

  Appendix

  vi

Introduction

  Do you love teaching English to children? Well, many people would say teaching English to children especially elementary school students seem easy, while actually it is difficult. If you think it is easy, then you have to rethink your words because teaching children needs a lot of attention and preparation. You also need a lot of creativity and energy to teach children.

  Teaching children also needs emotional control. While teaching, you must not show your power, anger, and authority because a good teacher has to make their students feel comfortable, safe and happy in the classroom. Showing a friendly face is a starting point to make your students feel comfortable to learn a lesson from the teacher. Teacher also has to build a good relationship with children by giving an assignment that allow students to share their experiences and interest, or encourage classroom discussions that let students be the center of attention. As children, they really love to play. Teacher can use game activities to make them comfortable to learn in our class.

  Teaching can be either a frustrating or interesting experience, depending on how you manage the classroom. The writer wants to share problems that occur when student-teachers conducted their teaching practicum. Since there are rarely discussion about student-teachers, this topic is interesting to be inspected. Before the writer conducted this study, the writer had interviewed some student-teachers who have taught at Satya Wacana Christian Laboratory Elementary School Salatiga. The writer asked what kind of problems occurred when they conducted Teaching can be either a frustrating or interesting experience, depending on how you manage the classroom. The writer wants to share problems that occur when student-teachers conducted their teaching practicum. Since there are rarely discussion about student-teachers, this topic is interesting to be inspected. Before the writer conducted this study, the writer had interviewed some student-teachers who have taught at Satya Wacana Christian Laboratory Elementary School Salatiga. The writer asked what kind of problems occurred when they conducted

  The English Language Education Program of Universitas Kristen Satya Wacana guides the students to have teaching skills. The writer believes that student-teachers are actually smart, but unfortunately some of them cannot handle the classroom like the real teachers do. Student-teachers that cannot manage their classroom will make the teaching and learning process not flow smoothly.

  The writer interested to explore more about student-teachers problems in managing the classroom. Is there any management problem that student-teachers face while conducting their teaching practicum other than those mentioned above? The writer also wants to share what kind of solutions there are to solve those problems.

  The writer hopes that this paper will be very useful for student-teachers in the future when they face some problems related to teaching English for elementary school students. The writer also hopes this study can be used as a reference for other student-teachers and teachers.

Previous Study

  There were previous studies related to classroom management problems that make the writer interested in exploring more about student-teachers’ problem in managing the classroom. Lilin (2004), in her study entitled “Classroom Management for The Teaching of English for the First Grade of Elementary

  School Students (a Case of Study in SDK 2 Laboratorium Satya Wacana Salatiga)”, found that there were three main problems that teacher of SDK 2 Laboratorium Satya Wacana had: motivating students, managing constraints, and the teacher’s role. And a study entitled “The Problem Faced by Teacher Teaching English to Elementary School Students” which was conducted by Catur (2004), found that there were two main problems; problems coming from the teacher and external problems. Prasetyo (2008) in his study “Teacher Strategies to Control Students’ Disruptive Behavior: A Descriptive survey Study of The Strategies Used by Students Teacher in Teaching Practicum Program at SMP Kristen Satya Wacana Academic Year 2007” showed that most of student-teachers used 3 strategies: “signal interference”, “explicit redirection”, and “proximity control”.

Aim of the Study

  Students-teachers have difficulty to deal with children. They are not able to solve classroom management problems well. They have difficulty to get children’s attention and as a result the lesson is not conveyed well to the children. So although it seems easy to teach children, the fact is that they still have problems in managing the classroom. If student-teachers can be good managers, the learning process can be interesting and students will be enthusiastic to learn English. Therefore, to find out what kind of problems student-teachers face while conducting their teaching practicum and the solution to solve that problem is very important to study.

Significance of the Study

  The writer hopes that this paper will be very useful for student-teachers in the future when they face some problems related to teaching English for elementary school students. The writer also hopes the findings of this study can be used as references for other student-teachers and teachers.

