Managing Five Students of The 4th Grade Who Talked and Moved Around in The Class At SDK BPPK Bandung.
ABSTRACT
Selama masa magang sebagai guru Bahasa Inggris mulai dari tanggal
11 Juli 2011 sampai 27 Agustus 2011 di SDK BPPK Bandung, saya
menemukan masalah yaitu saya tidak mampu menangani lima orang dari
dua puluh enam siswa kelas IV yang sering berbicara satu sama lain dan
keluar dari tempat duduk mereka ketika saya sedang mengajar di dalam
kelas maupun saat siswa sedang mengerjakan tugas.
Masalah ini memiliki beberapa sebab dan akibat. Penyebabnya adalah
bahwa saya seorang guru baru dan pengetahuan saya tentang classroom
management masih sedikit, juga saya tidak memiliki peraturan dan
prosedur yang harus dipatuhi oleh siswa. Akibatnya, kelas menjadi berisik
dan tak terkontrol lagi, saya sangat terganggu akan situasi ini ketika
mengajar, saya tidak mengajarkan materi pelajaran sepenuhnya karena
saya harus mengatasi masalah tersebut, serta siswa tidak menyelesaikan
tugas-tugas yang saya berikan. Selanjutnya, saya menemukan tiga pilihan
solusi yang dapat membantu saya untuk mengatasi masalah tersebut.
Pertama, saya harus membuat dan menerapkan peraturan dan prosedur
tentang apa yang boleh dilakukan dan tidak boleh dilakukan oleh siswa di
dalam kelas. Kedua, saya harus mengawasi siswa dengan berkeliling di
dalam kelas ketika siswa sedang mengerjakan tugas. Ketiga, saya harus
memanggil nama siswa yang sering berbicara dan keluar berjalan-jalan ke
bangku siswa yang lain lalu saya terus mengawasi siswa tersebut hingga
dia kembali ke tempat duduknya dan mengerjakan tugasnya.
Solusi yang saya anggap paling baik untuk mengatasi masalah saya
tersebut yaitu membuat peraturan dan prosedur dalam kelas tentang apa
yang boleh dan tidak boleh dilakukan oleh siswa dalam proses belajarmengajar. Dengan membuat peraturan dan prosedur maka guru dapat
fokus mengajar dan siswa pun fokus belajar sehingga proses belajarmengajar bisa berjalan dengan baik dan sesuai dengan harapan.
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TABLE OF CONTENTS
ABSTRACT…………………………………………………………………i
DECLARATION OF ORIGINALITY……………………………………….ii
ACKNOWLEDGEMENTS…………………………………………………iii
TABLE OF CONTENTS……………………………………………………iv
CHAPTER I. INTRODUCTION……………………………………………1-5
A. Background of the Study
B. Identification of the Problem
C. Objectives and Benefits of the Study
D. Description of the Institution
E. Method of the Study
F. Limitation of the Study
G. Organization of the Term Paper
CHAPTER II. PROBLEM ANALYSIS…………………………………….6-10
CHAPTER III. POTENTIAL SOLUTION…………………………………11-19
CHAPTER IV. CONCLUSION……………………………………………20-22
BIBLIOGRAPHY
APPENDICES:
A. FLOWCHART
B. EXAMPLES OF RULES AND PROCEDURES
C. LIST OF REWARDS AND CONSEQUENCES (FOR
STUDENTS)
D. TRANSCRIPTION OF THE INTERVIEW
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APPENDICES
A.FLOWCHART
Causes
1.I was a new teacher in that
school who had no experience in
managing students in the
classroom.
2.I lacked classroom management
knowledge.
3. I did not give any guidelines
about classroom behavior in my
first day teaching.
Negative effects
1.The rules that I make will be
difficult to apply in doing activities
such as games, group works, and
discussion in the class.
2.It is difficult to maintain the rules
consistently for me as a new
teacher.
3. It takes energy and courage to
enforce the rules.
Negative effects
1.As I get back to my desk
after walking around the
class, the students will talk
to each other again.
Negative effects
1.The students will stop
talking or moving for a
moment, but after a few
minutes, they will talk or
move around again.
2. It diverts my focus on
calling the students’ names
and talking to them to get
back to their seats instead of
teaching the lessons.
Effects
Problem
1.The class became noisy and
uncontrollable.
I have a difficulty in managing
five students who talked and
moved around in the class
while I was teaching and
when they were working on
class assignments in the 4th
grade class at SDK BPPK
Bandung.
2.I was really distracted by their
behaviors.
3.I could not teach the lessons to
the students completely.
4.The students did not finish their
the assignments that I gave them.
Positive Effects
Pot. Sol 1
I have to establish rules and
procedures of the class
regarding talking and
moving, and I apply them
when I teach in the
classroom.
Pot. Sol 2
1.The students will be silent and
focused while I am teaching
lessons and when they are doing
their assignments.
2.The students will finish their
assignments.
Positive Effects
I have to move around the
class regularly when the
students are doing their
assignments.
Pot. Sol 3
I call the names of students who
talk or move around room while I
am teaching or while they are
working on their assignments and
talk to them to get back to their
seats and keep silent by
maintaining eye contact until the
students stop talking or moving.
1.I can monitor the students.
2. The students will focus on
doing their assignments.
Positive effects
1.The students will hesitate to
talk and move around again
while I am teaching or while
they are working on
assignments.
2. They will get back to their
seats and continue their
works again.
Chosen Pot. Sol
I have to establish rules and
procedures of the class
regarding talking and moving in
the classroom.
