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CLASSROOM MANAGEMENT PROBLEMS

DURING THE SCHOOL PRACTICE PROGRAM

A SARJANA PENDIDIKAN THESIS

Presented as Partial Fulfillment of the Requirements

to Obtain the Sarjana Pendidikan Degree

in English Language Education

By

Bonaventura Estu Parasdya

Student Number: 111214110

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM

DEPARTMENT OF LANGUAGE AND ARTS EDUCATION

FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY

YOGYAKARTA

2015

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

i



A SARJANA PENDIDIKAN THESIS

Presented as Partial Fulfillment of the Requirements

to Obtain the Sarjana Pendidikan Degree

in English Language Education

By

By


Student Number: 111214110

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM

DEPARTMENT OF LANGUAGE AND ARTS EDUCATION

FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY

YOGYAKARTA

2015


iv

STATEMENTS OF WORK’S ORIGINALITY

I honestly declare that this thesis, which I have written, does not contain the work

or parts of the work of other people, except those cited in the quotations and

references, as a scientific paper should.

Yogyakarta, July 29, 2015

The writer


111214110


v

LEMBAR PERNYATAAN PERSETUJUAN

PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS

Yang bertanda tangan di bawah ini, saya mahasiswa Universitas Sanata Dharma:

Nama : Bonaventura Estu Parasdya

Nomor Mahasiswa : 111214110

Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan

Universitas Sanata Dharma karya ilmiah saya yang berjudul:



Beserta perangkat yang diperlukan (bila ada). Dengan demikian saya memberikan

kepada Perpustakaan Universitas Sanata Dharma hak untuk menyimpan,

mengalihkan dalam bentuk media lain, mengelolanya dalam bentuk pangkalan

data, mendistribusikan secara terbatas, dan mempublikasikan di internet atau

media lain untuk kepentingan akademis tanpa perlu meminta izin dari saya

maupun memberikan royalty kepada saya selama mencantumkan nama saya

sebagai penulis.

Demikian pernyataan ini saya buat dengan sebenar-benarnya.

Dibuat di Yogyakarta

Pada tanggal: 29 Juli 2015

Yang menyatakan



vi

ABSTRACT

Parasdya, B. E. (2015). Classroom Management Problems during the School

Practice Program. Yogyakarta: English Language Education Study Program,

Sanata Dharma University.

School Practice Program (PPL) is a compulsory subject in the English

Language Education Study Program Sanata Dharma University. The subject

requires practice teaching students to do real classroom management which is

challenging. The main reason underlies why this research is conducted is that

practice teaching students as beginner teachers have possibility to experience

classroom management problems. Finding the problems and the solutions will

surely help practice teaching students do a better practice and be ready with their

profession as early as possible.

Therefore, this research aimed to answer two research problems. The

research problems are (1) what are the ELESP practice teaching students’

classroom management problems during the School Practice Program? (2) what

are the solutions to the ELESP practice teaching students’ classroom management

problems during the School Practice Program?

To answer the research problems above, the researcher used a quantitative

method in the form of descriptive research. The instruments were a questionnaire

and an interview. The questionnaire which consisted of close-ended statements

and an open-ended question was used to answer the first research problem. On the

other hand, the interview was used to answer the second research problem. After

distributing the questionnaire to 44 respondents and analyzed what the practice

teaching students’ classroom management problems were, the researcher

conducted an interview with 4 interviewees in order to find the solutions to the

problems found.

Based on the data gathered, most of the practice teaching students gave

positive responses on the close-ended statements. From the four classifications of

classroom management components, the researcher found that management of

discipline was the only classification received negative responses. Besides, the

open-ended question generated other problems. As a result, a total of eight

problems were found based on the questionnaire analysis and were categorized

into teacher factors, student factors, and school factors. Furthermore, the major

solutions to the problems were setting rules, designing interesting learning

activities, approaching directly, and giving caution and reward. Finally, the

researcher also gave recommendations for ELESP lecturers, future practice

teaching students, and future researchers.

Keywords: classroom management, practice teaching student, School Practice

Program


vii

ABSTRAK

Parasdya, B. E. (2015). Classroom Management Problems during the School

Practice Program. Yogyakarta: English Language Education Study Program,

Sanata Dharma University.

Program Pengalaman Lapangan (PPL) merupakan mata kuliah wajib di

Pendidikan Bahasa Inggris (PBI), Universitas Sanata Dharma. Program tersebut

mewajibkan para siswa praktikan untuk menjalankan manajemen kelas secara

nyata yang menantang. Alasan utama mengapa penelitian ini dilaksanakan

adalah siswa-siswa praktikan sebagai guru pemula mempunyai kemungkinan

untuk mengalami masalah-masalah manajemen kelas. Menemukan masalah-

masalah dan solusinya tentu akan membantu para siswa praktikan menjalankan

latihan pengajaran yang lebih baik dan lebih cepat siap menjalani profesinya

sebagai guru.

Oleh karena itu, penelitian ini bertujuan untuk menjawab dua rumusan

masalah. Dua rumusan masalah tersebut adalah (1) apa masalah-masalah

manajemen kelas yang dialami para siswa praktikan PBI selama menjalani

Program Pengalaman Lapangan? (2) apa solusi-solusi untuk menyelesaikan

masalah-masalah manajemen kelas yang dialami para siswa praktikan PBI

selama menjalani Program Pengalaman Lapangan?

Guna menjawab rumusan masalah tersebut di atas peneliti menerapkan

metode kuantitatif berbentuk penelitian deskriptif. Instrumen dari penelitian ini

adalah kuesioner dan wawancara. Kuesioner yang terdiri dari close-ended

statements dan open-ended question pada penelitian ini digunakan untuk

menjawab rumusan masalah yang pertama. Di samping itu, wawancara

digunakan untuk menjawab rumusan masalah yang kedua. Setelah membagikan

kuesioner kepada 44 responden dan menganalisis masalah-masalah manajemen

kelas apa saja yang dialami para siswa praktikan, peneliti melaksanakan

wawancara kepada 4 narasumber guna menemukan solusi-solusi untuk masalah-

masalah yang ditemukan.

Berdasarkan data yang terkumpul, kebanyakan siswa praktikan

memberikan respon positif pada close-ended statements. Dari empat klasifikasi

komponen manajemen kelas, peneliti menemukan bahwa manajemen kedisiplinan

adalah satu-satunya klasifikasi yang memperoleh respon negatif. Di samping itu

open-ended question memperoleh masalah-masalah yang lainnya. Pada hasilnya,

sebanyak 8 masalah ditemukan berdasarkan analisis kuesioner dan dikategorikan

menjadi faktor guru, faktor siswa, dan faktor sekolah. Kebanyakan dari solusi

untuk masalah-masalah tersebut adalah membuat aturan-aturan, mendesain

aktivitas-aktivitas pembelajaran yang menarik, mendekati secara langsung, dan

memberikan peringatan serta penghargaan. Peneliti juga memberikan saran-

saran bagi dosen PBI, calon praktikan, dan calon peneliti.

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

Program


viii

ACKNOWLEDGEMENTS

First of all I would like to thank Jesus Christ for making all things

possible. I thank Him for giving me blessing and salvation in doing my thesis.

Secondly, I would like to express my greatest gratitude to my thesis

advisor, Barli Bram, M.Ed., Ph.D for his feedback, suggestions, corrections,

support, kindness, patience, and time. I thank him for all his guidance in my

process of working on my thesis.

Thirdly, I dedicate this thesis to my parents, FL. Sumidi and Valentina

Sukasmi and my three younger brothers, namely Anggung, Krisfian, and Arga. I

would like to thank them for supporting me, especially my parents who provide

me what I needed to finish my thesis.

Fourthly, I do not forget to express my special gratitude to my beloved

girlfriend, CL. Sinta. I would like to thank her for telling and encouraging me to

work on my thesis and do consultation with my thesis advisor during the holiday.

