Student teacher`s classroom management in micro teaching class.

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STUDENT TEACHERS’ CLASSROOM MANAGEMENT IN MICRO TEACHING CLASS

A SARJANA PENDIDIKAN THESIS

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

in English Language Education

Angela Merici Yudiyanti Kusuma Dewi Student Number: 071214038

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

SANATA DHARMA UNIVERSITY YOGYAKARTA

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STUDENT TEACHERS’ CLASSROOM MANAGEMENT IN MICRO TEACHING CLASS

A SARJANA PENDIDIKAN THESIS

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

in English Language Education

Angela Merici Yudiyanti Kusuma Dewi Student Number: 071214038

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

SANATA DHARMA UNIVERSITY YOGYAKARTA

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DEDICATION PAGE

“Janganlah takut, sebab Aku menyertai engkau,

Janganlah bimbang, sebab Aku ini Allahmu;

Aku akan meneguhkan, bahkan akan menolong engkau;

Aku akan memegang engkau

dengan tangan kanan-Ku yang membawa kemenangan”

(Yesaya 41:10)

I dedicate this thesis to:

☺ _{My beloved parents, Bp. Petrus Sugiyanto & Ibu Natalia Suratmi}

☺_{My siblings, Mbak Ita, Mas Henry, Mbak Gatha, & Mbak Lusi}

☺_{My nephews, Satria & Arvin}

☺_{My beloved fiancé, Mas Anjar}

☺_{My best friends, Novi & Shanti}

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ABSTRACT

Dewi, Angela Merici Yudiyanti Kusuma. 2012. Student Teachers’ Classroom Management in Micro Teaching Class. Department of Language and Arts Education, Faculty of Teachers Training and Education, Yogyakarta: English Language Education Study Program, Sanata Dharma University.

Micro teaching is a teaching simulation which focuses on training for the accomplishment of a specific task. Therefore, the student teachers take responsibility of successfully teaching by employing many skills and techniques. One of the skills is classroom management. The ELESP student teachers are trained to be teachers. Thus, they have to be able to conduct the teaching well. In order to do so, they have to be able to manage the classroom since it plays an important role in the successful teaching.

The research was aimed to answer two questions: (1) What are the classroom management conducted by the ELESP student teachers? and (2) What are the classroom management problems that occur in the student teachers teaching practice? Therefore, this research studied Student Teachers’ Classroom Management in Micro Teaching Class.

The subjects of the research were eight students of the ELESP of academic year of 2008/2009 who were taking Micro Teaching Class. The data were collected through four steps, first by using observation checklist, second by using observation note, third by using questionnaire, and the fourth was by using guiding questions for interview. The observation checklist was employed to gain data on the classroom managements conducted by the ELESP student teachers and as the main data. Observation note was employed in order to record the teaching performances. Questionnaire was employed to gain data based on the respondents’ point of view. Then, guiding questions for interview was employed to validate the data.

The results of the research showed classroom management which was completed successfully was covenant management in managing the diversity which encompasses combining both female and male in a group, involving all students’ participation, and taking part in the students’ activity. In addition, content management and conduct management were also conducted by the ELESP student teachers. The student teachers conducted content management when they managed the space, material, conventional equipment, movement of people, and lesson. While student teachers conducted conduct management when they managed self behavior management: the student teachers showed friendly, used students’ name in the learning process, and student teachers’ voice was clear and students’ behavior management: the student teachers gave compliments or reward to students. Meanwhile, there were several problems which occurred in the student teachers teaching practice related to content management and conduct management. The problems that occurred covering content management happened

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when the student teachers could not make contact with all students in big classes, manage the time which led into the failure to completing assignment, operate electronic equipment in less than three minutes which led into failure to preview media, and forget to check out audio visual and monitor the students and explain instruction clearly which led to student apathy and unclear assignment. Meanwhile, the problems covering conduct management happened when the student teachers could not build self-discipline which led into cheating and they could not correct inappropriate behavior causing talking out of turn and attention seeking.

Keywords: micro teaching, classroom management, content management, conduct management, covenant management

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ABSTRAK

Dewi, Angela Merici Yudiyanti Kusuma. 2012. Student Teachers’ Classroom Management in Micro Teaching Class. Yogyakarta: Program Studi Pendidikan

Bahasa Inggris, Universitas Sanata Dharma.

Micro teaching merupakan simulasi pengajaran yang berpusat pada pelatihan untuk tercapainya tugas tertentu. Oleh karena itu, mahasiswa praktikan bertanggung jawab atas keberhasilan pengajaran dengan menerapkan teknik-teknik dan keterampilan-keterampilan yang mereka pelajari. Salah satu

keterampilan tersebut adalah manajemen kelas. Karena mahasiswa micro

teaching PBI merupakan mahasiswa yang dididik untuk menjadi guru, mereka harus mampu untuk menerapkan manajemen kelas karena hal tersebut memegang peranan penting terhadap kesuksesan pengajaran.

Penelitian ini bertujuan untuk menjawab dua permasalahan, yaitu (1) Manajemen kelas apa saja yang diterapkan oleh mahasiswa praktikan PBI? dan (2) Permasalahan apa saja yang muncul dalam manajemen kelas ketika mahasiswa praktikan PBI mengajar? Dengan demikian, penelitian ini meneliti

tentang tentang bagaimana cara mahasiswa praktikan dalam menerapkan

manajemen kelas.

Penelitian ini dilakukan terhadap delapan mahasiswa PBI tahun angkatan

2008/2009 yang sedang mengambil mata kuliah Micro Teaching. Ada empat

tahapan dalam mengumpulkan data, yaitu observasi, catatan observasi, kuesioner, dan wawancara. Observasi digunakan untuk memperoleh data mengenai jenis manajemen kelas apa saja yang diterapkan oleh mahasiswa praktikan PBI dan sebagai data utama. Catatan observasi untuk mencatat seluruh kegiatan mengajar. Kuesioner untuk memperoleh data berdasarkan pendapat mahasiswa, sedangkan wawancara untuk mengklarifikasi hasil yang berbeda antara observasi dan kuesioner.

Hasil penelitian menunjukkan bahwa covenant management dalam

manajemen keanekaragaman meliputi kombinasi antara pria dan wanita dalam satu kelompok, partisipasi seluruh siswa, dan keterlibatan didalam aktivitas siswa telah diterapkan dengan baik oleh praktikan. Selain itu, content management dan

conduct management juga turut diterapkan oleh praktikan ketika mengajar.

Content management diterapkan oleh praktikan ketika mereka melakukan manajemen ruang bahan ajar, peralatan konvensional, gerak siswa, dan

pelajaran. Conduct management diterapkan oleh praktikan ketika mereka

memanajemen tingkah laku diri sendiri: praktikan bersikap ramah, menggunakan nama siswa dalam proses belajar, dan penggunaan suara yang jelas serta manajemen tingkah laku siswa: praktikan memberikan pujian kepada siswa. Sementara itu, ada beberapa masalah yang muncul dalam penerapan manajemen

kelas. Masalah-masalah tersebut mencakup content management dan conduct

management. Masalah dalam content management terjadi ketika praktikan tidak bisa menjangkau seluruh siswa di dalam kelas yang besar, manajemen waktu yang mengakibatkan tidak terselesaikannya tugas, mengoperasikan peralatan

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dan tugas yang tidak jelas. Sedangkan masalah conduct management terjadi

ketika praktikan tidak bisa menciptakan disiplin pribadi siswa dimana hal ini mengakibatkan siswa mencontek, mengkoreksi tingkah laku yang kurang baik yang mengakibatkan siswa berbicara bukan pada waktunya dan mencari perhatian.