  Research Questions

  This research was proposed to answer the following questions:

  a. What kinds of problems did the student-teachers face in managing the

  classroom?

  b. What were the solutions they proposed or used to solve those particular

  problems?

  Research Objective

  This research aims to:

  a. Find out the problems of the English Department student-teachers in

  managing the class.

  b. Find out how they solved the problems.

  Definition of Terms

Student-Teacher

  A student-teacher is a college student who conducts their teaching practicum. It is also known as a student who is an intern and who is being given practical training under a supervisor (Prasetyo, 2008). In this study student-teacher refers to English Language Education of Universitas Kristen Satya Wacana students who A student-teacher is a college student who conducts their teaching practicum. It is also known as a student who is an intern and who is being given practical training under a supervisor (Prasetyo, 2008). In this study student-teacher refers to English Language Education of Universitas Kristen Satya Wacana students who

  

  a real teacher.

Teaching Practicum Program (TP)

  According to Prasetyo (2008), teaching practicum program (TP) is a required course at The English Language Education Program of Universitas Kristen Satya Wacana. In this program, students are sent to school that have been designated to

  be the TP sites. A student-teacher teaches students, guided and supervised by the school teacher and a teacher from the university.

Literature Review

I. The Importance of Classroom Management

  Teaching English for elementary level is not easy because we do not know exactly what they want. One of the problems in teaching children is managing the classroom. Students-teachers should have a good management; it means they have to have various and interesting teaching methods to be used in the teaching learning process. Some problems may appear if the teaching methods used by student-teachers are different from students’ learning process.

  Classroom management is important, it is supported by Lewis and Sugai (1999); “Classroom management is important in several ways, for example focusing on preventive rather than reactive procedures establishes

  a positive classroom environment in which the teacher focuses on students who appropriately behave”. Prasetyo (2008) added that classroom

  management as one of the components plays a big role in the teaching process.

  A. Classroom Management

  According to Oliver as cited in Evertson and Weinstein (2006), “Classroom management is any action a teacher takes to create an

  environment that supports and facilitates both academic and emotional learning”. This includes eliciting students’ attention, maintaining their engagement in the lesson and organizing them into a pair or a group”. If environment that supports and facilitates both academic and emotional learning”. This includes eliciting students’ attention, maintaining their engagement in the lesson and organizing them into a pair or a group”. If

  Richard and Renandya (1994) as cited in Lilin (2004, p. 6) also said that, “Classroom management is the way in which teacher manages a class in order to make it maximally productive for language learning.

  Vern Jones and Lois Jones (2012, p. 20) in their book “Manejemen Kelas Komprehensif”, wrote that there are several assumptions about classroom management. The first and the most important from classroom management is making the students feel comfortable to make students learn the lesson maximally. Classroom management means an effective instruction. It needs to change the way students think about teaching and learning process. As a teachers they have to have a good method to help students to learn. Classroom management also has to make teachers and students work together as a team. The last assumption is it includes a good planning and attention to students’ need.

  So in other words, classroom management is the way teachers manage the classroom and how they make their students follow the lesson well, so the teachers can transfer their knowledge to their students.

II. Problems of Student-Teachers in Managing Classroom

  A student-teacher is a student who is an intern and who is being

  given practical training under supervisor (Prasetyo 2008, p.3). In this study

  a student-teacher refers to The English Language Education students who a student-teacher refers to The English Language Education students who

  A student-teacher and a teacher may not be much different.

  Student-teachers are not the teacher but they are guided to have teaching skills. There will be many problems occuring during the teaching learning process. Moreover, because student-teachers are not the real teacher, the problem occurred will be more difficult than the real teachers have.