I thank her for her encouragement, support, and love that motivate me.

Lastly, I would like to express my gratitude to all my friends in PBI 2011,

especially my classmates for sharing the spirit to finish my study soon. Besides, I

would like to express my gratitude to all people who helped me in doing my thesis

that I could not mention them one by one. I thank them for every contribution,

both direct and indirect, to my thesis.

Bonaventura Estu


ix

TABLE OF CONTENTS

Page

TITLE PAGE ......................................................................................................... i

APPROVAL PAGES ............................................................................................ ii

STATEMENT OF WORK’S ORIGINALITY .................................................. iv

PERNYATAAN PERSETUJUAN PUBLIKASI .................................................... v

ABSTRACT .......................................................................................................... vi

ABSTRAK ............................................................................................................. vii

ACKNOWLEDGEMENTS ............................................................................... viii

TABLE OF CONTENTS ..................................................................................... ix

LIST OF TABLES ............................................................................................... xi

LIST OF APPENDICES .................................................................................... xii

CHAPTER I. INTRODUCTION ......................................................................... 1

A. Research Background ..................................................................................... 1

B. Research Problems ......................................................................................... 4

C. Problem Limitations ....................................................................................... 4

D. Research Objectives ....................................................................................... 5

E. Research Benefits ........................................................................................... 5

F. Definition of Terms ........................................................................................ 6

CHAPTER II. REVIEW OF RELATED LITERATURE ................................ 8

A. Theoretical Description .................................................................................. 8

1. Effective Teacher ........................................................................................ 8

2. Classroom Management ........................................................................... 12

3. Recent Research on Classroom Management........................................... 21

B. Theoretical Framework ................................................................................. 22

CHAPTER III. RESEARCH METHODOLOGY ........................................... 25

A. Research Method .......................................................................................... 25

B. Research Setting ........................................................................................... 26

C. Research Subject .......................................................................................... 26


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

1. Research Instruments ................................................................................ 27

2. Data Gathering Techniques ...................................................................... 29

E. Data Analysis Technique .............................................................................. 30

F. Research Procedure ...................................................................................... 31

CHAPTER IV. RESEARCH RESULTS AND DISCUSSION ....................... 34

A. The Classroom Management Problems ........................................................ 34

1. Data Presentation ...................................................................................... 34

2. Discussion ................................................................................................. 39

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

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

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

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

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

CHAPTER V. CONCLUSIONS AND RECOMMENDATIONS .................. 58

A. Conclusions .................................................................................................. 58

B. Recommendations ........................................................................................ 60

REFERENCES ..................................................................................................... 62


xi

LIST OF TABLES

Table Page

1.1 The Percentage Results of Questionnaire Number 1-4 …………..….………35

1.2 The Percentage Results of Questionnaire Number 5-8 ………..…….……....36

1.3 The Percentage Results of Questionnaire Number 9-11 ……..……….……..37

1.4 The Percentage Results of Questionnaire Number 12-15 …………..….……38

1.5 The Classroom Management Problems based on the Questionnaire. ……….47


xii

LIST OF APPENDICES

APPENDICES ....................................................................................................... 64

Appendix A: Questionnaire Blueprint ................................................................... 65

Appendix B: Questionnaire .................................................................................... 67

Appendix C: Questionnaire Results ....................................................................... 69

Appendix D: Interview Questions .......................................................................... 74

Appendix E: Interview Results .............................................................................. 75


1

CHAPTER I

INTRODUCTION

This introductory chapter consists of six sections, namely the research

background, the research problems, the problem limitation, the research

objectives, the research benefits, and the definition of terms. In the research

background, the researcher discusses the introductory section why this research is

conducted. In the second section, the researcher generates two research problems

in order to limit the study. The problem limitation is also included to avoid a

wider discussion of problem. In the next section, the research objectives are

discussed to understand the major objectives of this research. Moreover, the

researcher also explains the benefits of this research. The last section, the

definition of terms, is purposed to avoid ambiguous meaning in this research.

A. Research Background

School Practice Program is a compulsory subject for all students of the

English Language Education Study Program of Sanata Dharma University. After

accomplishing Micro Teaching subject, students can take this subject in the next

semester. However, it is very different from Micro Teaching subject in which

students practice teaching their classmates and lower grade students. School

Practice Program requires practice teaching students to teach real students in a

certain Junior or Senior High School. From the difference between School

Practice Program and Micro Teaching subject, it can be seen that School Practice


2

Program is a kind of new challenge for ELESP students since it requires them to

practice teaching in the real context called classrooms.

Despite this new challenge, the researcher believes that School Practice

Program is not enough for ELESP students to acquire real teaching management.

While teacher preparation programs are dedicating more time to the study of

classroom management and working with challenging students, such programs

alone cannot successfully address the myriad issues that teachers face in

motivating students and addressing student behavior problems (Wiseman & Hunt,

2014). Practice teaching students have to spend more time after they have entered

the profession. Teachers themselves must remain active learners and continue to

develop their skills in working with their students to develop classrooms that are

active, positive, safe, and successful learning environments (Wiseman & Hunt,

2014).

In addition, motivating students and managing students’ behavior are

challenges of critical importance to today’s teaching profession. Therefore, it is

important for practice teaching students to be ready with their profession as early

as possible. In relation to the issue, the researcher aims to find out the classroom

management problems during the School Practice Program. The reason why

focusing on classroom management is that it is an important aspect to succeed

learning goals in teaching. As stated in Olive and Reschly (2007), the ability of

teachers to organize the classroom and manage behavior of their students is

critical to achieving positive educational outcomes. They state that although it

does not ensure effective instructions but it establishes the environmental contents


3

that make good instructions possible. It is also stated in Hue and Li (2008) that

how a teacher manages the classroom will have an important influence on whether

most of the time is spent on promoting learning or on confronting management

and discipline problems.

Despite the crucial term of classroom management, as beginner teachers,

practice teaching students have to deal with real teaching management such as

managing learning, managing discipline, and other teaching activities they are not

accustomed to. As stated in Quanglia (1989), classroom management is the most

seriously perceived problems of the beginning teacher. As a result, practice

teaching students who can be considered as beginner teachers will certainly

experience problems and it is important for them to be capable of managing

classroom to make effective instructions possible.

Since practice teaching students who can be considered as beginner

teachers are likely to experience problems in dealing with classroom management,

the researcher aims to find out the problems. Besides finding the problems, the

researcher also aims to find the solutions to the problems. Finding the classroom

management problems during the School Practice Program and the solutions to

the problems will surely help practice teaching students increase their readiness on

their teaching profession as well as enable them to do a better practice. Therefore,

the aims of this research are to find the classroom management problems during

the School Practice Program and the solutions to the problems.


4

B. Research Problems

In order to specify what the researcher aims to find out, two research

problems are generated:

1. What are the ELESP practice teaching students’ classroom management

problems during the School Practice Program?

2. What are the solutions to the ELESP practice teaching students’ classroom

management problems during the School Practice Program?

C. Problem Limitations

In relation to the two generated research problems, this research focuses on

the English Language Education Study Program of Sanata Dharma University

practice teaching students’ classroom management problems when they had the

School Practice Program. To limit a wider discussion, the researcher only focuses

on the classroom management problems and the solutions to the problems. In

addition, the researcher also limits this research by choosing the students of the

English Language Education Study Program batch 2011 who have taken the

School Practice Program, as the research subjects. Moreover, since the classroom

management problems and the solutions can be very general and cultural, the

researcher contextualizes them on the English Language Education Study

Program of Sanata Dharma University environment and the surroundings.


5

D. Research Objectives

The researcher conducts this research in order to answer two research

problems. The first one is to find the English Language Education Study Program

practice teaching students’ classroom management problems during the School

Practice Program. Moreover, in regard to the second research problem, the

researcher tries to suggest the solutions to the problems found based on the first

research question.

E. Research Benefits

The research is expected to provide many significant benefits that will

enable to make better and efficient learning.