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B. EXAMPLES OF RULES AND PROCEDURES
RULES
Rules
Be respectful of rights of
others
Be polite and helpful
Respect the properties of
other
Listen to other’s idea
Other rules
-
-
Dos and Don’ts
Treat everyone with respect
No teasing
Say please
No fighting
Keep room clean
Don’t use other supplies
Pay attention when others are
talking
Pay attention when teacher is
teaching
Don’t call out or interrupt
Moving out from seats is not
allowed when teacher is teaching
Moving out from seats is allowed
when students turning in an
assignment, going to the restroom,
and have got teacher’s permission
Talking is not allowed when the
teacher is explaining the lesson.
Talking is allowed when asking
teacher and another students about
an assignment.
Source: Adapted from Learning to Teach (166)
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PROCEDURES
Morning Procedures
(For Students)
1) Sharpen your pencil
2) Turn in homework to the
Other Procedures
(For Teacher)
teacher’s desk
3) Copy down all homework
assignments
4) Complete warm-up activity on
the board
Praying
Reading time
Writing workshop
Group work
Games
Transitions between
activities
5) When finished, wait quietly in
Instruction time versus
your seat until the teacher
working time ( I. e,--in
begins class and gives
groups, on projects,
instructions.
individually, etc)
Source: “Use Procedures” (par.3).
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C. LIST OF REWARDS AND CONSEQUENCES
(FOR STUDENTS)
Rewards
The rewards of obeying the
rules and procedures
everyday:
Extra points
Extra time for recess
Special gifts
Serving as a class
leader and helper for
teacher
Get gold stars or
happy faces
Consequences
The consequences of breaking
the rules and procedures:
Taking points away
Expelling from class
Time out (lose recess time or
no recess time)
Source: Adapted from Arends (177-178)
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D. APPENDIX: INTERVIEW TRANSCRIPT
Name of interviewer
Name of respondent
Day & date of interview
Place of interview
Lukman
Erna
Lukman
Erna
Lukman
Erna
Lukman
Erna
Lukman
Erna
Lukman
: Lukman Fery Purba
: Erna Meliana
: Wednesday, 20 July 2011
: Teachers’ room, SDK BPPK
: Hallo Bu Erna, Selamat pagi. Saya mau menanyakan
beberapa mengenai SDK BPPK.
: Oh, iya, boleh, silahkan.
: SDK BPPK ini berdiri pada tahun berapa ya bu? Dan
bagaimana sejarahnya?
: Dulu, SDK BPPK pertama kali berdiri pada tanggal 1 juli
1950 terletak di Jl. Pajajaran No. 83 Bandung. Lalu, pada
tahun 1958, SDK BPPK pindah ke Jl. Pasirkaliki No. 93
Bandung. Tepatnya di Istana Plaza sekarang. Kemudian,
pada tahun 1999, SDK BPPK pindah ke Jl. Pajajaran
No.91, sampai sekarang.
: Ohh, ya. Trus, siapa dulu yang pertama kali membentuk
sekolah ini bu?
: SDK BPPK ini adalah sekolah swasta, dan dulu dekolah ini
dibentuk oleh sinode gereja GKP, Gereja Kristen Pasundan,
yaitu YBPPK GKP.
: Kepanjangan YBPPK itu apa ya bu?
: Yayasan Badan Perguruan dan Pendidikan Kristen.
: Oh ya, bu, Visi dan Misi SDK BPPK itu apa ya?
: Visi SDK BPPK yaitu menjadi sekolah yang mengutamakan
mutu penyelenggaraan pendidikan, terbuka bagi semua
lapisan masyarakat, akrab dengan budaya jawa barat, dan
dilandasi oleh keteladanan Yesus Kristus. Misi sekolah
SDK BPPK adalah menjadi sekolah yang unggul dalam
prestasi akademik dan non akademik dengan berlandaskan
nilai-nilai kristiani.
: masih ada beberapa lagi nih bu yang mau saya tanyakan.
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Erna
Lukman
Erna
Lukman
Erna
Lukman
Erna
Lukman
Erna
Lukman
Untuk menjadi guru di SDK BPPK syaratnya apa saja ya bu,
dan tugas-tugas sebagai guru disini apa saja?
: Nah, kalau untuk menjadi guru di sini, pertama-tama harus
diajukan kepada YBPPK dan mendapatkan persetujuan dari
pihak YBPPK. Syarat-syarat untuk menjadi guru di sini
adalah memiliki latar belakang kependidikan, kita utamakan
dulu yang beragama Kristen, mampu memotivasi dan
memahami karakter siswa, dapat bekerjasama dengan
guru-guru lainnya, dan inisiatif.
Kalau tugas-tugas menjadi guru disini sih sama saja dengan
semua sekolah. Yaitu: mempersiapkan materi pelajaran,
mengevaluasi setiap siswa, membimbing siswa dengan
rasa penuh tanggungjawab, mengembangkan dan melatih
talenta, kreatifitas dan minat siswa, meningkatkan
kedisiplinan bagi siswa, memberikan PR bagi siswa dan
juga catatan pelajaran.
: ohh begitu. Alat bantu yang digunakan di sekolah ini apa
saja ya bu?
: alat bantu yang digunakan antara lain yaitu buku pegangan
buat siswa, buku latihan siswa, papan tulis, spidol dan
kapur warna, alat peraga IPA seperti mikroskop, gelas ukur
dan kerangka korso. Dan alat peraga IPS seperti Peta atau
Atlas, komputer dan rol panjang.
: ok, kalau hubungan dalam dan antardepartemen di sekolah
ini bagaimana bu?