A. Student-Teachers’ Intrinsic Problems

  According to Catur (2004, p.9) an intrinsic problem is a problem that comes from the inside of an individual itself. Intrinsic problem may come differently among the student-teachers. In his journal, Catur stated that an intrinsic problem will highly influence a teacher’s performance in giving the English lesson. This intrinsic problem can

  be divided into two parts. They are:

1. Students-Teacher Motivation

  The first student-teacher’s intrinsic problem is motivation. One of the important parts to success management classroom is teacher motivation. Without motivation, student-teachers cannot make the learning process go smoothly. Child (1973) as cited in Catur (2004, p. 14) said, “Teacher motivation means how teachers motivate themselve, what things that makes the teacher want to teach their students and knowing their students’ interest”. Elementary school students are the age of love to know something The first student-teacher’s intrinsic problem is motivation. One of the important parts to success management classroom is teacher motivation. Without motivation, student-teachers cannot make the learning process go smoothly. Child (1973) as cited in Catur (2004, p. 14) said, “Teacher motivation means how teachers motivate themselve, what things that makes the teacher want to teach their students and knowing their students’ interest”. Elementary school students are the age of love to know something

  be active only if the teacher conducts the lesson creatively (Lilin, 2004). Therefore as a student-teacher that pretends as a real teacher also has to have motivation. One effective way is learning through activities and games.

2. Student-Teacher Relationship with Students

  Even though student-teachers are not the real teacher and only teach the students for some months it does not mean that they do not need to care about the relationship with students. Having a good relationship with students is also one point to successfully manage the classroom. It can influence the teaching learning process. Catur (2004) in his journal stated that 66 teachers feel that it is important to build relationship with students and the relationship does have an influence on the teaching learning process. On the contary, teachers who do not consider the relationship with students as an important point will have problems in the teaching learning process.

  So, that is why as student-teachers they need to have good relationship to be successful in the teaching learning process. If the teaching learning process can go smoothly, it means the management of classroom can be handled well.

B. Student-Teachers’ Extrinsic Problem

  An extrinsic problem is a problem that comes from the outside of individual itself or the teacher’s surrounding (Catur, 2004, p.15). There are several extrinsic problems faced by student-teacher while they conduct the teaching. They are:

1. Students’ Disruptive Behavior Toward Students-Teachers

  The first extrinsic problem a student-teacher has is students’ behavior. It is the most difficult problem to be handled. Not all the students are easy to be handled. Some are obedient and some are disruptive. This disruptive behavior makes the students- teacher stressed and annoyed so that the teaching learning process can’t go smoothly.

  According to Jones (1998) as cited in Prasetyo (2008, p. 3),

  a disruptive behavior is students’ unproductiveness in a classroom setting. O’Leary (1985, p.265) gave examples of a kind of disruptive behavior. The first example is “gross motor” which includes walking or running around without any purpose or permission, and throwing object. The second example is “verbalization”; it includes talking out loud to self or other, calling out to teacher or other pupils, ringing, whistling, or humming. The last example is “noise” that children often do in class. It is including tapping, pounding object, feet or finger, dropping objects, and snapping fingers.

  The disruptive behavior may come from the students themself. They may feel difficult to understand the lesson or lack of motivation to learn the lesson. Some students may also feel bored because they have already understand the materials. Sometimes students get strong negative effect from their friend to make teacher feels annoyed (op.cit).

2. Students’ Motivation

  Motivation is very important because it involves everything we do. According to Encyclopedia Britannica (2004) as cited in Wolford (2004, p.3), motivation is forces acting either on or within a person to initiate behavior. Lack of motivation in elementary school children is a pressing educational problem because students without motivation cannot get the lesson maximally. They will have lack participation, lack preparation to come to the class, they will ask to leave the class, or put the head down in the class.