Kata kunci: micro teaching, classroom management, content management,

conduct management, covenant management

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ACKNOWLEDGEMENTS

First of all, I would like to express my deepest gratitude to God the Almighty for his blessing, love, and strength. He always helps me in enlightening my path, especially in completing my thesis. I believe that this achievement is

nothing without Him.

My gratitude also goes to Christina Kristiyani, S.Pd., M.Pd. as my advisor. I thank her for guiding me in the process of completing this thesis from

the beginning until the end, spending her time to read and give beneficial

feedback for my thesis, and for always giving me encouragement to finish this

thesis. I also thank her for giving me permission to do the research in her micro

teaching class.

I am indebted to my lecturers, especially Yose Rianugraha, S.Pd., Hanadya Darjito, S.Pd., M.Hum., and Sr. Rachel, FCJ who gave me permission to observe and conduct my research in their classes. I really thank

them for being so cooperative. They also gave me valuable suggestions for my

thesis. My thanks are also addressed to Sr. Margaret, FCJ for correcting grammar mistakes in my thesis.

My wholehearted thanks go to my family, especially my father and my

mother, my grandpa, my brother and sisters, also my nephews for the prayer,

support, and encouragement in every step I took in completing my thesis. I thank

them for putting their trust in me to finish this thesis. I am also grateful to my

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down. I also thank him for being patient whenever I was distressed during the

process of my thesis completion.

My gratitude expressed to my beloved friends, Novi, Shanti, and Alfon

who kept motivating me to do the best, Lita, Dina, Aurel, Calvin, Deni, Sance, Widi, Patric, Rieta, Reta, Tanti, Hedwig, Sr. Yusta, Ajeng, Nicho, and Aik

who always gave me support in completing my thesis. My thanks also to my PBI

friends Ria, Eli, Susi, Gobe, Ephin, Galih, Ristia, Yosa, Beni, Yuyun, Rima, Rudi, and Mbak Ping who became my partners in finishing the thesis, and to those whose names cannot be mentioned one by one.

I am further indebted to all Microteaching students who became my

research respondents, especially Enda, Fani, Sabrina, Nita, Seto, Tia, Meita,

and Delis for their cooperation in filling in the questionnaire and being my interviewees.

I would also like to express my appreciation to PBI secretariat staff, Mbak Danik and Mbak Tari for their assistance in providing information during my study.

Finally, nothing is perfect and neither is this thesis. Any correction,

comments, and critique for the improvement of this thesis are always welcome.

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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 ... ix

ACKNOWLEDGMENTS ... xi

TABLE OF CONTENTS ... xiii

LIST OF TABLES ... xv

LIST OF FIGURES ... xvi

LIST OF APPENDICES ... xix

CHAPTER I. INTRODUCTION ... 1

A. Research Background ... 1

B. Research Problems ... 3

C. Problem Limitation ... 3

D. Research Objectives ... 4

E. Research Benefits ... 4

F. Definition of Terms ... 6

CHAPTER II. REVIEW OF RELATED LITERATURE ... 8

A. Theoretical Description ... 8

1. Classroom Management ... 9

2. Components of Classroom Management ... 11

a. Content Management ... 11

b. Conduct Management ... 16

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B. Theoretical Framework ... 19

CHAPTER III. RESEARCH METHODOLOGY... 21

A. Research Method ... 21

B. Research Setting ... 22

C. Research Participants... 23

D. Instruments and Data Gathering Technique ... 23

E. Data Analysis Technique ... 27

F. Research Procedure ... 35

CHAPTER IV. RESEARCH RESULTS AND DISCUSSION ... 38

A. Classroom Management Conducted by the ELESP Student Teachers ... 39

1. Content Management ... 40

2. Conduct Management ... 71

3. Covenant Management... 76

B. The Classroom Management Problems that Occur in the Student Teachers Teaching Practice... 79

1. Content Management ... 80

2. Conduct Management ... 82

CHAPTER V. CONCLUSIONS AND RECOMMENDATION ... 84

A. Conclusions ... 84

B. Recommendation ... 86

REFERENCES ... 88

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LIST OF TABLES

Table Page

4.1 Observation Checklist Results 1 ... 99

4.2 Observation Checklist Results 2 ... 103

4.3 Questionnaire Results 1 ... 119

4.4 Questionnaire Results 2 ... 123

4.5 Guiding Questions for Interview Results 1 ... 137

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LIST OF FIGURES

Figure Page

1.1 Diagrams of Possible Room Arrangement ... 12

4.1 Seating Arrangement as Ordinary Row for Watching Movie or Listening to Lecture ... 40

4.2 The Setting of Chairs/Tables did not Disturb Classroom Activity ... 41

4.3 All of the Students Obtained the Handout ... 43

4.4 Teacher Gave Example/Description about the Materials Given ... 43

4.5 The Time to do Activity was Appropriate ... 44

4.6 There was not any Time Left (5-10 minutes) after the Materials and Tasks were Given ... 45

4.7 Teacher Provided Sources of the Materials ... 46

4.8 Students could Do the Task by the Time Given ... 48

4.9 Students did not Require Additional Time more than 10 Minutes ... 48

4.10 Teacher Wrote Down/Explained by Employing Marker/Chalk ... 50

4.11 Employing White-Board to Write Down Notes ... 51

4.12 The Use of Eraser ... 52

4.13 Equipment Employed were Related to the Topics ... 52

4.14 Equipment Employed did not Disturb Activity ... 53

4.15 Teacher did not Tend to Come Closer to A Student/ A Group when Explaining ... 54

4.16 Teacher did not Move around very Often ... 55

4.17 Teacher Made Sure that the Students were Ready to Hear ... 56

4.18 Teacher Finished One Activity before Starting next Activity ... 57

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Unfinished Previous One ... 58

4.20 Teacher Avoided Distracter Caused by Irrelevant Happening ... 58

4.21 Teacher Gave Brief Explanation ... 59

4.22 Teacher Avoided Going into much Detail ... 59

4.23 Teacher Involved Students’ Participation ... 60

4.24 Teacher Called up a Group at Once and did not Call Them up One by One………61

4.25 Teacher Explained Instruction Clearly so that the Students did not Make Disturbance during the Activity ... 62

4.26 No Person Moved around very Often during Teaching Activity ... 62

4.27 Teacher Kept an Eye to Entire Class at Once to Make Class Aware ... 63

4.28 Teacher Listened to One Student while Monitoring other Students ... 64

4.29 Teacher Explained Instruction Clearly on How to Do the Activity ... 65

4.30 Teacher Provided several Topics to Discuss so that the Students Were Enthusiastic ... 66

4.31 Teacher Provided enough Materials... 67

4.32 Teacher Provided Fun Activity ... 67

4.33 Teacher Explained the Lesson to Teach ... 68

4.34 Teacher Had Plenty of Materials to Conduct ... 68

4.35 Teacher Finished One Activity before Starting another Activity ... 69

4.36 Teacher did not Jump Back to the Unfinished Activity ... 69

4.37 Teacher Showed Friendly/Cheerful/Interest/Helpful ... 71

4.38 Teacher Called Students’ Name in the Learning Process ... 72

4.39 Teacher Combined Sense of Humor in the Class... 73

4.40 Teacher’s Voice was Clear Heard at the Back ... 74

4.41 Student Worked in a Group Cooperatively when It was a Group work ... 75

4.42 Teacher Gave Reward/Compliment to Students who Behaved Well ... 75

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4.44 Teacher Involved the Participation of All Students ... 77

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LIST OF APPENDICES

Appendix Page

A A Sample of Permission Letters ... 91

B Observation Checklist ... 93

C Observation Checklist Results ... 98

D Questionnaire ... 113

E Questionnaire Results ... 118

F Guiding Questions for Interview ... 132

G Guiding Questions for Interview Results ... 136

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CHAPTER I INTRODUCTION

In this chapter, the researcher presents the research background, research problems, problem limitation, research objectives, research benefits, and definition of terms.