: Hubungan dalam dan antardepartemen yaitu kepala
sekolah bertanggungjawab kepada yayasan BPPK KPS
Bandung dan dinas Pendidikan kota Bandung. Kepala
sekolah bertanggungjawab atas pengawasan guru-guru
demi terciptanya kelancaran proses belajar mengajar di
sekolah. Semua kegiatan yang diadakan di sekolah berada
dibawah pengawasan yayasan. Dan, para guru
memberikan laporan kepada kepala sekolah mengenai
absen dan nilai siswa.
: oh begitu. Jadi semua tergantung kepada yayasan ya bu?
: iya benar.
: saya masih ada satu pertanyaan lagi nih bu. Bagaimana
mengenai struktur organisasi di SDK BPPK ini?
: Ohh, iya, kalau struktur organisasi nanti minta saja ke Pak
Yakin. Ada di dalam data komputer.
: ok, baiklah bu. Terima kasih atas waktunya ya bu.
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CHAPTER I
INTRODUCTION
A. Background of the Study
For my internship program which started on July 11, 2011, I chose to
do my internship in teaching area. I thought that teaching would be
interesting and challenging to build my soft skills and hard skills. In
addition, I have never taught before. Therefore, it would add to my
experience.
During my internship as an English teacher in 4th and 5th grade class at
SDK BPPK Bandung for almost two months from July 11, 2011 to August
27, 2011, I had a difficulty in managing five (5) students (three (3) female
and two (2) male students from twenty six (26) students in the class) who
often talked to each other and moved around in the 4th grade class while I
was teaching English for 45 to 90 minutes per day in three times a week.
They also liked to move around the class when they were working on their
assignments. This difficulty became my problem during my internship. The
description of my problem is supported by John Andrius in his article
“Case study – Whole Class out of Their Seats,” he states that,
there are always several students wandering around the room.
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During independent work time, the problem is especially severe. At any
given time, there may be as many as five students out of their seat.
Some students are talking to each other, others are turning papers,
and some of the students just seem to be wandering around. (par.2)
In addition, Richard I. Arends in his book Learning to Teach also says that
in classrooms, many teachers find “students talking when quite desired,
students not working on a seatwork assignment the teacher has given, or
students getting out of their seats at inappropriate times” (159). In my
case, as the consequences, the class was noisy and uncontrollable. In
addition, I was disturbed and could not concentrate in delivering the
teaching materials and their assignments were not finished.
Therefore, this term paper discusses this problem. This problem is
important to analyze because it can be a guide for beginning teachers who
have no experiences in managing students in the class. Therefore, I am
encouraged to write this term paper to find out the ways to manage
students who often talk or move around or walk from their seats while the
teacher is teaching. The analysis will be written systematically and
critically to define the causes, effects, and potential solutions of the
problem.
B. Identification of the Problem
In this term paper, the problem will be analyzed to find out the answers
to the following questions.
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1. Why was it difficult for me to manage the class where the students
talked and moved around while I was teaching and when they were
doing the assignments?
2. How did this difficulty affect me as the teacher and the lessons?
3. How can I manage this class?
C. Objectives and Benefits of the Study
The aim of this study is to analyze what made me not able to manage
the class where the students talked and moved around while I was
teaching and when the students were working on class assignments, and
how the difficulty affected me as a teacher and the lessons. This term
paper will also explain how to solve it.
There are benefits of doing this research. First, the benefit for me as
the writer is that I get the knowledge of how to manage the class where
students talk and move around when the teacher is teaching or when they
are working on their assignments. I can apply the knowledge when I teach
in a class, either in a school or a private course in the future. Second, the
benefit for the readers who want to be teachers or are beginning teachers
is if they experience the same problem, this will help them in solving it.
Third, the benefit for the institution is this research can be used in the
school to be a guide for beginning teachers there who may experience the
same problem.
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D. Description of the Institution
Mrs. Erna Meliana, the headmaster of SDK BPPK, states that SDK
BPPK Bandung is a private school which was established on July 1, 1950
on Jl. Padjadjaran No. 83 Bandung. Then, in 1958 it moved to Jl.
Pasirkaliki No. 93 Bandung. In 1999, it moved again to Jl. Padjadjaran No.
91, and it stays there since then. SDK BPPK Bandung was founded by
GKP Synod ( Gereja Kristen Pasundan) under the license of YBPPK-GKP
(Yayasan Badan Perguruan dan Pendidikan-Gereja Kristen Pasundan).
The vision and mission of SDK BPPK Bandung are based on Christianity.
The vision is being a reputable private school which provides high quality
education, open to public, and based on Jesus Christ’s model and
discipline. The mission is being an excellent private school through
academic and non-academic achievements based on Christian values.
E. Method of the Study
In doing this term paper, there are two methods of study that are used.
The first method is doing observation and my experience during my
internship which is recorded in my internship journal. And the second
method is doing library research on books and internet sources.
F. Limitation of the Study
The object of my research is five students (three (3) female and two (2)
male students of twenty six (26) students in the class) who talked and
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moved when I was teaching them or when they were doing their
assignments in class during English lessons in the 4th grade class when I
did my internship at SDK BPPK Bandung from July 11, 2011 to August 27,
2011.
G. Organization of the Term Paper
This term paper starts with the Abstract in Bahasa. The Abstract
contains the summary of chapter one until four. After the Abstract, there
are Declaration of Originality, Acknowledgements, and Table of Contents.
Next, Chapter I is the Introduction which is divided into seven parts.
They are Background of the Study, Identification of the Problem,
Objectives and Benefits of the Study, Description of the Institution, Method
of the Study, Limitation of the Study, and the last one is Organization of
the Term Paper.