  So, to increase motivation on students, teacher has to build students’ motivation. There are two types to get students’ motivation; one is extrinsic motivation, and the other one is intrinsic motivation. Extrinsic motivation is encouragement from outside force; behavior performed based expectance of an outside reward (Wolford, 2004). For example, teacher gives reward system to the students like giving something for their good So, to increase motivation on students, teacher has to build students’ motivation. There are two types to get students’ motivation; one is extrinsic motivation, and the other one is intrinsic motivation. Extrinsic motivation is encouragement from outside force; behavior performed based expectance of an outside reward (Wolford, 2004). For example, teacher gives reward system to the students like giving something for their good

3. Problems Related to Teaching Materials and Facilities

  Teaching materials and school facilities are very important to teachers to be able to teach. The lack of material and facility will not make the teaching learning process go well.

a. Teaching Materials

  Teachers need teaching materials to teach the students. The teaching materials can be books, visual aids, or everything that can be used to support the teaching learning process. Teacher needs to examine the material that will be given before the teaching learning process.

  Not only the real teacher but also student-teacher must consider what material will be given for students. A good teacher must think what the students think, students need, and students want.

b. School Facility

  Beside the teaching material, it is important to have school facility such as a source book, dictionary, media, electric stuff, and other facilities that can support teaching learning process.

  One of the factors that causes lack facility is the school management cannot afford to give or provide facilities to support the teaching learning process (Catur, 2004).

III. The Strategies and Solutions to Solve Student-Teachers’ Problems

  To have successful classroom management, students-teachers need to find strategies and solutions to solve their problems. There are opinions from various experts related to problem solving in teaching English to elementary school students.

A. Creating a Good Classroom Atmosphere to Maximalize Students’ Motivation

  The classroom atmosphere is also one of the factors which determine the success of the teaching learning process, for example teachers create a nice situation which makes the lesson plan comes possibly and lead to a good result. According to Helena (2009), teachers should be able to make interesting classroom condition and pay attention to the surronding, for example teaching using songs or using good visual aids (pictures, photographs, blackboard, drawing objects, and transparencies), so the students will be happy and willing to learn in the classroom . It can help the teaching learning process go well too . Teachers also have to respect the students and make students feel secured to make students comprehend the lesson maximally (op.cit).

B. Teacher Attention

  The fact that the teachers attend or care about their students determines what the students will do. The example of teacher’s attention is rules, praises, punishment, etc. According to O’Leary (1985), “a teacher’s smiles, words of encouragement, praises, evaluations, and silence are an effectif way in affecting how the students will behave”.

1. Teacher’s Rules

  Teachers can control the class by using teacher rules. It can dicipline the students’ behaviour.. However teachers need to select what is the rule that will be applied in the classroom. Teacher also needs to make them clear or makes the students understand what is and what is not acceptable. Further, teachers should make sure that the consequences for breaking the rules are also clear and known beforehand.

2. Praising and Punishment

  Students will get praise if they do something good, and will

  be punished if they do something wrong.

  According to Sue (p. 104) praising is useful because it will make students work hard and build good relationship between students and teachers. Praising may also build confidence with students who have low self esteem. There are many kinds of praising such as giving extra point or lottery for their good attitude, According to Sue (p. 104) praising is useful because it will make students work hard and build good relationship between students and teachers. Praising may also build confidence with students who have low self esteem. There are many kinds of praising such as giving extra point or lottery for their good attitude,

  Besides using praising to get teacher’s attention, Sue added that using punishment can make students pay more attention to the teacher. Teacher can use verbal communication, written warning, short punishment, and severe reprimand like making the students out of the class or talking to students’ parents or suspending the students as a punishment (pp. 114-115). Smith and laslett (2002, p. 107) also said that punishment is an effective way of changing students’ behavior because it can make students follow the rules that have been defined and teach good manners.