A. Research Background

Teaching is the world's biggest profession in terms of the number of teachers teaching at different levels. Unfortunately, the assumption on the part of the society that all can teach has led to many problems in the profession of teaching (Ahmed, 2008). Therefore, becoming a teacher is not easy since teachers have to face many things in the educational world, such as various characteristic of the students and the limitation of media in teaching. The difficulties in handling the situation and the classroom condition and in managing the time or conducting the classroom management are another example of the problems since the students’ learning and the classroom management are not easy to control.

On the other hand, the student who is trained to be a teacher, especially becoming a professional and or good teacher, has to be able to conduct the teaching well. The teacher has to minimize the trouble in the learning process and maximize the learning process so that the learning process can be conducted well. One of the skills that a student teacher has to possess is managing the classroom since classroom management acquires an important role in the teaching activities.

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It is also not easy for the student teachers to manage the classroom since classroom management can be considered as the most fundamental - and the most difficult- task the teacher performs (Weber, 1982, p. 280).

The ELESP students of the academic year 2007/2008, PPL II offered a

real situation where they experienced some problems related to the classroom management when they conducted the teaching. Some of the problems were difficulties in handling the students who made noise and the difficulties in asking some students to participate or be active in the learning process, such as reluctance in answering the questions given by the teacher since the students were afraid to make mistakes. Another problem faced by students who have taken PPL

II was the difficulty in managing teaching equipment and the difficulty in

involving all of the students in the class.

Thus, the activity in the learning process should be conducted well by the ELESP student teachers. One of the ways is by managing the classroom well since classroom management plays an important role in the success teaching. Besides, the student teachers are required to solve the problems in the classroom by conducting classroom management, such as content management, conduct management, and the covenant management which are often faced by the student teachers in the real teaching (Froyen & Iverson, 1999, para. 2).

Therefore, the researcher examines the English Language Education Study Program student teachers’ performance in teaching, especially in managing the classroom when they are conducting the teaching process. In the research, the researcher attempts to investigate classroom management conducted by the

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student teachers of the English Language Education Study Program (ELESP), or they are usually called as PBI students, of academic year 2008/2009. The student

teachers are those who are conducting the teaching practice, especially when they are teaching the lower semester students. In addition, the researcher examines the classroom management problems that occur in the student teachers teaching practice.

B. Research Problems

In relation to the topic of the study, it is expected that the result of the study would be able to answer the following questions.

1. What are the classroom management conducted by the ELESP student teachers?

2. What are the classroom management problems that occur in the student teachers teaching practice?

C. Problem Limitation

In conducting the teaching, a teacher sometimes will find some difficulties in facing a lot of characteristics of the students and also in conducting the teaching itself. The problems which arise can be the difficulties in handling the teaching media, managing the situation of the classroom, managing the time in delivering the activity, and or in managing the students’ behavior related to the classroom management.

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In order to anticipate and solve the problems which come up during the teaching process, it can be minimized by conducting classroom management. The classroom management itself is content management which deals with the classroom and its contents, conduct management which refers to the ability of the teacher in addressing and resolving the discipline in the classroom, and covenant management which focuses on the interaction and the relationship in the classroom.

In this research, the researcher attempts to investigate the classroom management conducted by the ELESP student teachers and the classroom management problems that occur in the student teachers teaching practice.

D. Research Objectives

The research is intended to achieve some objectives. They are as follows. 1. Identify the classroom management conducted by the ELESP student teachers. 2. Identify the classroom management problems that occur in the student

teachers teaching practice.

E. Research Benefits

The research will bring some benefits for the student teachers, microteaching lecturers, and the future researchers. They are as follows.

1. For the Student Teachers

The study would help the student teachers to improve their ability in teaching, especially in managing the classroom so that in the future if they

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become teachers, they can anticipate and solve the problems related to classroom management. Besides, it can help the student teachers to teach better when they are conducting their PPL II by knowing what components of classroom

management should be conducted in order to anticipate the problems which occur.

2. For the Micro Teaching Lecturers

The study would help the lecturers of microteaching to know the student teachers’ ability in teaching related to the classroom management. Therefore, the lecturers will know what aspects in teaching related to the classroom management which should be improved for the student teachers. In addition, by knowing the problems that occur in managing the classroom during the teaching practice conducted by the ELESP student teachers, the lecturers could give solution or anticipation about it.

3. For the Future Researchers

This study would help the future researchers to know the components of classroom management which can be explored more since this research studies classroom management which encompasses three components. Therefore, the future researchers would have a specific classroom management to study. In addition, the future researchers could obtain more respondents as the sample by focusing on a certain skill of a class since the researcher obtained limited number of respondents.

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F. Definition of Terms

There are two definitions that are discussed in order to clarify the title of the research.

1. Classroom Management

According to Johnson and Bany, classroom management is the process of establishing and maintaining the internal environment of the group and the classroom conditions for the attainment of educational goals which consist of provision and procedures (as cited in Clark & Starr, 1991, p. 98). Meanwhile, Clark and Starr (1991) explain that classroom management is the process of organizing and carrying out classes so that learning occurs smoothly and efficiently. To focus classes on learning is the major purpose of it (p. 111). In addition, it conveys components of classroom management namely conduct management, content management, and covenant management as the three major components (Froyen & Iverson, 1999, para. 2).

In this study, classroom management is all components of classroom management so that the disturbance or other noise activities in the classroom can be minimized. The classroom management is conducted by the ELESP student teachers in the academic year of 2008/2009 who were taking micro teaching class and conducting teaching practice to lower semester students. In addition, the student teachers are required to manage the classroom which covers content management, conduct management, and covenant management as one of the teaching skills so that the flow of learning process during their teaching practice runs smoothly.

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2. Micro Teaching

Allen and Ryan (1969) state that micro teaching is real teaching which focuses on training for the accomplishment of specific task. The students of micro teaching should be skillfully taught. Besides, the skill or technique practiced must fit in well with the lesson specified for that day (pp. 2-4). Here, the student teachers take responsibility for successfully teaching an entire unit, and, to do this well, the student teachers have to utilize many skills and techniques.

In addition, there are several skills that student teachers should be able to master in conducting micro teaching. They are material mastery, self teaching performance, classroom management, and the use of language and grammar (Buku Pedoman, 2008).

In this study, micro teaching is a teaching simulation during micro teaching course taken by the ELESP student teachers at Sanata Dharma University where the student teachers have to apply the skills of teaching. The micro teaching students are the English Language Education Study Program (ELESP) student teachers in the academic year 2008/2009 who are joining the Micro Teaching Class. They are conducting the teaching practice to lower semester students at Sanata Dharma University in academic year of 2010/2011 to different classes, such as Reading Class, Writing Class, Speaking Class, and Listening Class. In addition, they have to manage the classroom as one of the skills that they have to be able to master in conducting the teaching practice and as their responsibility for successful teaching.

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CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter presents the discussion of any literature related to the topic discussed. As stated in the previous chapter, the objectives of this study are to identify the classroom management conducted by the ELESP student teachers and identify the classroom management problems that occur in the student teachers teaching practice. It is important to base the study on some related theories to see how the study should be conducted so that the expected result can be obtained. Related opinions and views from the experts are considered to provide a strong foundation for this study.