Then, Chapter II is Problem Analysis which discusses the causes and
effects of the problem. Chapter III discusses the Potential Solutions of the
problem. There are three potential solutions with their negative and
positive effects. Chapter IV is the Conclusion which explains the chosen
solution and the reasons why the solution is considered the best. The last
parts are the Bibliography and Appendices which contain the flowchart,
examples of rules and procedures of the classroom, list of rewards and
consequences of the rules and procedures for students.
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CHAPTER IV
CONCLUSION
In chapter II, I have explained the causes and the effects of my
problem. There are three causes and four effects of my problem. The first
cause is I was a new teacher in that school who had no experience in
managing students in the classroom. Second, I lacked of classroom
management knowledge. Third, I did not give any guidelines about
classroom behavior in my first day teaching. Then, the first effect is the
class became noisy and uncontrollable. Second, I was really distracted by
their behavior. Third, I could not teach the lessons to the students
completely. Fourth, the students did not finish their assignments. In
chapter III, I have explained three potential solutions for my problem
including each of their negative and positive effects. The first potential
solution is I have to establish rules and procedures of the class regarding
talking and moving, and I apply them when I teach in the classroom. The
second potential solution is I have to move around the class regularly
when I am teaching and the students are doing their assignments. Then,
the third potential solution is I call the names of students who talk or move
around room while I am teaching or while they are working on their
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assignments, and I talk to them to get back to their seats and keep silent,
and I maintain eye contact until the students stop talking or moving.
Actually, these three potential solutions can be used when I teach in
the class. However, the potential solution that I consider to be the best
solution is I have to establish rules and procedures of the class regarding
talking and moving in the classroom. “Rules are statements that specify
the thing students are expected to do and not to. Procedures are the ways
of getting work and other activity accomplished” (Richard I. Arends 165).
Establishing rules and procedures can help both teachers and students to
flow effectively in the teaching and learning processes with less of
disruptions in the classroom. As stated in Success as A Teacher that,
“teachers have a set of rules for their students to follow. Often, these rules
inform students about what they can do and can’t do in a classroom. The
intent is to create a sense of order and comfort so teaching and learning
can take place” (Anthony D. Fredericks 186). Also, as stated in the article
“Use Procedures” that, “if students know exactly what they are supposed
to do and what is expected of them, the less likely they are to cause
disruptions” (par.6). It means that by having procedures, there will be less
students who talk and move around when the teacher is teaching or when
the students are working on their assignments. Procedures and rules can
create productive learning for all. That is the reason why I choose this
potential solution as the best solution for my problem.
The second and the third potential solutions also can be applied when I
teach in the classroom, but I do not consider each of them to be the best
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potential solution for my problem. I do not choose the second potential
solution to be the best solution for my problem, because it can only be
applied when the students are doing their assignments, but it cannot be
applied when I am teaching in front of the class. Also, I do not choose the
third potential solution to be the best solution for my problem because it
disturbs my concentration while I am teaching. Thus, the first potential
solution is better than the second and the third potential solutions,
because the first potential solution can be applied both when the teacher
is teaching and also when the students are doing their assignments in the
classroom. Moreover, it makes me able to concentrate in teaching the
materials. If the first potential is enforced, it will create productive teaching
and learning processes. As stated by Emma McDonald in the article
“Setting Expectations” that, “by having rules and procedures in the
classroom, it creates a well-disciplined class which in turn support student
learning” (par.9).
Finally, I conclude this term paper with a suggestion that new teachers
should establish rules and procedures in their first day of teaching or in the
first year of teaching. Hence, the teaching and learning processes will run
well. If we have established rules and procedures, we have to be
consistent to maintain them and explain them to the students clearly so
that the students can understand what is expected to do and not to do in
the classroom. Moreover, the teachers also have to set a list of the
rewards for students’ obedience and consequences for students’
disobedience to avoid that rules and procedures being broken, have them
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posted and explain to the students, so that the students can understand
and obey the rules. As a result, during our class, I will concentrate teach
the lessons, and the students will focus and do their assignment instead of
talking to each other students and moved around inappropriate times in
the class.
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BIBLIOGRAPHY
Printed Sources
Arends, Richard I. Learning to Teach. 5th ed. Singapore: McGraw-Hill
Book Co., 2001.
Fredericks, Anthony D., Ed.D. Success as a Teacher. New York: Penguin
Group, 2005.
Electronic Sources
Andrius, John. “Case Study-Talking During Lessons.” Teacher Matters.
2012. 25 April 2012.
---. “Case Study-Whole Class out of Their Seats.” Teacher
Matters. 2012. 25 April 2012.
Churchward, Budd. “11 Techniques for Better Classroom Discipline.”
Honor Level. 2009. 17 April 2012.
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Farlex. “Monitor”. Thefreedictionary.com. 2012. 11 June 2012.
.
McDonald, Emma. “Can’t They Get Quiet?: Student Talking Issues.”
Inspiring Teachers. 2012. 11 May 2012.
.
---. “New Teacher Advisor.” Education World. 1996-2011.
2 April 2012. .
---. “Setting Expectations.” Inspiring Teachers. 2012.
11 May 2012..
Neas, Linda M. Rhinehart. “Classroom Management Strategies to Control
Talking.” Bright Hub. 9 Juni 2011. 8 Maret 2012.
.
Sasson, Dorit. “How New Teachers Can Manage a Classroom.” Suite 101.
15 Dec 2009. 14 April 2012
.
Shore, Kenneth. “Constant Chatter.” Education World. 1996-2011.
8 Maret 2012..
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“Use Procedures.” Inspiringteachers.com. 2012. Inspiring Teachers.