C. Using Teaching Methods to Perform Teaching Learning Process Effectively

  Teaching method refers to the general principles, pedagogy and management strategies used for classroom instruction. According to Richards Rodgers (2001) as cited in Lea (2007), the quality of English teaching will improve if teacher uses the best available methods and approaches. As students-teachers, they must have good methods to make it easier to present their materials. We can use the method to avoid students’ boredom. Moreover, children at this age like fun activities and have big curiosity about something new. Therefore, using good methods can make the students motivated by your teaching. You must be able to create some interesting teaching Teaching method refers to the general principles, pedagogy and management strategies used for classroom instruction. According to Richards Rodgers (2001) as cited in Lea (2007), the quality of English teaching will improve if teacher uses the best available methods and approaches. As students-teachers, they must have good methods to make it easier to present their materials. We can use the method to avoid students’ boredom. Moreover, children at this age like fun activities and have big curiosity about something new. Therefore, using good methods can make the students motivated by your teaching. You must be able to create some interesting teaching

  According to Krisnandhika (2011), the method that always used by elementary school teacher is TPR (Total Physical Respon). It is a teaching method where the class activity is on the physical movement. Brown (1994) as cited in Krisnandhika (2001) described that Total Physical Response is based on the theory that memory can improve through association with physical movement. By using TPR in classroom activities can be both motivating and fun so students will be interested to learn English.

The Study

Content of the Study

  The subjects of my thesis were student-teachers. The writer conducted the interview in many places depending on the appointment. The writer chose student-teachers who have their teaching practicum at Satya Wacana Christian Laboratory Elementary School because according to the survey that the writer did, the writer got the information from some The subjects of my thesis were student-teachers. The writer conducted the interview in many places depending on the appointment. The writer chose student-teachers who have their teaching practicum at Satya Wacana Christian Laboratory Elementary School because according to the survey that the writer did, the writer got the information from some

Participants

  The participants used in the study were eight female English Department student-teachers (teaching practicum students) of Universitas Kristen Satya Wacana. There were five students of 2010ers and three students of 2011ers that had taught at Satya Wacana Christian Laboratory

  Elementary School. Most of the student-teachers had taught 1 th to 6 grade of elementary students. The writer chose student-teachers because they

  st

  were rarely discussed. Moreover, some of the students did not respect the student-teachers, so the writer wondered how they managed the students. The writer chose 2010 and 2011 students because they would have just finished their Teaching Practicum Program, when this study was conducted.

Instrument of Data Collection

  This research used interview to collect the data. By using interview, The writer can get richer data. Sliger and Shohamy (1989) as cited in Johnson (2014) argued that “Interviewing is more personal and therefore provides a level of in-depth information gathering, free response and flexibility that cannot be obtained by other procedures”. The participants were interviewed for about 20-30 minutes. The writer used This research used interview to collect the data. By using interview, The writer can get richer data. Sliger and Shohamy (1989) as cited in Johnson (2014) argued that “Interviewing is more personal and therefore provides a level of in-depth information gathering, free response and flexibility that cannot be obtained by other procedures”. The participants were interviewed for about 20-30 minutes. The writer used

Data Collection Procedure

  First of all, the writer developed the questions for the interview. The questions were open-ended questions. The writer used open-ended quesions to get richer data about their problem in managing their classroom. Then, the writer made an appointment with some of my friends who taught at Satya Wacana Christian Laboratory Elementary School. The writer asked question related to the topic and did piloting. After the writer done with the piloting, the writer made an appoinment again with the participants and interviwed them. The interviews were recorded. After the writer done with the interview, the writer began to transcribe it.

Data Analysis Procedure

  After the writer was done with the interview, the first thing the writer did was transcribing the interview session using clean transcription. Then the writer classified the data based on the student-teacher response about their problems in managing their classroom with the solution to deal with it. The writer analyzed the data using qualitative data analysis.

Finding and Discussion

  In this section I would like to describe the problems of English Language Education student-teachers in managing the classroom. There were six problems in managing the classroom: students’ disruptive behavior, students’ low motivation, student-teachers’ relationship with the students, teaching materials, teaching facility, and student-teacher’s inconfidence in class. The description of each was presented below.

1. Students’ Disruptive Behavior

  The biggest problems that student-teachers had was the students’ disruptive behavior. All eight student-teacher that I interviewed stated that the most common problem in managing the classroom that occurs during teaching learning process was students’ behavior. Moreover they found that the small grader (first to third graders) was often made student-teachers difficult to handle them. This was the answer from one of the participants who answered that students’ behavior was the most common problem in managing the classroom.