1. For lecturers of the ELESP, it will contribute to the learning and teaching

materials that enable students to do a better practice during their Micro

Teaching class regarding the problems found to improve their readiness before

taking the School Practice Program subject. The problems will increase

lecturers’ awareness in giving good and appropriate examples for students

regarding classroom management problems.

2. For practice teaching students, it will be a reference to make them aware of the

problems that they found during the School Practice Program and be a better

teacher in the future. Since they have taken the School Practice Program

subject, therefore it can be their time to reflect their experiences during their

past School Practice Program that will also increase their awareness to the

problems they had encountered.


6

3. For future practice teaching students, it will enable them to prepare for

predictable problems that can possibly happen and occur in their future School

Practice Program. This research can be a reference to study those predictable

problems and it is expected that the same problems will no longer be problems

for future practice teaching students because this research also provides the

solutions.

4. For future researchers, this research can be used as a reference to conduct the

other research to find a more detailed finding as this research is a preliminary

study. Future researchers can use this research to gain findings about changing

of classroom management problems.

F. Definition of Terms

The researcher provides some definition of terms in order to make some

terms on this research clear and to avoid ambiguity and misinterpretation.

1. School Practice Program

School Practice Program is a compulsory subject for all students of the

English Language Education Study Program of Sanata Dharma University. It is

the continual subject from Micro Teaching subject. Through this subject, students

will experience real teaching management in a certain Senior or Junior High

School, which is done as the form of teaching practice.

2. Practice Teaching Students

Practice teaching students in this research refer to the students of the

English Language Education Study Program who have taken or are taking the


7

School Practice Program subject. They are eighth semester students of the English

Language Education Study Program of Sanata Dharma University batch 2011.

Practice teaching students are the subjects of this research.

3. Classroom Management

Classroom management refers to teachers’ ability to organize the

classroom teaching and learning. It consists of two major abilities. The first one is

to manage what is done in the classroom and the second one is to manage

students’ behavior in teaching and learning activities. In this research, classroom

management is considered as the most important aspect in teaching because it

enables to make effective instructions possible.


8

CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter which consists of the theoretical description and theoretical

framework provides some theories related to this research. The theoretical

description provides some relevant theories and similar research. Meanwhile, the

theoretical framework provides a description about the contribution of the theories

on the theoretical description to the research.

A. Theoretical Description

This section reviews three parts. Those parts are the theories on an

effective teacher, the theories on classroom management, and the summary of

recent and similar research on classroom management problems.

1. Effective Teacher

The first part of the theoretical description is about an effective teacher.

The theories on an effective teacher are divided into three categories. Those

categories are: a) the definition of an effective teacher, b) the characteristic of an

effective teacher, and c) what makes an effective teacher effective.

a. Definition of an Effective Teacher

The definition of an effective teacher may vary because experts have their

own view to define how and what an effective teacher is. As cited in Darhim

(n.d.), an effective teacher is a teacher who can motivate students to learn and

increase their motivation to learn based on students’ willingness. In another


9

definition, an effective teacher is a teacher who is obviously able to increase

his/her students’ knowledge (Clark, 1993). Moreover, as stated in Vogt (1984), an

effective teacher is a teacher who has the ability to provide instructions to

different students of different abilities while incorporating instructional objectives

and assessing the effective learning mode of the students. Therefore, an effective

teacher is needed just like what stated in Tauber (2007), no classroom

management technique will be effective for long if effective management and

engaging teaching are absent.

According to Stronge, Tucker, and Hindman (2000), an effective teacher is

a teacher who can adapt the changing in the school and navigate successfully

complexities of the classroom. The changing can be some changes in terms of

students, curriculum, building issues, colleagues, administrators, finances, health

and safety concerns, families, communities, and a host of other influences on the

daily lives of a teacher. Although those four definitions vary, the main point of an

effective teacher is alike. An effective teacher, from those definitions can be

concluded to be a teacher who can make students successfully achieve the goals of

learning using his/her own ways of teaching. Even the definitions of an effective

teacher are certainly different one to another, those definitions yield the same

general ability of what an effective teacher possesses, which is the ability to

enable students to achieve the goals of learning. Therefore, an effective teacher

can be defined as a teacher who can make students learn and understand what they

are progressively learning with his/her way and effectiveness of teaching.


10

b. Characteristics of an Effective Teacher

From the various definitions of an effective teacher, the characteristics of

an effective teacher are also variant. According to Collins (1990), an effective

teacher is mentioned as having five characteristics. Those characteristics are an

effective teacher: 1) is committed to students and learning, 2) knows the subject

matter, 3) is responsible for managing students, 4) can think systematically about

their own practice, and 5) is a member of the learning community. Those

characteristics show that an effective teacher does not only master the subject to

teach but also needs to develop his/her competency by being a member of the

learning community. Other characteristics also show that an effective teacher is

the one who shall be responsible for managing students. Therefore an effective

teacher should think of two aspects, which are the mastery of the subject and

his/her students.

In addition, Stronge, Tucker, and Hindman (2002) suggest that an effective

teacher has six qualities. Those qualities are categorized into: 1) prerequisites of

an effective teacher, 2) a teacher as a person, 3) classroom management and

organization, 4) organizing for instruction, 5) implementing instruction, 6)

monitoring students’ progress and potential. One of the qualities is prerequisite of

an effective teacher. It is related to a professional teacher because it defines that

an effective teacher should have prerequisites which also include verbal ability,

content knowledge, educational coursework, teaching certification, and teaching

experience. However, the other qualities show the identical characteristics of an

effective teacher as stated previously.


11

Similarly, Muijs and Reynolds (2005) mention an effective teacher is to

have these following characteristics: 1) having a positive attitude, 2) developing a

pleasant social/psychological climate in the classroom, 3) having high

expectations of what pupils can achieve, 4) communicating lesson clarity, 5)

practicing effective time management, 6) employing strong lesson structuring, 7)

using a variety of teaching methods, 8) using and incorporating pupil ideas, 9)

using appropriate and varied questioning.

Furthermore, according to Hue (2005), an effective teacher has common

approach to promoting classroom discipline. It includes these following features:

1) adopting effective approaches to teaching and learning, 2) having plans for

avoiding disruption, 3) establishing a positive relationship with students, 4) using

knowledge of individual students and the class to develop appropriate strategies

for discipline 5) being sensitive to the influence on classroom management factors

such as the student seating plan, the arrangements for floating classes, and the

examination schedule.

Moreover, Jones, Jenkin, and Lord (2006) have their own view about an

effective teacher. They find that an effective teacher has these characteristics: 1) a

professional but relaxed appearance, 2) using of exaggerated facial expressions,

e.g. a gaze or raised eyebrows, 3) confident and relaxed non-verbal behaviors, e.g.

relaxed shoulders, resting on one leg, sitting down when a pupil is standing, hands

loose – not clenched, 4) illustrative gestures to show how the class should

respond, 5) kneeling or getting down to the level of the child, 6) controlling

gestures, 7) smiling face, 8) self-pointing gestures, 9) calm and relaxed quality of


12

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

interruptions.

c. What Makes an Effective Teacher Effective

An effective teacher can be effective or can be less effective. According to

Muijs and Reynolds (2005), there are factors influencing the teacher’s

effectiveness. They state that teaching methods are context specific, what is

needed for a teacher to be effective can vary depending upon factors such as: 1)

the type of activity in the lesson, 2) the subject matter, 3) the pupil backgrounds

(such as age, ability, gender, socio-economic status and ethnicity), 4) the pupils’

personal characteristics (such as personality, learning style, motivation and self-

esteem), and 5) the culture/organization of the department, and school . It can be

seen that the teacher’s effectiveness is influenced by some factors. The factors can

come from the students, the organization, and the teacher himself/herself.

2. Classroom Management

The second part of the theoretical description is about the theories on

classroom management. It includes six categories of classroom management.