11 May 2012..
Interview Source
Meliana, Erna., S.Pd.K. Personal interview. 11 August 2011.
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Selama masa magang sebagai guru Bahasa Inggris mulai dari tanggal
11 Juli 2011 sampai 27 Agustus 2011 di SDK BPPK Bandung, saya
menemukan masalah yaitu saya tidak mampu menangani lima orang dari
dua puluh enam siswa kelas IV yang sering berbicara satu sama lain dan
keluar dari tempat duduk mereka ketika saya sedang mengajar di dalam
kelas maupun saat siswa sedang mengerjakan tugas.
Masalah ini memiliki beberapa sebab dan akibat. Penyebabnya adalah
bahwa saya seorang guru baru dan pengetahuan saya tentang classroom
management masih sedikit, juga saya tidak memiliki peraturan dan
prosedur yang harus dipatuhi oleh siswa. Akibatnya, kelas menjadi berisik
dan tak terkontrol lagi, saya sangat terganggu akan situasi ini ketika
mengajar, saya tidak mengajarkan materi pelajaran sepenuhnya karena
saya harus mengatasi masalah tersebut, serta siswa tidak menyelesaikan
tugas-tugas yang saya berikan. Selanjutnya, saya menemukan tiga pilihan
solusi yang dapat membantu saya untuk mengatasi masalah tersebut.
Pertama, saya harus membuat dan menerapkan peraturan dan prosedur
tentang apa yang boleh dilakukan dan tidak boleh dilakukan oleh siswa di
dalam kelas. Kedua, saya harus mengawasi siswa dengan berkeliling di
dalam kelas ketika siswa sedang mengerjakan tugas. Ketiga, saya harus
memanggil nama siswa yang sering berbicara dan keluar berjalan-jalan ke
bangku siswa yang lain lalu saya terus mengawasi siswa tersebut hingga
dia kembali ke tempat duduknya dan mengerjakan tugasnya.
Solusi yang saya anggap paling baik untuk mengatasi masalah saya
tersebut yaitu membuat peraturan dan prosedur dalam kelas tentang apa
yang boleh dan tidak boleh dilakukan oleh siswa dalam proses belajarmengajar. Dengan membuat peraturan dan prosedur maka guru dapat
fokus mengajar dan siswa pun fokus belajar sehingga proses belajarmengajar bisa berjalan dengan baik dan sesuai dengan harapan.
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TABLE OF CONTENTS
ABSTRACT…………………………………………………………………i
DECLARATION OF ORIGINALITY……………………………………….ii
ACKNOWLEDGEMENTS…………………………………………………iii
TABLE OF CONTENTS……………………………………………………iv
CHAPTER I. INTRODUCTION……………………………………………1-5
A. Background of the Study
B. Identification of the Problem
C. Objectives and Benefits of the Study
D. Description of the Institution
E. Method of the Study
F. Limitation of the Study
G. Organization of the Term Paper
CHAPTER II. PROBLEM ANALYSIS…………………………………….6-10
CHAPTER III. POTENTIAL SOLUTION…………………………………11-19
CHAPTER IV. CONCLUSION……………………………………………20-22
BIBLIOGRAPHY
APPENDICES:
A. FLOWCHART
B. EXAMPLES OF RULES AND PROCEDURES
C. LIST OF REWARDS AND CONSEQUENCES (FOR
STUDENTS)
D. TRANSCRIPTION OF THE INTERVIEW
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APPENDICES
A.FLOWCHART
Causes
1.I was a new teacher in that
school who had no experience in
managing students in the
classroom.
2.I lacked classroom management
knowledge.
3. I did not give any guidelines
about classroom behavior in my
first day teaching.
Negative effects
1.The rules that I make will be
difficult to apply in doing activities
such as games, group works, and
discussion in the class.
2.It is difficult to maintain the rules
consistently for me as a new
teacher.
3. It takes energy and courage to
enforce the rules.
Negative effects
1.As I get back to my desk
after walking around the
class, the students will talk
to each other again.
Negative effects
1.The students will stop
talking or moving for a
moment, but after a few
minutes, they will talk or
move around again.
2. It diverts my focus on
calling the students’ names
and talking to them to get
back to their seats instead of
teaching the lessons.
Effects
Problem
1.The class became noisy and
uncontrollable.
I have a difficulty in managing
five students who talked and
moved around in the class
while I was teaching and
when they were working on
class assignments in the 4th
grade class at SDK BPPK
Bandung.
2.I was really distracted by their
behaviors.
3.I could not teach the lessons to
the students completely.
4.The students did not finish their
the assignments that I gave them.
Positive Effects
Pot. Sol 1
I have to establish rules and
procedures of the class
regarding talking and
moving, and I apply them
when I teach in the
classroom.
Pot. Sol 2
1.The students will be silent and
focused while I am teaching
lessons and when they are doing
their assignments.
2.The students will finish their
assignments.
Positive Effects
I have to move around the
class regularly when the
students are doing their
assignments.
Pot. Sol 3
I call the names of students who
talk or move around room while I
am teaching or while they are
working on their assignments and
talk to them to get back to their
seats and keep silent by
maintaining eye contact until the
students stop talking or moving.
1.I can monitor the students.
2. The students will focus on
doing their assignments.
Positive effects
1.The students will hesitate to
talk and move around again
while I am teaching or while
they are working on
assignments.
2. They will get back to their
seats and continue their
works again.
Chosen Pot. Sol
I have to establish rules and
procedures of the class
regarding talking and moving in
the classroom.