  “The most common problem when we conducted our teaching practicum in this school was the children, especially first, second, and third graders”. (C, my translation).

  From the interview, I got that there were two problems that belong to students’ behavior. They said that there were many noisy students and students like to walk in the classroom during the teaching learning process. According to Bohn Roehrig and Pressley (2004) as cited in David A. Jacobsen (2009, p. 38), students who tend to disrupt is a major source of From the interview, I got that there were two problems that belong to students’ behavior. They said that there were many noisy students and students like to walk in the classroom during the teaching learning process. According to Bohn Roehrig and Pressley (2004) as cited in David A. Jacobsen (2009, p. 38), students who tend to disrupt is a major source of

  “The first to third graders always made noise. There were noisy students in big class but not so many like in the first to third graders. Sometimes they chatted with their friends and eventually become noisy”. (Ma, my translation).

  From the interview, all the participants use teacher rules to reduce the noise. By using teacher rules it can reduce some disruptive behavior students (O’ Leary, 1985). This was the answer from one of the participants.

  “I used teacher rules like raise your hand before asking or answer the question. Sometimes I also use it when I gave games. Actually before I started the class, I have told the students about my rules and remind them when they forgot the rules. I think using teacher rules was useful enough fo disciplining the students”. (Ma, my translation).

  The other three participants said that by giving advice, it could reduce the noise. This was the answer from one of the participants.

  “I advised the students so that the children listened to me”. (F, my translation).

  Two of the participants used a strategy like being firm so the students would listen to the teacher. Firmness is the ability to train the student's responsibility and implement the responsibility on the first acts they do (David A. Jacobsen, 2009, p. 41). A teacher who is not firm when students violate the rules will lead to rules that become meaningless. Therefore, Two of the participants used a strategy like being firm so the students would listen to the teacher. Firmness is the ability to train the student's responsibility and implement the responsibility on the first acts they do (David A. Jacobsen, 2009, p. 41). A teacher who is not firm when students violate the rules will lead to rules that become meaningless. Therefore,

  “Sometimes I had to be firm to the students. I had to be firm in order to make them quiet so I could continue my lesson well”. (F, my translation).

  From the interview, there was one participant that gave strategy like using the students as a class president or to be the teacher. Sue (2010, p. 109) wrote that students will be happy is the teacher gives them a special job like being the teacher. This was the answer from the participant.

  “Sometimes when the students were noisy or did something that inhibit the learning process, I asked the students to be the teacher or the class president like asked them to distribute the worksheet, wrote on the board, helped me doing something in the class, or collected his friends’ worksheet. I think this strategy was very effective because those noisy students did their job well, so it reduces the problem in my class”. (M, my translation).

  The second problem was there were students who like to walk around the classroom. O’Leary (1985, p.265) as cited in Lilin (2004) gave example kind of disruptive behavior which was called “gross motor”. According to O’Leary gross motor was a disruptive behavior like out of seat, walking or running around without purpose or permission. Three of the participants said that children still like to walk around in the classroom during the lesson. This was the answer from one of the participants.

  “There were students who liked to walk around in the classroom, especially the small

  graders.”. (F, my translation).

  To solve the problem all of the participants said that the first thing they need to do was giving them advise to go back to their seat. This was the answer from the participants.

  “For children who like to walk in the classroom, sometimes I just gave them advice for not walking in the classroom when the lesson was still running.”. (F, my translation).

  The second strategy was ignoring the students like leaving the students alone. According to O’ Leary (p. 58-59), if the student is primary interested in some personal attention from teacher, ignoring may be very effective. There were only two participants did this strategy. This was the answer from one of the participants.

  “.Actually I had given them advise but they did continuously so I ignored them”. (C, my translation).