Those categories are: a) the definition of classroom management, b) the

importance of classroom management, c) the goals of classroom management, d)

the factors influencing classroom management success, e) the issues on classroom

management, and f) the specific problems in managing classroom.

a. Definition of Classroom Management

Classroom management can also be defined differently from one to

another. As cited in Oliver and Reschly (2007), classroom management is the


13

ability of a teacher to organize the classroom and manage behavior of his/her

students that is critical to achieving positive educational outcomes. Moreover, in

Yasar (2008), classroom management is defined as all efforts that a teacher takes

in order to maintain classroom activities including learning, social interaction, and

students’ behavior. Hue (2005) also mentions that classroom management refers

to the teacher’s actions which lead to the creation of a learning environment where

positive interpersonal interaction is promoted and effective learning is facilitated.

It aims to enhance the cognitive, personal and social growth of students,

developing in particular their self-motivation, self-understanding, self-control,

self-evaluation, and self-management.

Moreover, Hue (2005) characterizes classroom management into three

basic concepts. The first concept is managing classroom behavior which refers to

managing the actions or reactions of classroom participants. It is true that the

behavior of an individual is complex as it is controlled not just by the nervous

system but also by the social context in which she/he participates. The actions of

individual teachers and students form particular patterns of classroom behavior

that may need to be organized and control to create positive classroom behavior.

The second concept is disciplining which means the act of responding to

misbehaving students in an effort to restore and maintain order, authority, and

control. It is also considered to be a form of training, aimed at influencing

students’ moral and mental development in ways which promote self-control, self-

discipline, and self-management. The last concept is managing misbehavior which

refers to managing behavior that interferes with teaching, violating the right of


14

other students to learn, and sometimes makes them feel psychologically

uncomfortable and physically unsafe. Nevertheless, Hue and Li (2008) also say

that classroom management is concerned not just with discipline and students’

behavior but, in a wider sense, can be considered a mean by which the broader

purposes of classroom life can be achieved.

Hue and Li (2008) also specify the term of classroom management into

smaller components. They state that classroom management can be very taxing,

especially for novice teachers and will be much easier to learn if it is broken down

into smaller components which include: 1) management of physical environment,

2) managing of learning, 3) classroom procedures and rules, 4) management of

discipline. Those components refer to what a teacher needs to manage in the

classroom. In other words, what a teacher needs to manage based on the four

components includes the class, the learning, the procedures and rules, and the

students. The description of four components of classroom management by Hue

and Li (2008) can be seen as follows:

1) Management of Physical Environment

Teachers need to create the best possible physical environment to ensure

that their students have a comfortable and pleasant atmosphere in which to learn

such as ensuring appropriate heating and ventilating, ensuring a good classroom

condition, enabling active participation from students by setting a good seating

arrangement.


15

2) Management of Learning

Teachers must prepare learning objectives, select content, prepare teaching

and learning materials, and design activities with the goal of devising a curriculum

that meets their students’ diverse needs. It includes an effective planning, making

enjoyable and challenging learning, and giving effective instructions. In other

words, this management includes the ability to select appropriately what to teach

and how to teach.

3) Classroom Procedures and Rules

Teachers have to set guidelines for the smooth and efficient running of

classrooms as these are important for conveying their expectations, for

establishing classroom norms, and for “house-keeping” purposes. The house-

keeping purposes include entering and leaving the classroom, accessing to the

materials, talking and listening in the classroom, and passing out the exercise

books.

4) Management of Discipline

Apart from such guidelines, teachers need to set up a discipline system to

deal with difficult and bad behavior. It includes the need of direct intervention,

giving appropriate praise or reinforcement, and tolerating certain behavior.

Teachers do not only need to handle what disrupts the classroom activities but

also manage the students’ behavior that causes the disruption than ignoring the

misbehavior and let it happen.


16

b. Importance of Classroom Management

Each individual has different characteristics, needs, and ability to learn. It

has been noted that classroom management skills are essential in the classroom

for a teacher to get anything done (Brophy & Evertson, 1976). Poplin et al. (2011)

also mention that classroom management skills are important factors in enhancing

students’ achievement and in schools successfully serving very diverse students.

Having good classroom management is important to enhance students’

achievement due to the fact of diverse students. As stated in Oliver and Reschly

(2007), the ability of a teacher to organize the classroom and manage behavior of

their students is critical to achieving positive educational outcomes. It becomes

clear that classroom management is an important aspect to enable students to

achieve the goals of learning. Moreover, from the importance of classroom

management, it can also be concluded that students’ success depends greatly on

how effective a teacher manages the classroom.

c. Goals of Classroom Management

Defining the goals of classroom management can also vary. It depends on

the focuses. According to Hue and Li (2008), there are two specific goals of

classroom management. Those specific goals are listed as follows:

1) Creating a Positive Learning Climate in the Classroom

Effective teaching and learning can take place only if there is good order

and a positive learning climate in the classroom which include supportive

students, respectful relation between students and a teacher, and between students

and students. Therefore, the goal of classroom management is to make effective


17

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

climate in the classroom.

2) Promoting the Growth of Students

Classroom management is to promote the growth of students, in terms of

their personal, social, and emotional selves. There is a commonly held perception

that classroom management, particularly when it refers to discipline and

punishment, is related to reactive control and sterile practices. However,

classroom discipline shall never be considered in isolation from the students’

academic, personal, and social growth. This is because positive classroom

management has enormous potential to increase students’ motivation, learning,

self-esteem, and more specifically, positive disciplinary practices can give

students a sense of achievement and of control over their classroom behavior.

As indicated above, classroom management has two basic goals which

include creating and maintaining a positive learning climate and promoting

students’ whole-person growth. Moreover, it is also mentioned that positive

classroom management can increase students’ motivation, learning, and self-

esteem. A teacher has the ability to determine students’ success through his/her

classroom management. In other words, good classroom management can

maximize students’ achievement and learning opportunity and the maximization

will be based on how good a teacher manages the classroom and creates a

supporting learning climate.


18

d. Factors Influencing Classroom Management Success

Some factors can influence classroom management success. The factors

can be either student or teacher factors or both factors. As mentioned in Kapalka

(2009), there are two factors that can influence classroom management success.

Those two factors are student factors and teacher factors. The description of the

factors can be seen as follows:

1) Student Factors

Some personality factors can exhibit students a difficult behavior. Of these,

impulsivity is the most notable. The more prone students to quick reactions

without much forethought, the more likely they are to misbehave. A teacher often

experience negative reactions when dealing with impulsive students. Those who

are not particularly impulsive possess the ability to think through the situation,

evaluate response choices and the consequences of each option, and select a

behavior that results in the most desired consequences. Unfortunately, individuals

who are impulsive spend little time thinking through the consequences of their

behaviors and act too quickly. Often, those actions result in negative

consequences that the individual does not anticipate, and the result is a negative

reaction, including frustration and anger. Impulsive students require exposure to

consistent consequences before they eventually begin to think before they act and

start to learn from previous experience. Dealing with impulsive students is often

difficult for a teacher to manage.


19

2) Teacher Factors

The overwhelming majority of teachers are educator professionals who

want to help their students become smart and successful. When students’ behavior

interfere with teaching, this makes teachers frustrated because they feel that it

prevents them from accomplishing the goals of learning. When frustrated, many

teachers lose control over their own reactions and a conflict ensues. Consequently,

helping teachers manage their own reactions is an important component of

effective students’ behavior management.

e. Issues on Classroom Management

Discussing classroom management problems, it is closely related to

classroom discipline and students’ misbehavior. Both classroom discipline and

students’ misbehavior can influence classroom management success and create

classroom disruption (Pagliaro, 2011). It has been reported consistently that 95

percent of all classroom behavior problems consistently fall into the category of

class disruptions (Jones, 2000). Of these, 80 percent are talking problems such as

chatting with a friend, speaking out of turn, whispering, speaking loudly, or

calling out. The remaining 15 percent are movement problems such as passing

notes, tossing or shooting objects (paper airplanes, rubber bands, spitballs),

fooling around, gesturing, and getting out of the seat to go to the pencil sharpener

or the lavatory without permission.