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B. EXAMPLES OF RULES AND PROCEDURES
RULES
Rules
Be respectful of rights of
others
Be polite and helpful
Respect the properties of
other
Listen to other’s idea
Other rules
-
-
Dos and Don’ts
Treat everyone with respect
No teasing
Say please
No fighting
Keep room clean
Don’t use other supplies
Pay attention when others are
talking
Pay attention when teacher is
teaching
Don’t call out or interrupt
Moving out from seats is not
allowed when teacher is teaching
Moving out from seats is allowed
when students turning in an
assignment, going to the restroom,
and have got teacher’s permission
Talking is not allowed when the
teacher is explaining the lesson.
Talking is allowed when asking
teacher and another students about
an assignment.
Source: Adapted from Learning to Teach (166)
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PROCEDURES
Morning Procedures
(For Students)
1) Sharpen your pencil
2) Turn in homework to the
Other Procedures
(For Teacher)
teacher’s desk
3) Copy down all homework
assignments
4) Complete warm-up activity on
the board
Praying
Reading time
Writing workshop
Group work
Games
Transitions between
activities
5) When finished, wait quietly in
Instruction time versus
your seat until the teacher
working time ( I. e,--in
begins class and gives
groups, on projects,
instructions.
individually, etc)
Source: “Use Procedures” (par.3).
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C. LIST OF REWARDS AND CONSEQUENCES
(FOR STUDENTS)
Rewards
The rewards of obeying the
rules and procedures
everyday:
Extra points
Extra time for recess
Special gifts
Serving as a class
leader and helper for
teacher
Get gold stars or
happy faces
Consequences
The consequences of breaking
the rules and procedures:
Taking points away
Expelling from class
Time out (lose recess time or
no recess time)
Source: Adapted from Arends (177-178)
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D. APPENDIX: INTERVIEW TRANSCRIPT
Name of interviewer
Name of respondent
Day & date of interview
Place of interview
Lukman
Erna
Lukman
Erna
Lukman
Erna
Lukman
Erna
Lukman
Erna
Lukman
: Lukman Fery Purba
: Erna Meliana
: Wednesday, 20 July 2011
: Teachers’ room, SDK BPPK
: Hallo Bu Erna, Selamat pagi. Saya mau menanyakan
beberapa mengenai SDK BPPK.
: Oh, iya, boleh, silahkan.
: SDK BPPK ini berdiri pada tahun berapa ya bu? Dan
bagaimana sejarahnya?
: Dulu, SDK BPPK pertama kali berdiri pada tanggal 1 juli
1950 terletak di Jl. Pajajaran No. 83 Bandung. Lalu, pada
tahun 1958, SDK BPPK pindah ke Jl. Pasirkaliki No. 93
Bandung. Tepatnya di Istana Plaza sekarang. Kemudian,
pada tahun 1999, SDK BPPK pindah ke Jl. Pajajaran
No.91, sampai sekarang.
: Ohh, ya. Trus, siapa dulu yang pertama kali membentuk
sekolah ini bu?
: SDK BPPK ini adalah sekolah swasta, dan dulu dekolah ini
dibentuk oleh sinode gereja GKP, Gereja Kristen Pasundan,
yaitu YBPPK GKP.
: Kepanjangan YBPPK itu apa ya bu?
: Yayasan Badan Perguruan dan Pendidikan Kristen.
: Oh ya, bu, Visi dan Misi SDK BPPK itu apa ya?
: Visi SDK BPPK yaitu menjadi sekolah yang mengutamakan
mutu penyelenggaraan pendidikan, terbuka bagi semua
lapisan masyarakat, akrab dengan budaya jawa barat, dan
dilandasi oleh keteladanan Yesus Kristus. Misi sekolah
SDK BPPK adalah menjadi sekolah yang unggul dalam
prestasi akademik dan non akademik dengan berlandaskan
nilai-nilai kristiani.
: masih ada beberapa lagi nih bu yang mau saya tanyakan.
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Erna
Lukman
Erna
Lukman
Erna
Lukman
Erna
Lukman
Erna
Lukman
Untuk menjadi guru di SDK BPPK syaratnya apa saja ya bu,
dan tugas-tugas sebagai guru disini apa saja?
: Nah, kalau untuk menjadi guru di sini, pertama-tama harus
diajukan kepada YBPPK dan mendapatkan persetujuan dari
pihak YBPPK. Syarat-syarat untuk menjadi guru di sini
adalah memiliki latar belakang kependidikan, kita utamakan
dulu yang beragama Kristen, mampu memotivasi dan
memahami karakter siswa, dapat bekerjasama dengan
guru-guru lainnya, dan inisiatif.
Kalau tugas-tugas menjadi guru disini sih sama saja dengan
semua sekolah. Yaitu: mempersiapkan materi pelajaran,
mengevaluasi setiap siswa, membimbing siswa dengan
rasa penuh tanggungjawab, mengembangkan dan melatih
talenta, kreatifitas dan minat siswa, meningkatkan
kedisiplinan bagi siswa, memberikan PR bagi siswa dan
juga catatan pelajaran.
: ohh begitu. Alat bantu yang digunakan di sekolah ini apa
saja ya bu?
: alat bantu yang digunakan antara lain yaitu buku pegangan
buat siswa, buku latihan siswa, papan tulis, spidol dan
kapur warna, alat peraga IPA seperti mikroskop, gelas ukur
dan kerangka korso. Dan alat peraga IPS seperti Peta atau
Atlas, komputer dan rol panjang.
: ok, kalau hubungan dalam dan antardepartemen di sekolah
ini bagaimana bu?