The supporting theories are under two subtopics in this chapter. The subtopics are the theoretical description and the theoretical framework. In the theoretical description, the researcher discusses some theories and research studies which are relevant to the topic. In the theoretical framework, the researcher relates the theories to the study.

A. Theoretical Description

In the theoretical description, the researcher will provide the basic theories about the definition of classroom management and components of classroom management.The purpose in the theoritical description is to give an illustration to the reader about the classroom management conducted by the ELESP student teachers. The classroom managements, namely components of classroom

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management, convey content management, conduct management, and covenant management.

1. Classroom Management

Weber (1982) states that classroom management is a set of activities by which the teacher establishes and maintains the classroom conditions which facilitate effective and efficient instructions (p. 282). While Clark and Starr (1991) explain that classroom management is the process of organizing and conducting a class so that it runs smoothly. Well done, it reduces wasted time and wasted motion (p. 98). In addition, according to Johnson and Bany, classroom management can be defined as the process of establishing and maintaining the internal environment of the group and the classroom conditions for the attainment of educational goal (as cited in Clark & Starr, 1991, pp. 98-99). It consists of all the provisions and procedures that are necessary to maintain an environment where instruction and learning can occur. The provisons and procedures are as follows.

a. Planning, organizing, coordinating, directing, controling, communicating and house keeping.

b.Manipulating time, space, personnel, materials, authority and responsibility, rewards, and punishment.

c. Resolving conflicts between school and society, between roles and personalities, between the group and individuals, between immediate and long-term goals, among personalities, and among roles.

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Moreover, Huitt (1999) states that classroom management’s primary purpose is to gain control of the classroom in which a good classroom management results in high levels of student engaged time (para.2).

Instead of that, Borich (1996) explains that the teachers are required to “stop problems which can disturb the flow of the lesson such as surface behaviors which represent the majority of disruptive classroom action” (as cited in Levin & Nolan, 1991, p. 520). The example of the problems are laughing, talking out of turn, passing notes, daydreaming, not following directions, combing hair, doodling, humming, tapping, and so on. Moreover, in 2010, Orlich, Harder, Callahan, Trevisan, and Brown note that there are several problems in a classroom:

Those problems are student apathy, difficulty getting students involved, students not following directions, failure to complete all assignment, unclear assignment, forgetting to check out projector or AV equipment, failing to preview media, resulting in presentation of inappropriate material, failure to plan discussion groups in advance, excessively talking at the beginning of the class, note passing, cheating, and attention seeking (p. 197).

Further, Harmer (2007) states that to make contact with the students at the back and for the students to ask for and receive individual attention are difficult in big classes (p. 177). Many teachers have come across students who do not seem to want to talk in a class caused by other students who dominate and may even intimidate is another problem faced by teacher (p. 182).

Because of that, classroom management takes an important role in the learning process since classroom management decides whether the learning process will run well or not. In the classroom management, the teacher should

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establish and maintain the classroom conditions so that the learning activities can be effective and efficient by applying the provisions and the procedures. In this study, classroom management covers all aspects which support the learning process to run efficiently and effectively. It will not waste so much time on something unnnecesary and will obtain good classroom environment which makes the learning process runs smoothly. In addition, any problems that come up during the teaching activities can be solved.

2. Components of Classroom Management

According to Froyen and Iverson (1999 ), content management, conduct management, and covenant management are the three major components of classroom management (para. 2). Those components are as follows.

a. Content Management

Content management occurs when teachers manage space, materials, equipment, the movement of people, and lessons that are part of a curriculum or program of studies. In content management, it can be conducted by organizing for classroom management. They are as follows.

1) Managing the space

Managing the space can be conducted by arranging the setting. The teacher can arrange the classroom so that it is attractive and easy for the students to work in. In addition, to arrange the class according to the classwork the students are to do can be obtained by the teacher (Clark & Starr, 1991, p. 102). Some variations of the ordinary row setup may be desirable for watching a movie or listening to a

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lecture. While for commitee work, small circles of chairs may be best, for discussion, a circle or some segment of a circle may be suitable. The teacher can move the chairs to suit the activity. Some of the possible class arrangements are shown in Figure 1.1

Figure 1.1 Diagrams of Possible Room Arrangement

Taken from Clark and Starr, 1991, p. 103

2) Managing the material and equipment

During the initial days in the classroom, the teacher chooses content activities that everyone can successfully complete which can promote enthusiasm for the work that lies ahead. Borich (1996) suggests five examples of first-day activities related to the materials and equipments that can be employed during the teaching activities. They are as follows.

Eacher’s desk

W ork table

Teacher’s desk

W ork Table W ork table

W ork table Teacher’s

desk

Teacher’s desk

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a) Conducting a brief experiment and explaining its consequences in real life. b) Reading a lively excerpt from a short story and providing an interpetation. c) Demonstrating a concrete procedure and having students practice it, such as

using calculator, equipment, charts, or table.

d) Describing a typical current event and explaining how it can affect their lives. e) Teaching a few words of conversation and having students try them out (p.

499).

In addition, Harmer (2007) suggests that teachers know where to find at least one good reference grammar at the appropriate level, or can direct them to a library or a website where the students can find the materials (p. 31). Other than that, students expect that the teacher should know how to employ equipment that the teachers have selected to use because how to use various types of equipment is a major part of modern teacher training. It means that the materials which are going to be employed in the teaching activities should be suited to the ability or level of the students and the teacher should be able to employ the equipment in the learning process.

Consequently, when the teachers conduct the teaching, the teachers should be able to balance the material and the equipment to be employed. The teachers have to be able to use the equipment well related to the materials that they are going to deliver in the teaching process. The teachers should decide what the learners want to achive and then see what kind of techniques and technology will help them to do this.

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3) Managing the movement of people

The movement of people in a clasroom can be conducted by managing the movement of the students and the movement of the teachers. Harmer (2007) states that most successful teachers move around the classroom to some extent. The movement of people is a matter of personal preference, but it is worth remembering that motionless teachers can bore students, while teachers who are constantly in motion can make the students feel uncomfortable (p. 35). Therefore, it indicates that the teachers’ movement should be suited to the activity, whether the activity needs a lot of movement from the teacher or not.

While the movement of the students can be obtained by keeping the class moving well. Kounin states that movement management is the technique of guiding the class smoothly through its activities and from one activity to another. The movement management can be obtained by avoiding interrupting the progress of the class as follows.

a) Be sure that students are ready to hear before making announcements, issue orders, or make statement.

b) Finish one activity before starting on the next activity.

c) Do not start another topic or activity and then jump back to the unfinished previous one.

d) Avoid the distracters caused by irrelevant happenings or thoughts. e) Explain what should be explained.

f) Avoid going into much detail, such as call up a group, then call them up at once, not one by one (as cited in Clark & Starr, 1991, p. 106).

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As a result, the teacher should be able to conduct the teaching well by managing the movement so that there will be no interuption in the progress of the classroom activities. Kounin mentions that other teachniques are withitness and overlapping (as cited in Clark & Starr, 1991, p. 106). Withitness is the ability to keep an eye on the entire class at once, making the class aware that the teachers are alert to the students. While overlapping is to do two things at once, such as listening to one student at the desk while keeping tabs on the progress of another group in a diffrent part of the room. Another technique is by calling the students’ name after asking the question, calling the students randomly, involving every student in the lesson, and frequently checking on student progress and activity. Because of that, monitoring the students’ progress is required in order to keep the movement of the students as what the teachers’ desire.