The other 5 percent of problems in order of least to most severe include: 1)

goofing off. Students may be off tasks, daydreaming, doodling, sleeping, or doing

work not related to the lesson, 2) defying authority. Students refuse to do what the


20

teacher wants, and may even become hostile in not cooperating with any school

activity, 3) moral issues. Students may be involved in stealing, cheating, lying, or

improper sexual activity, 4) aggression/violence. Students may physically or

verbally attack the teacher or another student. Carrying lethal weapons to the

school and dealing in or taking drugs are serious misbehavior that could disrupt

the entire school. Many of these students are subjected to severe problems. These

problems include homelessness, depression, tendency toward suicide, eating

disorders, alcoholic parents, attention deficit and hyperactivity disorder,

incarcerated parents, poverty, sexual and physical abuse, and the statistics

associated with these problem areas are shocking (Marzano, 2003).

Research has indicated that new teachers especially may lack the training

to handle more severe behavior and their causes as described above (Smart & Igo,

2010). Even if the teachers are experienced, they may not be able to handle more

serious problems as discussed above. A teacher therefore needs to consult with the

more experienced teacher in the school. From the issues discussed, it can be seen

that the primary or the more serious classroom management problems refer to

managing discipline than managing physical environment, learning, and also

procedures and rules of learning.

f. Specific Problems in Managing Classroom

In regard to classroom management, there are some common classroom

management problems that have been most frequently identified by teachers

(Veenman, 1984). Those common problems include: 1) classroom discipline, 2)

motivating students, 3) dealing with individual difference, 4) assessing students’


21

works, 5) relationships with parents, 6) organization of class work, 7) insufficient

and/or inadequate teaching materials and supplies, and 8) dealing with problems

of individual students. These problems occur because of student factors and

teacher factors. Some problems occur outside of the teacher’s classroom

management ability such as students’ relationship with parents and different

students, while the other problems occurring is related to the teacher’s classroom

management ability.

3. Recent Research on Classroom Management

The third part of the theoretical description is about recent research on

classroom management. It includes a) the classroom management problems for

teaching assistants and b) the classroom management in Japanese EFL classroom.

a. Classroom Management Problems for Teaching Assistants

This research was conducted by Luo, Bellows, and Grady (2000). This

research aimed to find four research questions in which, one of them, included the

term of common classroom management problems. The respondents of this

research were 749 graduate students working as teaching assistants at the

University of Nebraska-Lincoln (UNL). A mailed survey questionnaire was used

in order to collect the data. Moreover, from the 749 respondents, the survey

yielded 304 usable responses. From those responses the researchers found some

common problems experienced by teaching assistants.

The problems themselves differed from different teaching assistants’

disciplines. Teaching assistants in soft pure disciplines (that includes such

disciplines as English, history, communication studies, classics, philosophy,


22

psychology, sociology, and political science) reported the most problems than the

teaching assistants in hard disciplines. Nevertheless, those responses yielded

approximately the same problems which included: 1) the students challenge the

teacher’s comments or lecture, 2) the students are eating and/or drinking during

the class, 3) the students question or contradict the teacher during lecture, 4) the

students arrive late for the class, 5) the students monopolize the class discussions,

6) the students promote their own political/social agenda each time they speak, 7)

the students miss the class frequently, 8) the students make comments that are

offensive to the teacher/peer in the class, and 9) the students come to the class

unprepared.

b. Classroom Management in Japanese EFL Classroom

This research was conducted by Sakui (2007). One of the aims of this

research was to find teachers’ difficulties in managing Japanese EFL classroom

when teachers tried to teach English communicatively. All the participants chosen

for this research were members of a self-study group consisting of 30 Japanese

teachers of English. Interviews were used to collect the data. From the interviews,

some difficulties could be found included: 1) the spatial arrangement of the

classroom, 2) the students’ and the teachers’ expected roles, and 3) the cognitive

complexity activity.

B. Theoretical Framework

This research aims to find the English Language Education Study Program



23

Practice Program and the solutions to the problems. The researcher explains the

theoretical framework as follows to show the contribution of each theory on the

theoretical description to the research.

The theory of an effective teacher is included on the theoretical description

to strengthen the sight of what an effective teacher looks like and should be in

relation to classroom management problems. The theory includes the definition of

an effective teacher, the characteristics of an effective teacher, and what makes an

effective teacher effective. It gives a general background of some characteristics

and criteria needed to possess by a teacher in order to be a successful classroom

manager. It is also described to compare briefly between the problems faced by

the practice teaching students and the relation to what extend an effective teacher

can make teaching become more effective.

Since this research is about classroom management problems, the

researcher includes the theory of classroom management. The definition of

classroom management is explained to give readers view about the basic concept

of classroom management. In addition, the researcher uses four components of

classroom management on the definition of classroom management to construct

the questionnaire of this research. The researcher also includes the theory about

the importance of classroom management, the goals of classroom management,

the factors influencing classroom management success, the issues on classroom

management, and the specific problems in managing classroom to give more

additional background for readers regarding the basic of classroom management,

its often-occurring problems, the factors of the problems, and the term that


24

classroom management is important to the process of teaching and learning

activities.

Besides giving an additional background of classroom management, the

researcher notes the issues on classroom management, the specific problems on

classroom management in the theoretical description in order to understand

common problems on classroom management. Furthermore, the recent research

on classroom management is described and summarized on the theoretical

description to help the researcher understand common problems on classroom

management as well. In other words, the issues, the specific problems, and the

summary of the recent research on classroom management give the researcher

additional knowledge about common problems on classroom management before

the researcher constructs the questionnaire using four components of classroom

management.


25

CHAPTER III

RESEARCH METHODOLOGY

This chapter discusses the methodology used in this research. It consists of

six sections, namely the research method, the research setting, the research

subject, the research instruments and data gathering techniques, the data analysis

technique, and the research procedure.

A. Research Method

This research aims to find the English Language Education Study Program


Practice Program and the solutions to the problems. Therefore the researcher used

descriptive research. As mentioned in Gall, Gall, and Borg (2003), descriptive

research is a type of quantitative research that involves in making careful

descriptions of educational phenomena. It is also stated that a research question

“what is” is very concerned with the term of descriptive study. Furthermore, the

researcher used a survey as the research design. Survey research is a type of

research in which a researcher can gain respondents’ opinion, belief, experience,

and perception (Fraenkel & Wallen, 2009). Considering the objectives of this

research, descriptive research that used a survey as the research design was the

most appropriate one to gain those insights. Moreover, the survey used in this

research was a cross-sectional survey because it collected information from

samples that have been drawn from a predetermined population.


26

B. Research Setting

The research was conducted in the even semester of the 2014/2015

academic year. It took place at the English Language Education Study Program of

Sanata Dharma University and online by using a Google form questionnaire. The

researcher opened an online questionnaire on 26th

of June 2015 up to 2th

of July

2015. Since it received low responses, the researcher also distributed printed

questionnaires on 29th

of June up to 4th

of July 2015 at the English Language

Education Study Program environment and in the library of Sanata Dharma

University. Moreover, interviews were conducted on 4th

and 5th

of July 2015 at

PGSD Student Hall and the interviewees’ house.

C. Research Subject

In this research, the researcher selected the students of the ELESP who

have ever experienced the School Practice Program subject as the intended

subjects. In addition to the following requirement, therefore, the subjects of this

research were the students of the English Language Education Study Program

batch 2011 as the School Practice Program is offered in both seventh and eighth

semester. In choosing the respondents, the researcher used a convenience

sampling method. The reason why the researcher used a convenience sampling

method was because the students in the batch 2011 were in the last semester

which meant that most of them had not had credits left on subjects to take. It was

not doable for the researcher to use either a random sampling or a systematic

nonrandom sampling method.