2. Students’ Low Motivation

  The second problem was related to the students’ low motivation. From the interview, I found there were five participants that had a problem with students’ motivation. There were two problems in students’ motivation: passive students and students got bored easily. The first was some passive students that usually happen in class of fourth to sixth. This is the answer from one of the participants.

  "There were some passive students in grade four to six. Sometimes it was difficult to make them participate in my class.”. (F, my translation).

  The participants gave me the same strategy how to make the passive students want to try to participate in the lesson; that was by giving them applause or praising. According to Sue (2010), praising is a strategy that is very useful to be applied during the teaching learning process. This is the answer from one of the participants.

  “For the passive students, I always tried to invite them to come forward first. Then after that, I asked to the other students to give applause, I also praised them”. (F, my translation).

  There was also a different strategy to handle those passive students. Two participants added that by using games and giving rewards can make them active during the lesson. This was the answer from one of the participants.

  “Grade four to six were not so active like first to third graders. So I tried to build their motivation first through games. I also gave them reward points”. (M, my translation).

  The second problem was students getting bored easily. There were two participants that had this problem. This was the answer from one of the participants.

  “When I taught students for the first time, I found that some students got bored easily. It also happened when I taught in fifth and sixth graders. I often found some students bored not only in my class but also in my friends’ class”. (F, my translation).

  From the interview, the strategy to make students not get bored was by attracting them with interesting materials and games. Teachers have to find ways that can make students actively in learning English. One way that can

  be used is using game. By using games teachers can create an atmosphere that will encourage the desire of students to learn the language. Students learn better when they have the feeling that they are making progress and the game provides opportunities for students to practice and dispel fears. It is also supported by Ersoz (2000) as cited in Johnson (2014) who believed that the games can motivate the teaching of foreign languages become a fun and exciting. This was the answer from one of the participants.

  “I attracted them by giving them some interesting materials and games”. ( F, my

  translation).

3. Student-Teachers’ Relationship with The Students

  The next problem that the student-teachers have in classroom management was due to the poor relationship between the student-teachers and the students.

  From eight participants that I have interviewed, there were only three people that did not have any problem with their relationship to students. On the other hand, there were five participants that had difficulty to build relationship between student-teachers and the students. The most common problem was that the student-teachers could not get closer with the students. This was the answer from one of the participants when I asked about problem in relationship.

  “It was difficult to get closer with the students. Even though I had taught first to six graders, I still could not get closer to them. Moreover because we did the Teaching Practicum only for few months so it was difficult to get closer with the students.” (D, my translation).

  Even though student-teachers were not the real teacher, it did not mean that they did not need to care about the relationship with students, because having a good relationship with students was also one point to reach success in classroom management. Catur (2004, p. 21) wrote that a relationship between teacher and students must be good in order to motivate the students to participate in the teaching learning process. During the interview, the participants mentioned strategies that they used to overcome the relationship problem. All of the participants answered that having an informal talk with students during office hours or after they had done the teaching was the best strategy to make the student-teachers get closer with the students. This was the answer from one of the participants.

  “It was not easy to get closer with the students. From my first teaching and my observation, I tried to chat with the students during office hour or when I have done my teaching.”. (F, my translation).

  They also gave another strategy to build relationship with children. Three of the participants said that being friendly to students could make their relationship getting closer. This was the answer from one of the participants.

  “We could get closer to the students if we motivated our self to be friendly to them but we have to know our boundary between teachers and students. For example I helped some students when they had difficulty with our teaching. Or, always smile to the students so they would not be afraid with the teachers”.(M, my translation).

  One of participants also added that by making an activity that encourages students to learn English, they could get closer with the student-teachers. This was the answer from the participant.

  “I always gave them some materials or activities that encourage them to learn”. (F, my

  translation).