4) Managing the lesson

Clark and Starr (1991) state that in the teaching, the teacher should plan what is going to be delivered in the teaching process by being sure that the learning activities proceed in a logical sequence is required (p. 102). A little instruction in how to study, or how to use the tools of learning, or how to carry out the assignments pay off in more profitable classes. In the study, the teacher should know what the teacher and the students are supposed to do. Therefore, providing enough good materials for the students to work with is required. Besides, the variety of activities and topics are required in order to avoid boredom of both teachers and students. The activities and the topics are suited to what the teachers are asking to do, such as role-play since the teacher does not want to keep

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drill running for half an hour that would exhaust both students and teacher (Harmer, 2007, p. 29). Therefore, in managing the lesson, the teacher has to be able to suit the lesson and the activity well so the lesson which is delivered can be obtained without consuming a lot of time or the opposite.

b. Conduct Management

Conduct management refers to the set of procedural skills that teachers employ in their attempt to address and resolve discipline problems in the classroom. It refers to the control and administration of consequences. The activities which are happening in the classroom should be disciplined. This conduct management can be obtained by building classroom climate, building self-discipline in the classroom, and establishing rules.

1) Building classroom climate

Classroom management depends on the students’ respect, which can be won only by treating students “fairly and compasionately over a sustained period of time” (Clark & Starr, 1991, p. 99). Therefore, teacher’s personality and the classroom atmosphere are required to obtain it since students are much more likely to cooperate with teachers who show themselves to be empathic, warm, and genuine. By being friendly, cheerful, interested, honest, and helpful can create close relationship with the students. Besides, teachers have to learn each student’s name and employ the students’ name in the class.

When conducting the teaching, teachers have to try to combine a sense of humor with a sense of proportion, such as teachers can laugh with the students to

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clear the atmosphere. Teachers have to set a good example for the students also, such as when they are in the classroom and using voice. When teachers are in the classroom, they should be conscious of how close they are to the students they are working with or the general way in which teachers sit or stand in classroom. A teacher has to behave in a way which is appropriate to the students. Besides, the movement of the teacher in the class and the awareness of assessing what students have said and teachers have to respond appropriately have to be paid attention (Harmer, 2007, p. 35).

Harmer (2007) also explains that how the teachers speak and what the teachers’ sound like have a crucial impact on classes (p. 36). Therefore, the teachers’ voice is to be audible which means that the teachers’ voice can be heard by the students at the back of the class. The teachers are required to vary the quality of the voice and the volume they speak according to the type of the activity. By conducting these skills, the students will feel comfortable and enjoy the learning process. Thus, the teachers can have more control of the class.

2) Building self-discipline

Clark and Starr (1991) explain that a major goal of effective classroom management is student self-discipline (p. 111). To help students to learn the importance of accepting responsibility for working diligently, for being dependable, and for carrying out what they have agreed to do by running well-organized, efficient classes in which students learn what appropriate behavior is and that behaving appropriately is rewarded. Petty (2009) mentions that praise of appropriate behavior is more effective than criticism of inappropriate behavior (p.

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108). The teacher therefore can give the students reward based on their good achievement and or good behavior.

3) Establishing rules

According to Clark and Starr (1991), a class requires some rules; no class requires many. So many rules confuse students. A few definite rules that make sense to students and teacher alike will prove to be more successful (p. 104). Because of that, in order to make a clear rule, the students should be involved so that they know exactly what the limits are.

Clark and Starr (1991) find that a rule can be considered a good rule or principle when it clearly spells out what it is the students must do, seems reasonable, and can be enforced (p. 104). Therefore, when establishing classroom rules, the participation of the students is required to develop their own standard behavior. While according to Borich (1996), there are four suggestions for creating classroom rules (pp. 480-481). They are making the rules consistent with the classroom climate the teacher wishes to promote, not establishing rules that the teachers can not enforce, specifying the necessary rules in the classroom, and stating the rules at a general enough level to include a range of specific behaviors.

Because of that, in creating the rules, the participation of the students should be involved in order to make their own standard and the teachers’ decision is also required in order to suit the classroom climate and the teachers’ ability.

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c. Covenant Management

Covenant management focuses on the classroom group as a social system that has its own features that teachers have to take into account when managing interpersonal relationships in the classroom. Thus, in the covenant management, the teacher should be able to use the diversity in the classroom to strengthen the classroom social group. Borich (1996) explains that the greater spatial distance between teacher and student, the more some students became passive listeners and engaged in off-task behavior (pp. 493-494).

Therefore, the teacher requires to move closer to the students so that the students become more interactive. Dillon mentions that:

Establish an open, risk-free classroom climate where students can experience mutual trust and confidence, plan and structure lessons that meet the interests and needs of students, and implement lessons that allow all students to be active learners through activities and responsibilities that are congruent with the learners’ culture are required to bridge cultural gaps (as cited in Borich, 1996, pp. 493-494).

Because of that, teachers should be able to convey all the related lessons and activities to the diversity of the culture in the classroom, so the learners can be involved interactively in the learning process.

B. Theoretical Framework

The research studies student teachers’ classroom management in micro teaching class. The theory of classroom management by Weber (1982), Clark and Starr (1991), and Huitt (1999) help the researcher to focus on the observation which observes the process of organizing and conducting a class by maintaining the provision and the procedures in teaching. In addition, their theories of

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classroom management help the researcher to see whether the ELESP student teachers can create smooth learning process without wasting so much time in conducting unnecesary activities and minimize the disturbance in the learning process itself.

Indeed, the theory of components of classroom management by Froyen and Iverson (1999), Borich (1996), Harmer (2007), and also Clark and Starr (1991) help the researcher to limit the observation which focuses on classroom management. The observation especially observes the components of the classroom management. Thus, the observation will only focus on the content management which focuses on managing space, materials, equipment, and movement of people and lesson and conduct management which refers to the management of building classroom climate, building self-discipline, and establishing rules. In addition, the observation was conducted by the researcher to gain data related to covenant management which focuses on the classroom group as a social system.

Moreover, problems in managing the classroom theories presented by Borich (1996), Harmer (2007), and Orlich, Harder, Callahan, Trevisan, and Brown (2010) were employed by the researcher to see the classroom management problems in the student teachers teaching practice. Therefore, in conducting the observation, the researcher will focus on the specific respondents, the ELESP student teachers who conduct their teaching practice toward lower semester students.

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CHAPTER III

RESEARCH METHODOLOGY

This chapter discusses the methodology employed by the researcher in conducting the study in order to answer the questions of classroom management conducted by the ELESP student teachers and the classroom management problems that occur in the student teachers teaching practice. The student teachers are the students of English Language Education Study Program (ELESP) at Sanata Dharma University Yogyakarta in the sixth semester of the academic year of 2010/2011. The methodology will be presented in six sections which are research method, research setting, research participants, instrument and data gathering technique, data analysis technique, and the research procedure.

A. Research Method

A survey was employed in this study. According to Ary, Jacobs, and Sorensen (2010), the survey is a research technique in which the researchers want to gather information about the characteristics of population by studying a smaller group (a sample) carefully drawn from the population (p. 372). Ary, Jacobs, and Sorensen (2010) also explain that a cross-sectional surveys study a cross section (sample) of a population at a single point in time (p. 377).

Therefore, this research was a survey research which studies a smaller group of the ELESP student teachers. They were the ELESP student teachers at Sanata Dharma University of academic year of 2008/2009 who were taking micro

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teaching course. Besides, the survey was employed in this research to gather information about the classroom management conducted by the ELESP student teachers and the classroom management problems that occur in the student teachers teaching practice. In addition, this research studies the ELESP student teachers in the academic year 2008/2009 who conducted teaching practice to lower semester students at a single point in time. It was in the academic year of 2010/2011 in even semester when they conducted teaching practice to lower semester students.