27

According to Fraenkel and Wallen (2009), at such time when it is

extremely difficult or sometimes even impossible to select either a random or a

systematic non-random sampling, a researcher may use a convenience sampling.

Nevertheless, before deciding to use the convenience sampling method, the

researcher also opened an online questionnaire on Google form which was shared

on the Facebook group of the ELESP students in the batch 2011. However, it

received low responses. In such impossibility to use either a random sampling or a

systematic nonrandom sampling method, the researcher decided to select the

convenience sampling as the sampling method along with the online questionnaire

which received low responses.

D. Research Instruments and Data Gathering Techniques

This section describes two research instruments used in this research and

the data gathering techniques. The research instruments are a questionnaire and an

interview. In addition, the data gathering techniques explain how the researcher

collected the data from the intended research subjects using the selected sampling

method.

1. Research Instruments

The instruments used in this research were a questionnaire and an

interview. The questionnaire was to answer the first research problem while the

interview was to answer the second research problem. The detailed description of

the instruments can be seen as follows:


28

a. Questionnaire

The questionnaire in this research was to answer the first research problem.

As mentioned in Gall, Gall, and Borg (2003), a questionnaire can be used to

collect data about observable and indirectly observable phenomena. Moreover, a

questionnaire was effective enough to be used in survey research because it was

not time-consuming. The questionnaire to be used in this research consisted of

close-ended statements and an open-ended question. The close-ended statements

were designed based on the four components of classroom management by Hue

and Li (2008). It consisted of fifteen items to respond by ticking on a scale of

respondents’ preferences.

The scales on the close-ended statements were strongly disagree (SD),

disagree (D), agree (A), and strongly agree (SA). In addition, the part 2

questionnaire or an open-ended question was designed for respondents to write

other classroom management problems experienced that might not be listed in the

close-ended questionnaire or statements. It consisted of one question only.

The questionnaire was distributed into two forms. The first form was the

online questionnaire on Google form and the second one was the printed. The

validation of the online questionnaire was as high as the printed one. The

researcher made every item on the online questionnaire as “required question”. It

would make respondents not miss any item to respond. As a result, respondents

were required to include their names in filling in the online questionnaire.

Moreover, none of respondents would fill in the online questionnaire using fake

names as their names would be kept confidential.


29

b. Interview

The second instrument used in this research was an interview. The use of

an interview on this research was to answer the second research problem, which

was the solutions to the problems found based on the first research problem. The

interview consisted of four questions. The first two questions were to recall

interviewees’ experience on their past School Practice Program. The other two

questions were to find the solutions to the problems found based on the

questionnaire.

2. Data Gathering Techniques

In order to investigate the English Language Education Study Program


Practice Program and the solutions to the problems, the researcher used a

questionnaire and an interview as the research instruments. The researcher opened

an online questionnaire which were responded by 10 random respondents as the

members of the intended research subjects. Despite the low responses on the

online questionnaire, the researcher also distributed printed questionnaires to 34

eighth semester students of the English Language Education Study Program of

Sanata Dharma University batch 2011 who have taken the School Practice

Program subject. The total respondents of the printed and the online questionnaire

were therefore 44 students.

Furthermore, the researcher also conducted an interview with four students

who were the members of 44 respondents who had filled in the questionnaire. The

researcher selected the interviewees based on their responses on the questionnaire.


30

In other words, the questionnaire aimed to answer the first research problem,

which was about the classroom management problems, whereas the interview

aimed to answer the second research problem, which was about the solutions to

the problems found based on the first research problem

E. Data Analysis Technique

In analyzing the data based on the close-ended questionnaire, the

researcher used frequency agreements of strongly disagree (SD), disagree (D),

agree (A), strongly agree (SA). The researcher calculated the responses into

percentage in order to generate conclusion from the responses. In addition, the

researcher also calculated the average of the percentages had been calculated to

make generalization of each classification on the questionnaire. The researcher

calculated the response percentage using the formula .

RA represented the response average. Meanwhile, ∑responses represented the

total responses on the item and N represented the total respondents.

Nevertheless, the researcher also divided the statements on the close-ended

questionnaire into two types. The first type was a positive statement while the

second one was a negative statement. In the positive statement, the highest score

was strongly agree (SA) while in the negative statement was strongly disagree

(SD). Therefore, in each of the items, the point was ranged from 1 up to 4, in

which the score was 1 point if the answer was SD and 4 point if the answer was

SA for the positive statement and vice versa the negative statement. The results of


31

the close-ended questionnaire were presented on tables to enable easier further

analysis and readers to understand the findings.

Differently, in analyzing the data based on the open-ended question, the

researcher presented them into a list of problems and selected the problems which

were experienced the most by the respondents. After analyzing the questionnaire,

the researcher combined all the problems found based on the close-ended

statements and the open-ended question to identify the major problems

experienced by the respondents. Moreover, in analyzing the data based on the

interview, the researcher used an audio recorder to keep the data when doing the

interview. From the audio recordings, the researcher listened to them and read a

list of an interview form before noting down the information and the data. In

addition, the researcher presented the results of the interview into description

forms.

F. Research Procedure

In conducting this research, the researcher followed six major steps. Those

six major steps are: 1) planning, 2) defining population, 3) sampling, 4)

constructing the instruments, 5) conducting the survey, and 6) processing the data.

The detailed procedure of this research could be seen as follows:

1. Planning

The researcher selected issues in education, especially, issues which were

related to the English Language Education Study Program. After finding some

issues, the researcher decided to choose the issue about classroom management.


32

Having selected the issue, the researcher formulated two research problems in

order to make it specific.

2. Defining Population

In defining the population, the researcher chose the eighth semester

students of the English Language Education Study Program of Sanata Dharma

University as the main population. The eighth semester students were the relevant

population as the research aims were to find the practice teaching students’

classroom management problems during the School Practice Program and the

solutions to the problems.

3. Sampling

After the population had been decided, the researcher chose the sampling.

The first sampling method was an online questionnaire. However, since it was

likely to receive low responses, the researcher also used a convenience sampling

method because it was not doable to use either a random sampling or a systematic

nonrandom sampling method. The samples were 44 ELESP students in the batch

2011 who have taken the School Practice Program subject.

4. Constructing the Instruments

In constructing the close-ended questionnaire, the researcher used the

theory about four classroom management components by Hue and Li (2008). The

researcher did some consultations with the thesis advisor in order to gain feedback

for the questionnaire. Moreover, the researcher constructed the interview based on

the problems found on the questionnaire results.


33

5. Conducting the Survey

The researcher conducted the survey on 26th

of June up to 4th

of July 2015.

The researcher distributed the questionnaire to the total of 44 respondents. 10

random respondents filled in the online questionnaire while there rest filled in the

printed one. Moreover, the interview was conducted on 4th

and 5th

of July 2015.

The selected interviewees were four students as the members of 44 respondents

who filled in both the printed and online questionnaire.

6. Processing the Data

In processing the data, the researcher used a table to cover the information

based on the close-ended statements. After creating the table, firstly, the

researcher calculated the response percentage to make easier analysis. Secondly,

the researcher made the description of the data in the discussion to make it easier

for readers to understand the findings of the research. Besides, in processing the

open-ended question the researcher selected the problems that were mostly

experienced by the respondents while in the interview, the researcher summarized

the data and presented them into description.


34

CHAPTER IV

RESEARCH RESULTS AND DISCUSSION

This chapter describes the research results obtained from the questionnaire

and the interview. From the data presentation, the researcher discussed and

analyzed the obtained results to answer the research problems. The research

problems are what the ELESP practice teaching students’ classroom management

problems during the School Program are and what the solutions to the problems

are.

A. The Classroom Management Problems

In order to answer the first research problem, which is about the practice

teaching students’ classroom management problems during the School Practice

Program, the researcher used a questionnaire as the research instrument to collect

necessary data. The questionnaire consisted of close-ended statements and an

open-ended question.