4. Teaching Materials

  The next problem was related to the teaching materials. Students-teachers also need good teaching materials to teach the students. They also need to examine the materials so the students can follow the lesson. If the materials are too difficult or too easy, they may avoid it because it can make them dizzy or just bored (Pintrick Schunk, 2002, p.12 as cited in David A.Jocobsen, 2009). Therefore the material shall be in accordance with their capabilities. Some student-teachers had difficulty to make interesting or attractive materials. There were three participants who had the same problem. This was the answer from one of the participants.

  “We taught elementary students so we had to give them interesting materials so the class would be fun. But sometimes I found it difficult to make interesting materials because I had to match the materials with the students’ interest”. (F, my translation).

  To overcome this problem, three of them agreed that using an attractive AVA, game, TPR could attract the students’ interest in learning. This is the answer from one of the participants.

  “I tried to make the materials as attractive as possible, it had to be fun and interesting so the students wanted to follow our lesson. I always looked for some interesting AVA like poster, PPT, and colorful worksheet. I always used TPR like singing a song, claping hands, or using games to make our body moved”. (F, my translation).

5. Teaching Facility

  School facility is one factor to support the teaching learning process. If school facilities are inadequate, it will cause the teaching learning process not maximum so that students tend to get bored and do their own activity so the class cannot be managed well.

  There was one problem coming from the facility such as the LCD projector sometimes did not work well during the teaching. There were two participants that had a problem with the LCD projector during the teaching learning process. This was the answer from one of the participants.

  “When I wanted to use the LCD projector, suddenly it did not work”. (A, my translation).

  From the participants, they suggested that they should always check the LCD projector and spontaneously change the teaching plan without using the LCD projector.

  “When I wanted to use LCD, the day before I conducted the teaching, I never forgot to check the LCD so the same mistake would not happen again. I also spontaneously changing the teaching plan if the LCD projector did not work”. (A, my translation).

  One participant also gave me the different strategy like preparing some backup plan.

  “Because I already experienced it twice, so I brought my back up plan like copied the

  PPT Microsoft Word then printed it”. (M, my translation).

6. Student-Teacher’s Inconfidence

  The last problem was related to student-teacher’s inconfidence. From the interviewers, there was only one participant who had the problem with confidence.

  “I had taught several times but the teacher said to me that perhaps I had less charisma to be a teacher”. (A, my translation).

  After some teaching she did, she found some strategies to overcome her problem such as: having to master the materials and to be confident. This was the answer from the participant.

  “I tried not to be nervous in front of my students. I tried to convince myself and before I conducted the teaching, I need to master my material so that I could answer the students’ question even though the question is not related to the lesson”. (A, my translation).

  Being a new teacher, you may experience nervousness and uncertainty but as long as we prepare everthing well and build our teaching experiences, our confidence will grow.

Conclusion

  This study was aimed to the reveal kinds of problems and the solutions of student-teachers’ classroom management at Satya Wacana Christian Laboratory Elementary School. The data were collected through interviews. The result showed that there were six problems that student-teachers had during conducting teaching practicum. The problems were students’ disruptive behavior, students’ This study was aimed to the reveal kinds of problems and the solutions of student-teachers’ classroom management at Satya Wacana Christian Laboratory Elementary School. The data were collected through interviews. The result showed that there were six problems that student-teachers had during conducting teaching practicum. The problems were students’ disruptive behavior, students’

  The biggest problems was due to the students’ disruptive behavior. All the participants had this problem. There were two problems that came from students’ disruptive behavior. There were many noisy students and some of them like to walk in the classroom. The solution they used were to dicipline them with school regulation, to give them advise, and ask them to be the teacher or class president. The participants also suggested to ignore the students who walk in the classroom. The second problem was related to the students’ low motivation. Some students got bored easily during the lesson and some of them, especially in grade four to six were passive. To overcome this problem, the student-teacher encouraged them by giving praises, using game, and attracting them with interesting materials.

  The next problem was the poor relationship between the student-teachers and the students. All the participants said that it was difficult to get closer with the students because they just had their teaching practicum for several month. The student-teachers tried to solve the problem by inviting the students to have a chat with them during office hours and being friendly to them.