B. Research Setting

This study was conducted at Sanata Dharma University, especially at the English Language Education Study Program classes. The research was conducted in two different classes and in five days in conducting the observation and distributing the questionnaire. The research was conducted in Intensive Reading II class at I/K.42 on 4 May 2011, Paragraph Writing class at I/K. 42 on 20 May 2011, Pre-Intermediate Listening class at Listening Laboratory on 9 May 2011, and Interactional Speech II class at I/K. 42 on 10 and 11 May 2011.

While the guiding questions for interview itself was conducted in five days, on 14, 15, and 17 June 2011 as many as two participants for each day. While there was only one participant on 20 June 2011 and 8 August 2011. The interview was conducted in the PBI area.

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C. Research Participants

Ary, Jacobs, and Sorensen (2010) define population as to all members of any well-defined class of people, events, or objects (p. 148). The population of this research was the sixth semester students of the English Language Education Study Program (ELESP) of academic year 2008/2009 at Sanata Dharma University who were taking Micro Teaching Course (KPE 373) in academic year

2010/2011. There were seven classes of micro teaching class and there were 20 to 22 student teachers for each class.

According to Ary, Jacobs, and Sorensen (2010), in purposive sampling- also referred to as judgment sampling- sample elements judged to be typical, or representative, are chosen from the population (p. 156). In this research, the researcher took eight students who were conducting the teaching practice in Reading Class, Speaking Class, Listening Class, and Writing Class. While from each class, the researcher observed two students as the representative of each class. Since there were four classes to be taught by the student teachers, therefore, eight students were required. The respondents were purposively chosen based on the subject of the course at Sanata Dharma University that involved the productive and receptive skills. They were reading and listening as receptive skills and speaking and writing as productive skills.

D. Instruments and Data Gathering Technique

In carrying out the data in the study, the researcher employed four instruments namely observation checklist, observation note, questionnaire, and

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guiding questions for interview. The observation checklist (see Appendix B) contained some points about what to be observed. The researcher attempted to discover any information about the classroom management conducted by the ELESP student teachers and the classroom management problems occur in the student teachers teaching practice. In the first part of observation checklist (close-ended part) helped the researcher to answer the first research question and the second part of observation (open-ended part) helped the researcher to answer the second research question.

The second instrument employed in this research was observation note (see Appendix H). The researcher attempted to discover the respondents’ teaching performance related to the classroom managements conducted by the ELESP student teachers and also the classroom management problems occur in managing the classroom. Meanwhile, the observation note (see Appendix H) was employed to help the researcher to answer the second research questions on the classroom management problems that occur in the student teachers teaching practice.

The third instrument employed in this research was questionnaire (see Appendix D). It contained some questions that should be answered by the ELESP student teachers. The questions were designed from the observation checklist in order to find out their own evaluation after conducting the teaching. The questionnaire consisted of two different parts. The first part was close-ended questions which consisted of a set of statements where the respondents just needed to give check mark or cross mark on the options given. Besides, the respondents could give additional information in the space provided. The second

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part was open-ended questions which were a set of questions where the ELESP student teachers could give their reason why problems occurred during the teaching activities and how they solved the problems, and also what classroom management that they have conducted well. The close-ended part of questionnaire was aimed to help the researcher to answer the first research question while the open-ended part to answer the second research question.

The fourth instrument was guiding questions for interview. The guiding questions for interview (see Appendix F) contained some questions that should be answered orally. The guiding questions for interview was employed in order to ensure and cross-check the data of the researcher (data from observation checklist) and the data of the respondents (data from the questionnaire) about the classroom management conducted by the ELESP student teachers. The guiding questions helped the researcher to answer research questions number one and two.

Having the instruments, the researcher employed some techniques to obtain the data required. The first was conducting the observation to eight respondents in two different classes. They were two students of the ELESP student teachers who conducted teaching in Reading Class, two students taught at Speaking Class, two students taught at Writing Class, and two students taught at Listening Class. The observations were aimed to discovering the classroom management conducted by the ELESP student teachers and the classroom management problems occur in the student teachers teaching practice. Before the observation was employed, the researcher explained to the respondents that the researcher would only observe the respondents’ performance in teaching. As a

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result, the researcher observed eight student teachers on their teaching performances and completed the observation checklist when the student teachers were teaching the lower semester students. The observations were conducted on 4th, 6th, 9th-11th, and 20th of May 2011 when the ELESP student teachers taught the

lower semester students.

After the respondents conducted the teaching, the respondents were given the questionnaire as the second step. It was employed in order to gain the data from the point of view from the respondents. The questionnaires were distributed to each ELESP student teacher after they conducted the teaching. It was aimed to recall the student teachers’ teaching performance during the teaching activities. Therefore, the questionnaires were distributed to eight students on 4th, 6th, 9th-11th

of May 2011.

After the questionnaire and the observation checklist were completed, the next step was examining the data from the respondents and the observation checklist. The researcher analyzed the data from the observation checklist and the data from the questionnaires to find out the different data that the researcher obtained.

Then, the researcher conducted the guiding questions for interview to eight students of the ELESP student teachers on 14, 15, 17, and 20 June 2011, and 8 August 2011. The researcher conducted the guiding questions for interview in order to obtain more information and reason from the respondents about the different data obtained by the researcher. In addition, guiding questions for

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interview employed to ensure and cross-check the data taken in order to validate the data of the researcher.

After obtaining the data from guiding questions for interview, the researcher examined the result of guiding questions for interview to be compared to the result of observation checklist and questionnaire data. Finding the data from three instruments, the researcher employed the observation checklist result as the main data. While the result of questionnaire and guiding question for interview are as means to help the researcher to find what components of classroom management are conducted and are not conducted. Meanwhile, the result from observation note and open-ended parts of observation checklist and questionnaire are a means to help the researcher to find out the problems which occur in managing the classroom.

E. Data Analysis Technique

All the data gained through some techniques using certain instruments were analyzed to obtain the result of the research. There were several steps conducted by the researcher.

1. Data from the Observation Checklist

The first data to analyze were data gained from the observation checklist to eight students of the ELESP student teachers in four different skills classes. The data provided information about what components of classroom management which were conducted by giving check (v) mark and components of classroom management which were not conducted by giving cross (x) mark. The data would

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be categorized to make it easier to observe the components of classroom management which were conducted and which were not conducted. The data collected through the observation on four different skills classes to two respondents on each class. Each item of the observation checklist would be presented in a form of table to show the result. The observation result would be presented in Table 3.1 The Observation Checklist Results 1.

Table 3.1 The Observation Checklist Results 1

No. Component of Classroom Management Respondent 1 2 3 4 5 6 7 8

1. Content Management: a………..

b……….. c…………

2. Conduct Management: a……….

b………. c……….

3. Covenant Management a………..

b……….. c……….etc.

After obtaining the data in form of Table 3.1, the researcher counted how many respondents who conducted the components of classroom management and who did not conduct the components of classroom management on every component into percentage by using formula below. The result of it would be presented in form of table as in Table 3.2 Blank Table for Observation Checklist and would be presented in form of figures on Chapter IV.