1. Data Presentation

Since the questionnaire consisted of close-ended statements and an open

ended question, the researcher divided the data presentation into two parts. The

first part would be the data presentation of the close-ended questionnaire and the

second part would be the data presentation of the open-ended questionnaire. The

data presentation of each part on the questionnaire was as follows:


35

a. Data Presentation of the Close-Ended Questionnaire

The close-ended questionnaire consisted of 15 items that were classified

into four major classifications. The classifications were based on Hue and Li’s

theory about four classroom management components which included the

management of physical environment, the management of learning, the classroom

procedures and rules, and the management of discipline. The researcher presented

the results of the close-ended questionnaire as follows:

1) Management of Physical Environment

The first classification of classroom management components was about

the management of physical environment. It included the ability of the teacher to

create the best possible physical environment to ensure comfortable and pleasant

atmosphere for the students to learn. The researcher set four statements to find the

problems experienced in this classification. The results are presented as follows:

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

No Statements Agreement Frequency Points

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

1. I always have my students feel

comfortable about the classroom

during the learning activity.

1

(2.3%)

6

(13.6%) 26

(59.1%)

11

(25%)

2. I always adjust the classroom

condition, such as turning on the lamp

when it is dark, adjusting the

classroom ventilation.

1

(2.3%)

3

(6.8%) 18

(40.9%)

22

(50%)

3. I always have my students avoid sitting

in the front row when it is empty.

12

(27.3%)

20

(45.4%) 9

(20.5%)

3

(6.8%)

4. I always have a clean classroom before

starting the class.

4

(9.1%)

9

(20.4%) 23

(52.3%)

8

(18.2%)

Average 10.25% 21.55% 43.20% 25%


36

From the table above, there were 43.2% “agree” responses and 25%

“strongly agree” responses. As a result, the responses in this classification were

positive since “agree” and “strongly agree” responses were mostly selected. It

showed that most of the practice teaching students did not have problems in

managing the physical environment.

2) Management of Learning

The second classification of classroom management components was about

the management of learning. It included the ability of the teacher to manage

learning which was well-prepared, appropriate to the students’ needs, and

challenging as well as motivating the students. The researcher set four statements

to find whether the practice teaching students experienced problems in this

classification. The results are presented as follows:



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

5. I start the class immediately after

the bell rings.

1

(2.3%)

5

(11.3%) 19

(43.2%)

19

(43.2%)

6. I always have my students feel

motivated during learning activity.

0

(0%)

11

(25%) 26

(59.1%)

7

(15.9%)

7. I always give my students good

instructions so that there is no need

of several repetitions.

1

(2.3%)

4

(9.1%) 34

(77.3%)

5

(11.3%)

8. I always finish all teaching

activities I have prepared as the

class over.

0

(0%)

8

(18.2%) 28

(63.6%)

8

(18.2%)

Average 1% 16% 61% 22%


37

Based on the responses, 61% of the respondents answered “agree” while

22% of them answered “strongly agree”. The percentage showed that there were

positive responses on the management of learning classification. As a result the

problems related to the management of learning were not likely to be experienced

by most of the practice teaching students.

3) Classroom Procedures and Rules

The third classification of classroom management components was about

the classroom procedures and rules. It included the ability of the teacher to set

procedures and rules in the classroom such as the way students entered or left the

class, the way learning material was distributed, and talking and listening rules.

The researcher set three statements to find whether the practice teaching students

experienced problems in this classification. The results are presented as follows:



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

9. I always have my students ask

permission before entering or

leaving the class.

0

(0%)

1

(2.3%)

19

(43.2%) 24

(54.5%)

10. I always have my students raise

their hand before asking or

answering questions.

0

(0%)

8

(18.2%)

18

(40.9%) 18

(40.9%)

11. I always have my students help me

distribute the material for learning

and teaching activity.

0

(0%)

8

(18.2%)

20

(45.4%) 16

(36.4%)

Average 0% 12.90% 43.17% 43.93%

The table showed that most of the responses were positive. 43.17% and

43.93% of the respondents answered “agree” and “strongly agree”. As a result, the


38

problems related to the classroom procedures and rules were not likely to be

experienced by most of the practice teaching students.

4) Management of Discipline

The fourth as well as the last classification of classroom management

components was about the management of discipline. This management included

the ability of the teacher to deal with difficult and bad behavior. The need of

direct intervention and giving appropriate praise or reinforcement were the parts

of this classification. The researcher set four statements in order to find whether

the practice teaching students experienced problems in this classification. The

results are presented as follows:



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

12. I have some of my students in my

class not pay attention to the

learning and teaching activity.

0

(0%)

6

(13.6%) 31

(70.5%)

7

(15.9%)

13. I have some students in my class

busy with themselves, talking to

friends and playing with their

gadgets.

1

(2.3%)

6

(13.6%) 29

(65.9%)

8

(18.2%)

14. I always ignore students who do

disruptive behavior in the class.

17

(38.6%)

23

(52.3%) 3

(6.8%)

1

(2.3%)

15. I always get impatient when dealing

with disruptive students and directly

give them negative reinforcement.

20

(45.5%)

19

(43.2%) 3

(6.8%)

2

(4.5%)

Average 22% 31% 38% 10%

Management of discipline as the last classification of classroom

management components received negative responses on the negative statements


39

number 13 (70.5%) and 14 (65.9%). Conversely, the negative statements number

14 (52.3%) and 15 (43.2%) received positive responses. The table showed that

even the practice teaching students experienced problems which occurred because

of the students’ disruptive behavior, the problems management was positive.

b. Data Presentation of the Open-Ended Questionnaire

The open-ended questionnaire consisted of one question only. The question

was to mention the other classroom management problems that were not listed in

the close-ended questionnaire but experienced by the practice teaching students

during their School Practice Program. After summarizing the responses, the

researcher classified the problems experienced into two different classifications.

Those classifications were internal problems and external problems. The

researcher noted that the internal problems were the problems that occurred

because of the teacher factors, which were the practice teaching students

themselves. Conversely, the external problems were found to be the problems that

occurred because of other factors outside of the practice teaching students, such as

the students’ disruptive behavior and the school facility.

2. Discussion

After presenting the close-ended and open-ended questionnaire results, the

researcher analyzed the data in order to answer the first research problem about

the ELESP practice teaching students’ classroom management problems during

the School Practice Program. From the four classroom management components

which included the management of physical environment, the management of


40

learning, the classroom procedures and rules, and the management of discipline,

the researcher analyzed the results as follows:

The first classification of classroom management components by Hue and

Li (2008) was about the management of physical environment. In this category,

there were four items to discuss. The first item was about whether the practice

teaching students ensured their students had a comfortable learning class. Based

on the responses, the majority of the respondents (59.1%) answered “agree” and

(25%) answered “strongly agree”. It indicated that the majority of the practice

teaching students always ensured a comfortable learning class for the students.

The second item was about adjusting the classroom condition. The responses for

this item were positive since 40.9% “agree” and 50% “strongly agree” were

selected. It meant that the majority of the practice teaching students realized the

importance of adjusting the classroom condition.

The responses for the third negative item were also positive. The responses

were 45.4% “disagree” and 27.3% “strongly disagree” which meant that the

students were not likely to be the factor of problems on the seating arrangement.

The last item received “agree” (52.3%) and “strongly agree” responses (18.2%)

which also indicated that the majority of the practice teaching students were aware

of their class’ cleanness before starting the lesson. Based on the highest average

(43.20%) from the statements number 1-4, it could be clearly seen that the

problems regarding the management of the physical environment were not likely

to be experienced by the majority of the practice teaching students since the

importance was understood.