: Hubungan dalam dan antardepartemen yaitu kepala
sekolah bertanggungjawab kepada yayasan BPPK KPS
Bandung dan dinas Pendidikan kota Bandung. Kepala
sekolah bertanggungjawab atas pengawasan guru-guru
demi terciptanya kelancaran proses belajar mengajar di
sekolah. Semua kegiatan yang diadakan di sekolah berada
dibawah pengawasan yayasan. Dan, para guru
memberikan laporan kepada kepala sekolah mengenai
absen dan nilai siswa.
: oh begitu. Jadi semua tergantung kepada yayasan ya bu?
: iya benar.
: saya masih ada satu pertanyaan lagi nih bu. Bagaimana
mengenai struktur organisasi di SDK BPPK ini?
: Ohh, iya, kalau struktur organisasi nanti minta saja ke Pak
Yakin. Ada di dalam data komputer.
: ok, baiklah bu. Terima kasih atas waktunya ya bu.
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CHAPTER I
INTRODUCTION
A. Background of the Study
For my internship program which started on July 11, 2011, I chose to
do my internship in teaching area. I thought that teaching would be
interesting and challenging to build my soft skills and hard skills. In
addition, I have never taught before. Therefore, it would add to my
experience.
During my internship as an English teacher in 4th and 5th grade class at
SDK BPPK Bandung for almost two months from July 11, 2011 to August
27, 2011, I had a difficulty in managing five (5) students (three (3) female
and two (2) male students from twenty six (26) students in the class) who
often talked to each other and moved around in the 4th grade class while I
was teaching English for 45 to 90 minutes per day in three times a week.
They also liked to move around the class when they were working on their
assignments. This difficulty became my problem during my internship. The
description of my problem is supported by John Andrius in his article
“Case study – Whole Class out of Their Seats,” he states that,
there are always several students wandering around the room.
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During independent work time, the problem is especially severe. At any
given time, there may be as many as five students out of their seat.
Some students are talking to each other, others are turning papers,
and some of the students just seem to be wandering around. (par.2)
In addition, Richard I. Arends in his book Learning to Teach also says that
in classrooms, many teachers find “students talking when quite desired,
students not working on a seatwork assignment the teacher has given, or
students getting out of their seats at inappropriate times” (159). In my
case, as the consequences, the class was noisy and uncontrollable. In
addition, I was disturbed and could not concentrate in delivering the
teaching materials and their assignments were not finished.
Therefore, this term paper discusses this problem. This problem is
important to analyze because it can be a guide for beginning teachers who
have no experiences in managing students in the class. Therefore, I am
encouraged to write this term paper to find out the ways to manage
students who often talk or move around or walk from their seats while the
teacher is teaching. The analysis will be written systematically and
critically to define the causes, effects, and potential solutions of the
problem.
B. Identification of the Problem
In this term paper, the problem will be analyzed to find out the answers
to the following questions.
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1. Why was it difficult for me to manage the class where the students
talked and moved around while I was teaching and when they were
doing the assignments?
2. How did this difficulty affect me as the teacher and the lessons?
3. How can I manage this class?
C. Objectives and Benefits of the Study
The aim of this study is to analyze what made me not able to manage
the class where the students talked and moved around while I was
teaching and when the students were working on class assignments, and
how the difficulty affected me as a teacher and the lessons. This term
paper will also explain how to solve it.
There are benefits of doing this research. First, the benefit for me as
the writer is that I get the knowledge of how to manage the class where
students talk and move around when the teacher is teaching or when they
are working on their assignments. I can apply the knowledge when I teach
in a class, either in a school or a private course in the future. Second, the
benefit for the readers who want to be teachers or are beginning teachers
is if they experience the same problem, this will help them in solving it.
Third, the benefit for the institution is this research can be used in the
school to be a guide for beginning teachers there who may experience the
same problem.
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D. Description of the Institution
Mrs. Erna Meliana, the headmaster of SDK BPPK, states that SDK
BPPK Bandung is a private school which was established on July 1, 1950
on Jl. Padjadjaran No. 83 Bandung. Then, in 1958 it moved to Jl.
Pasirkaliki No. 93 Bandung. In 1999, it moved again to Jl. Padjadjaran No.
91, and it stays there since then. SDK BPPK Bandung was founded by
GKP Synod ( Gereja Kristen Pasundan) under the license of YBPPK-GKP
(Yayasan Badan Perguruan dan Pendidikan-Gereja Kristen Pasundan).
The vision and mission of SDK BPPK Bandung are based on Christianity.
The vision is being a reputable private school which provides high quality
education, open to public, and based on Jesus Christ’s model and
discipline. The mission is being an excellent private school through
academic and non-academic achievements based on Christian values.
E. Method of the Study
In doing this term paper, there are two methods of study that are used.
The first method is doing observation and my experience during my
internship which is recorded in my internship journal. And the second
method is doing library research on books and internet sources.
F. Limitation of the Study
The object of my research is five students (three (3) female and two (2)
male students of twenty six (26) students in the class) who talked and
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moved when I was teaching them or when they were doing their
assignments in class during English lessons in the 4th grade class when I
did my internship at SDK BPPK Bandung from July 11, 2011 to August 27,
2011.
G. Organization of the Term Paper
This term paper starts with the Abstract in Bahasa. The Abstract
contains the summary of chapter one until four. After the Abstract, there
are Declaration of Originality, Acknowledgements, and Table of Contents.
Next, Chapter I is the Introduction which is divided into seven parts.
They are Background of the Study, Identification of the Problem,
Objectives and Benefits of the Study, Description of the Institution, Method
of the Study, Limitation of the Study, and the last one is Organization of
the Term Paper.