(1) ∑a ×100%= %

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(2) ∑b ×100%=% ∑n

∑ : Total

a : The number of respondents who conducted the components of classroom management

b : The number of respondents who did not conduct the components of classroom management

n : The number of respondents

Table 3.2 Blank Table for Observation Checklist

No. Components of Classroom Management

Percentage

Conducted not Conducted

Total % Total %

1. …

55. …

Having all the data in form of percentage, then the researcher formulated those components of classroom managements namely conducted and not conducted. Those components of classroom managements were conducted during teaching activities if the percentage of check (v) mark was more than 50%. While having the percentage of cross (x) mark was more than 50%, the researcher concluded that the components of classroom management were not conducted during the teaching activity. Despite the fact that there were the same results of percentage which was 50%, it means that components of classroom management were balanced.

The last step, the data would be analyzed later by elaborating it with the data gained through the questionnaire, the guiding questions for interview, and observation note.

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2. Data from the Questionnaire

The second data to analyze was gained from questionnaire. The result of the questionnaire provided data about the respondents’ point of view on the components of classroom management that are conducted and which are not conducted during the teaching process. First, the researcher listed what components of classroom management which were conducted and were not conducted by the ELESP student teachers. The components of classroom management which were conducted were marked by check (v) mark and the components of classroom management which were not conducted were marked by cross (x) mark. The result of it would be presented in Table 3.3.

Table 3.3 The Questionnaire Results 1 (Close-Ended)

No. Component of Classroom Management Respondent 1 2 3 4 5 6 7 8

1. Content Management: a………..

b……….. c…………

2. Conduct Management: a……….

b………. c……….

3. Covenant Management a………..

b……….. c……….etc

After obtaining the data in the form of table, the researcher counted how many respondents conducted the components of classroom management and who did not conduct the components of classroom management on every component

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into percentage using formula below. The result of it would be presented in form of table as in Table 3.4 Blank Table for Questionnaire. In addition, the result of it would be presented in form of figure.

(1) ∑a ×100%= %

∑n

(2) ∑b ×100%=%

∑n

∑ : Total

a : The number of respondents who conducted components of classroom management

b : The number of respondents who did not conduct components of classroom management

n : The number of respondents

Table 3.4 The Blank Table for Questionnaire

No. Components of Classroom Management

Percentage

Conducted not Conducted

Total % Total %

1. … 55. …

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percentage which was 50%, it means that components of classroom management were balanced.

The last step, the data would be analyzed later by elaborating it with the data gained through the guiding questions for interview, observation, and observation note.

While the data from open-ended questionnaire were employed to gather information from the student teachers. They were functioned to find out the reasons why the ELESP student teachers did not conduct the components of classroom management during the teaching. Besides, the data would be presented in Chapter IV.

3. Data from the Guiding Questions for Interview

The next step was the data from the guiding questions for interview. The result of the guiding questions for the interview provided the result of the differences between the data of observation checklist and questionnaire. The data gained through the guiding questions for interview would be analyzed to ensure that the data of the researcher were correct and to gain more information from the respondents on different data. Then, the researcher presented the result in table form. The researcher listed what components of classroom management were conducted and which were not conducted by the ELESP student teachers. The components of classroom management which were conducted by the respondents were marked by check (v) mark and the components of classroom management which were not conducted by the respondents were marked by cross (x) mark.

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Afterwards, the result of it would be presented into a table as in Table 3.5. The Guiding Question for Interview Results 1.

Table 3.5 The Guiding Question for Interview Results 1

No. Component of Classroom Management Respondent 1 2 3 4 5 6 7 8

1. Content Management: a………..

b……….. c…………

2. Conduct Management: a……….

b………. c……….

3. Covenant Management a………..

b………..,etc

After obtaining the data in form of table, the researcher counted how many respondents conducted components of classroom management and who did not conduct on every component into percentage using formula below. Further, it would be presented in form of table as in Table 3.6 The Blank Table for Guiding Question for Interview and in form of figure.

(1) ∑a ×100%= %

∑n

(2) ∑b ×100%=%

∑n

∑ : Total

a : The number of respondents who conducted the components of classroom management

b : The number of respondents who did not conduct the components of classroom management

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Table 3.6 the Blank Table for Guiding Questions for Interview

No. Components of Classroom Management

Percentage

Conducted not Conducted

Total % Total %

1. … 55. …

Having all the data in form of percentage, then the researcher formulated those components of classroom managements namely conducted and not conducted. Those components of classroom managements were conducted during teaching activities if the percentage of check (v) mark was more than 50%. While having the percentage of cross (x) mark was more than 50%, the researcher concluded that the components of classroom management were not conducted during the teaching activity. Despite the fact that there were the same results or percentage which was 50%, it means that components of classroom management were balanced.

Having all the data required, the last thing the researcher analyzed was about the final result on the classroom management conducted by the ELESP student teachers. In addition, the researcher also analyzed the classroom management problems that occur in the student teachers teaching practice which was supported by observation note and open-ended parts. Furthermore, the main data in the research were the observation data. While the result of questionnaire and the interview, they were as the supporting data to strengthen the observation result.

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F. Research Procedure

To find out the answers to the problems, the following procedures were carried out on this research.

1. Conducting Library Research

Conducting library research was aimed to gain any literature required by the researcher. It was conducted several times before the researcher decided to conduct the observation.

2. Constructing the Observation Checklist

After obtaining the literature required, the researcher constructed the observation checklist. It was aimed to focus and limit the observation. Meanwhile, the observation checklist consisted of two parts: close-ended and open-ended.

3. Constructing the Questionnaire

Constructing the questionnaire was conducted after the researcher constructed the observation checklist. The questionnaire was the same as observation checklist in its content. It was aimed to obtain the same discussion as in the observation checklist.

4. Constructing the Guiding Questions for Interview

The guiding questions for interview were constructed in order to clarify the different data gained from the observation checklist and questionnaire. In addition, it would help the researcher to find out the reasons for the different data.

5. Asking for Permission from Respondents

Permission from the respondents was required in order to conduct the research. The permission was obtained by asking the respondents one by one. In

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RESPONDENT 3

Friday, May 13rd, 2011 and May 20th, 2011 Paragraph Writing Class

First Teaching Practice

1. Teacher introduced herself.

2. Teacher asked students about what they have learned by calling up students’ name and smiling.

3. Teacher divided students into three groups consisted 10 students for each group and asked students to join with their own group. But, the group consisted 8, 9, and 10 students for each group. It was not balance.

4. Teacher would play descriptive game.

5. Teacher explained the instruction and checked whether the students have already understood about the instruction or not.

6. Teacher counted the time and observed the students whether students have finished or not.

7. Students were noisy but then they were silent again.

8. Then, group 1 came in front to describe the picture and group 3 drew the picture of it.

9. Teacher made sure that the students were ready then teacher gave explanation again on group one’s answer to student from group three who was drawing the picture.

10.Teacher was enthusiastic. Her voice was clear. Teacher smiled to students and showed friendly.

11.Then, teacher asked students what would they learned from this activity. Students answered about descriptive text.

12.Teacher seemed lack of time because her time was actually only 50 minutes to teach.

13.Teacher asked students about descriptive text then asked students to read the handout.

14.Teacher asked students to do the task on the handout.

15.Teacher explained a bit faster because she realized that she ran out of time. 16.Teacher used LCD and the slides presented were clear and interesting. 17.Teacher explained the handout and the pictures on slide show.

18.The pictures were interesting in which the majority of students saw at the slides.

19.The use of equipment was very helpful.

20.Then, teacher involved students to read the handout.

21.Teacher offered questions to students and students answered the questions. 22.Teacher asked students to do the work in groups again. There were three big

groups.

23.The allocation time was five minutes to do that activity. 24.Teacher came closer to students to check students’ work. 25.Teacher gave additional time.

26.Teacher checked whether the students still listened the teacher or not and then she stopped the activity.

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27.Teacher could build the classroom climate since students seemed were enthusiastic.

Second Teaching Practice

1. Teacher continued the previous teacher’s activity.

2. Teacher asked students to stand up and stretched the body together. 3. Teacher asked students about the previous materials.

4. Teacher asked students to guess describing. 5. Teacher moved the laptop.

6. Teacher then asked students to see the handout. 7. Teacher employed LCD and laptop.

8. Teacher laughed with students by joking together.

9. Teacher asked students to see the handout and to review together.

10.Teacher used boar-marker to write down on white-board but the hand written of the teacher was not clear at the back of the class since the marker was not sharp enough.

11.Teacher came back to the slides and explained the students then asked the students to answer the questions and the students answered the questions. 12.Teacher explained the instruction to the students to do the work in groups in

order to correct the task.

13.Teacher gave example on the white-board before.

14.Teacher asked students to check the errors of writing and see the handouts about adjective order.

15.Teacher invited students to order the adjective order.

16.Teacher mentioned “good” since students could answer well. 17.Teacher wrote down some examples on white-board.

18.Teacher involved students to answer together both women and men.

19.Teacher explained but teacher tended to talk with the white-board because teacher was explaining while writing down the explanation on white-board. 20.When teacher wrote down on the white-boards, the students tended to be

noisy. Then, teacher asked students to read and discuss together.

21.Teacher tended to see on the right side when explaining, but when teacher finished explaining, she asked students who sat on the left side.

22.Teacher gave back the revision of the students’ work and asked students to revise again in groups.

23.Teacher hit the chair when she walked to give the work to students.

24.Teacher asked students to do the work in groups and to do the activity 2 from the handout.

25.Teacher moved around to check students who do not have any group member.

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vii ABSTRACT

Dewi, Angela Merici Yudiyanti Kusuma. 2012. Student Teachers’ Classroom

Management in Micro Teaching Class. Department of Language and Arts

Education, Faculty of Teachers Training and Education, Yogyakarta: English Language Education Study Program, Sanata Dharma University.

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viii

Keywords: micro teaching, classroom management, content management, conduct management, covenant management

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ix ABSTRAK

Dewi, Angela Merici Yudiyanti Kusuma. 2012. Student Teachers’ Classroom

Management in Micro Teaching Class. Yogyakarta: Program Studi Pendidikan

Bahasa Inggris, Universitas Sanata Dharma.

Micro teaching merupakan simulasi pengajaran yang berpusat pada

pelatihan untuk tercapainya tugas tertentu. Oleh karena itu, mahasiswa praktikan bertanggung jawab atas keberhasilan pengajaran dengan menerapkan teknik-teknik dan keterampilan-keterampilan yang mereka pelajari. Salah satu keterampilan tersebut adalah manajemen kelas. Karena mahasiswa micro

teaching PBI merupakan mahasiswa yang dididik untuk menjadi guru, mereka

harus mampu untuk menerapkan manajemen kelas karena hal tersebut memegang peranan penting terhadap kesuksesan pengajaran.

Penelitian ini dilakukan terhadap delapan mahasiswa PBI tahun angkatan 2008/2009 yang sedang mengambil mata kuliah Micro Teaching. Ada empat tahapan dalam mengumpulkan data, yaitu observasi, catatan observasi, kuesioner, dan wawancara. Observasi digunakan untuk memperoleh data mengenai jenis manajemen kelas apa saja yang diterapkan oleh mahasiswa praktikan PBI dan sebagai data utama. Catatan observasi untuk mencatat seluruh kegiatan mengajar. Kuesioner untuk memperoleh data berdasarkan pendapat mahasiswa, sedangkan wawancara untuk mengklarifikasi hasil yang berbeda antara observasi dan kuesioner.

Hasil penelitian menunjukkan bahwa covenant management dalam manajemen keanekaragaman meliputi kombinasi antara pria dan wanita dalam satu kelompok, partisipasi seluruh siswa, dan keterlibatan didalam aktivitas siswa telah diterapkan dengan baik oleh praktikan. Selain itu, content management dan

conduct management juga turut diterapkan oleh praktikan ketika mengajar.

Content management diterapkan oleh praktikan ketika mereka melakukan

manajemen ruang bahan ajar, peralatan konvensional, gerak siswa, dan pelajaran. Conduct management diterapkan oleh praktikan ketika mereka memanajemen tingkah laku diri sendiri: praktikan bersikap ramah, menggunakan nama siswa dalam proses belajar, dan penggunaan suara yang jelas serta manajemen tingkah laku siswa: praktikan memberikan pujian kepada siswa. Sementara itu, ada beberapa masalah yang muncul dalam penerapan manajemen kelas. Masalah-masalah tersebut mencakup content management dan conduct

management. Masalah dalam content management terjadi ketika praktikan tidak

bisa menjangkau seluruh siswa di dalam kelas yang besar, manajemen waktu yang mengakibatkan tidak terselesaikannya tugas, mengoperasikan peralatan

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elektronik kurang dari tiga menit sehingga mengakibatkan kegagalan menampilkan media dan kealapan untuk mengecek audio visual, serta memantau siswa dan menjelaskan perintah secara jelas yang menimbulkan keacuhan siswa dan tugas yang tidak jelas. Sedangkan masalah conduct management terjadi ketika praktikan tidak bisa menciptakan disiplin pribadi siswa dimana hal ini mengakibatkan siswa mencontek, mengkoreksi tingkah laku yang kurang baik yang mengakibatkan siswa berbicara bukan pada waktunya dan mencari perhatian.

Kata kunci: micro teaching, classroom management, content management, conduct management, covenant management

Student teacher`s classroom management in micro teaching class.

“Janganlah takut, sebab Aku menyertai engkau,

Janganlah bimbang, sebab Aku ini Allahmu;

Aku akan meneguhkan, bahkan akan menolong engkau;

Aku akan memegang engkau

dengan tangan kanan-Ku yang membawa kemenangan”

(Yesaya 41:10)

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Dukungan

Links

Student teacher`s classroom management in micro teaching class.

“Janganlah takut, sebab Aku menyertai engkau,

Janganlah bimbang, sebab Aku ini Allahmu;

Aku akan meneguhkan, bahkan akan menolong engkau;

Aku akan memegang engkau

dengan tangan kanan-Ku yang membawa kemenangan”

(Yesaya 41:10)

Parts

Dokumen yang terkait

A STUDY ON TEACHER CLASSROOM MANAGEMENT IN SCIENCE BILINGUAL CLASS AT SMPN 1 PROBOLINGGO

PROFESSIONAL TEACHER AND CLASSROOM MANAGEMENT IN PRIMARY SCHOOL.

CLASSROOM MANAGEMENT IN ENGLISH TEACHING LEARNING PROCESS: A MICRO ETHNOGRAPHY STUDY AT AL JABAR Classroom Management In English Teaching Learning Process: A Micro Ethnography Study At Al Jabar Elementary School Gondang, Sragen.

CLASSROOM MANAGEMENT IN ENGLISH TEACHING LEARNING PROCESS: A MICRO ETHNOGRAPHY STUDY AT AL JABAR Classroom Management In English Teaching Learning Process: A Micro Ethnography Study At Al Jabar Elementary School Gondang, Sragen.

CLASSROOM MANAGEMENT APPLIED BY THE EIGHTH GRADE TEACHER IN TEACHING ENGLISH Classroom Management Applied By The Eighth Grade Teacher In Teaching English In SMP Muhammadiyah 1 Surakarta In 2012/2013 Academic Year.

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