Then, Chapter II is Problem Analysis which discusses the causes and
effects of the problem. Chapter III discusses the Potential Solutions of the
problem. There are three potential solutions with their negative and
positive effects. Chapter IV is the Conclusion which explains the chosen
solution and the reasons why the solution is considered the best. The last
parts are the Bibliography and Appendices which contain the flowchart,
examples of rules and procedures of the classroom, list of rewards and
consequences of the rules and procedures for students.
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CHAPTER IV
CONCLUSION
In chapter II, I have explained the causes and the effects of my
problem. There are three causes and four effects of my problem. The first
cause is I was a new teacher in that school who had no experience in
managing students in the classroom. Second, I lacked of classroom
management knowledge. Third, I did not give any guidelines about
classroom behavior in my first day teaching. Then, the first effect is the
class became noisy and uncontrollable. Second, I was really distracted by
their behavior. Third, I could not teach the lessons to the students
completely. Fourth, the students did not finish their assignments. In
chapter III, I have explained three potential solutions for my problem
including each of their negative and positive effects. The first potential
solution is I have to establish rules and procedures of the class regarding
talking and moving, and I apply them when I teach in the classroom. The
second potential solution is I have to move around the class regularly
when I am teaching and the students are doing their assignments. Then,
the third potential solution is I call the names of students who talk or move
around room while I am teaching or while they are working on their
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assignments, and I talk to them to get back to their seats and keep silent,
and I maintain eye contact until the students stop talking or moving.
Actually, these three potential solutions can be used when I teach in
the class. However, the potential solution that I consider to be the best
solution is I have to establish rules and procedures of the class regarding
talking and moving in the classroom. “Rules are statements that specify
the thing students are expected to do and not to. Procedures are the ways
of getting work and other activity accomplished” (Richard I. Arends 165).
Establishing rules and procedures can help both teachers and students to
flow effectively in the teaching and learning processes with less of
disruptions in the classroom. As stated in Success as A Teacher that,
“teachers have a set of rules for their students to follow. Often, these rules
inform students about what they can do and can’t do in a classroom. The
intent is to create a sense of order and comfort so teaching and learning
can take place” (Anthony D. Fredericks 186). Also, as stated in the article
“Use Procedures” that, “if students know exactly what they are supposed
to do and what is expected of them, the less likely they are to cause
disruptions” (par.6). It means that by having procedures, there will be less
students who talk and move around when the teacher is teaching or when
the students are working on their assignments. Procedures and rules can
create productive learning for all. That is the reason why I choose this
potential solution as the best solution for my problem.
The second and the third potential solutions also can be applied when I
teach in the classroom, but I do not consider each of them to be the best
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potential solution for my problem. I do not choose the second potential
solution to be the best solution for my problem, because it can only be
applied when the students are doing their assignments, but it cannot be
applied when I am teaching in front of the class. Also, I do not choose the
third potential solution to be the best solution for my problem because it
disturbs my concentration while I am teaching. Thus, the first potential
solution is better than the second and the third potential solutions,
because the first potential solution can be applied both when the teacher
is teaching and also when the students are doing their assignments in the
classroom. Moreover, it makes me able to concentrate in teaching the
materials. If the first potential is enforced, it will create productive teaching
and learning processes. As stated by Emma McDonald in the article
“Setting Expectations” that, “by having rules and procedures in the
classroom, it creates a well-disciplined class which in turn support student
learning” (par.9).
Finally, I conclude this term paper with a suggestion that new teachers
should establish rules and procedures in their first day of teaching or in the
first year of teaching. Hence, the teaching and learning processes will run
well. If we have established rules and procedures, we have to be
consistent to maintain them and explain them to the students clearly so
that the students can understand what is expected to do and not to do in
the classroom. Moreover, the teachers also have to set a list of the
rewards for students’ obedience and consequences for students’
disobedience to avoid that rules and procedures being broken, have them
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posted and explain to the students, so that the students can understand
and obey the rules. As a result, during our class, I will concentrate teach
the lessons, and the students will focus and do their assignment instead of
talking to each other students and moved around inappropriate times in
the class.
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BIBLIOGRAPHY
Printed Sources
Arends, Richard I. Learning to Teach. 5th ed. Singapore: McGraw-Hill
Book Co., 2001.
Fredericks, Anthony D., Ed.D. Success as a Teacher. New York: Penguin
Group, 2005.
Electronic Sources
Andrius, John. “Case Study-Talking During Lessons.” Teacher Matters.
2012. 25 April 2012.
---. “Case Study-Whole Class out of Their Seats.” Teacher
Matters. 2012. 25 April 2012.
Churchward, Budd. “11 Techniques for Better Classroom Discipline.”
Honor Level. 2009. 17 April 2012.
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Farlex. “Monitor”. Thefreedictionary.com. 2012. 11 June 2012.
.
McDonald, Emma. “Can’t They Get Quiet?: Student Talking Issues.”
Inspiring Teachers. 2012. 11 May 2012.
.
---. “New Teacher Advisor.” Education World. 1996-2011.
2 April 2012. .
---. “Setting Expectations.” Inspiring Teachers. 2012.
11 May 2012..
Neas, Linda M. Rhinehart. “Classroom Management Strategies to Control
Talking.” Bright Hub. 9 Juni 2011. 8 Maret 2012.
.
Sasson, Dorit. “How New Teachers Can Manage a Classroom.” Suite 101.
15 Dec 2009. 14 April 2012
.
Shore, Kenneth. “Constant Chatter.” Education World. 1996-2011.
8 Maret 2012..
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“Use Procedures.” Inspiringteachers.com. 2012. Inspiring Teachers.
11 May 2012..
Interview Source
Meliana, Erna., S.Pd.K. Personal interview. 11 August 2011.
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