41

The second classification of the close-ended questionnaire was about the

management of learning. Four items in this classification received positive

responses. The majority of the respondents answered “agree” for every item in

this classification with an average percentage of 61%. It showed that the problems

regarding the management of learning were not likely to be experienced by the

majority of the practice teaching students. Most of them answered “agree”

(43.2%) and “strongly agree” (43.2%) for the first item on this classification. The

majority of the practice teaching students always started the class immediately

after the bell rang. In other words, there were no problems such as the students’

lateness and learning media preparation to start the class as the bell rang. For the

second item, as many as 59.1% of the respondents answered “agree”. It proved

that the majority of the practice teaching students could motivate their students

very well in the learning and teaching activity.

The third item on the management of learning classification received

positive responses. Good instructions were always delivered by the majority of the

practice teaching students. It was proved since the majority of the respondents

answered “agree” (77.3%). For the last item in this classification, positive

responses were also received. A total of 63.6% “agree” responses were selected

by the majority of the respondents. It showed that the majority of the practice

teaching students had good time management and planning on the teaching

activity. Since four items received positive responses on this classification, the

problems regarding the management of learning were not likely to be experienced

by the majority of the practice teaching students.


42

The third classification of the close-ended questionnaire was about the

classroom procedures and rules. In this classification, three items received

positive responses. The majority of the practice teaching students applied

classroom procedures. A total of 43.2% “agree” and 54.5% “strongly agree”

responses were selected by the majority of the respondents. It indicated that the

majority of the practice teaching students set procedure on the way the students

left and entered the class whether directly or indirectly.

For the second item, there were 40.9% “agree” and the same 40.9%

“strongly agree” responses. It indicated positive responses for the item. The

majority of the practice teaching students had the students raise their hand when

asking and answering questions. In the third item, the majority of the practice

teaching students used the method of distributing the learning materials by the

help of the students while the rest used other methods. It was proved since 45.4%

“agree” and 36.4% “strongly agree” responses were selected. As a result, the

problems regarding the classroom procedures and rules were not likely to be

experienced by the majority of the practice teaching students.

The last classification of the close-ended questionnaire was about the

management of discipline. In this classification, two out of four items received

negative responses. For the first item, the majority of the practice teaching

students answered “agree” (70.5%) and “strongly agree” (15.9%). It showed that

there were problems regarding the students’ attention in the classroom. For the

second item, it could be concluded that the majority of the practice teaching

students also had problems regarding the students’ behavior, such as talking to


43

friends and playing with their gadgets. The responses for the second item were

65.9% “agree” and 18.2% “strongly agree”. Nevertheless, the other two

statements for number 14-15 received positive responses. The responses were

positive even the selected responses were mostly “strongly disagree” and

“disagree”. It was because those two items were negative statements.

The first negative statement on this classification (number 14) received a

total of 52.3% “disagree” and 38.6% “strongly disagree” responses. The second

negative statement (number 15) also received the same positive responses with a

total of 43.2% “disagree” and 45.5% “strongly disagree” responses. The responses

showed that the majority of the practice teaching students did not ignore the

students who did disruptive behavior in the class and remained in control by being

patient in dealing with them. It also showed that they did not give negative

reinforcement to the disruptive students. In other words, the majority of the

practice teaching students experienced problems regarding the students’ disruptive

behavior but did not experience problems in disciplining the students.

Having discussed the results of the close-ended questionnaire, the

researcher found that the problems experienced by the majority of the practice

teaching students were about the students’ disruptive behavior. The problems

were not about the practice teaching students but more to the student factors. In

addition, the open-ended questionnaire generated more classroom management

problems. The problems found were selected based on the problems which were

experienced the most by the practice teaching students. Based on the analysis the


44

researcher made, the problems generated from the open-ended question could be

classified into two major classifications. The classifications were as follows:

1) Internal Problems: the internal problems were the problems that occurred

because of the teacher factors or the practice teaching students’ classroom

management ability.

2) External Problems: the external problems were the problems that occurred

outside of the teacher factors, but occurred because of other factors such as the

student factors and the school factors.

From those two classifications, it could be seen that the problems in each

classification had its own factors to occur. While the internal problems occurred

because of the teacher factors, the external occurred because of the student and

school factors. The researcher explained the problems based on the open-ended

question starting from the internal problems and followed by the external

problems.

In the internal problems classification, the cause of the problems was the

teacher factors. Based on the open-ended question, the problems occurred because

of the teacher factors were related to the practice teaching students’ unclear

instructions and difficulty in enabling the students’ active participation and

encouraging them to speak in English. For instance, it was mentioned that the

teacher spoke too fast which made the students confused and when the practice

teaching students used English instructions, sometimes the students did not

understand. Moreover, the respondents also mentioned that it was difficult to

build an English environment. If the practice teaching students spoke in English,


45

the students always responded by using Bahasa Indonesia. Some of the students

also did not want to speak in English when asked to perform a certain task.

Differently, the source of the external problems classification was divided

into the student factors and the school factors. The problems arising from the

students happened when the students misbehaved and did disruptive activities

such as being busy with themselves, not paying attention, talking to friends,

walking around the class, working on a task of another subject, and playing with

their gadgets. Those disruptive behavior problems were often mentioned in the

open-ended questionnaire. Moreover, some of the students entered the class lately.

It was mentioned that the students still stayed in the canteen even the bell had

rung. The students were often late in entering the class especially when having a

morning class and after doing an outdoor activity such as having a break, sport

course, and other outdoor activities.

It was also mentioned that the students did not submit take-home

assignments. The students often gave some reasons for not submitting their take-

home assignments. In addition, some respondents mentioned that the close-

relation between the students and the teacher could affect the learning activity.

The problems happened when the misunderstanding made the classroom become

not conducive. It was mentioned that the students considered the practice teaching

student as a friend and acted whatever they wanted in the class. In other words,

the students could not place themselves and misunderstood their close-relation

with the teacher in the classroom learning.


46

The second source of the external problems was the school factors. Some

respondents mentioned that the school facility could be problems in the

management of learning such as when the practice teaching students were to use a

projector to deliver the learning material using a PowerPoint presentation. The

problems happened when the school had either an incomplete facility or the

school had a complete facility but not in good condition. It was mentioned that the

practice teaching students experienced an error when using a projector. When the

practice teaching students were about to teach, the projector did not work.

In addition, it was also mentioned that the school’s inconsistent time

allocation became problems for the practice teaching students. It could disturb the

time management that had been planned. In other words, the practice teaching

students could not finish all the learning activity as expected. The problems

happened when the school reduced the time allocation in every meeting on a

certain day because the teachers had to have a meeting or other school activities.

When the learning activity in the class was on going, the bell as a sign of the end

of the learning session rang earlier. As a result, the learning activity was

unfinished and the goals of learning were not fully accomplished.

Having described the problems generated from the open-ended question,

the researcher analyzed and combined all the problems generated from the close-

ended statements and the open-ended question. The problems were categorized

into three categorizations. Those categorizations included the teacher factors, the

student factors, and the school factors. Thus, the overall problems found based on

the questionnaire were as follows:


47

Table 1.5. The Classroom Management Problems Based on the Questionnaire

Source Specific Problem

Teacher Factors

1) The teacher’s instructions were not clear enough.

2) The teacher had difficulty to encourage the students to speak in

English.

Student Factors

3) The students did disruptive behavior in the classroom such as

talking to friends, playing with gadget, walking around the

class, working on a task of another subject, and other disruptive

activities.

4) The students did not submit take-home assignments.

5) The students were always late in entering the classroom.

6) The students misunderstood the teacher-student close relation in

the classroom learning.

School Factors

7) The school had inconsistent time allocation on certain special

days.

8) The school had an incomplete facility or had a complete facility

but not in good condition.

A total of eight classroom management problems were found based on the

close-ended statements and the open-ended question. The first two problems

occurred because of the teacher factors. The next four problems occurred because

of the student factors. Moreover, the last two problems occurred because of the

school factors. After finding those eight problems above, the researcher explored

the solutions in the next section.

B. The Solutions to the Classroom Management Problems

In regard to the eight classroom management problems during the School

Practice Program that had been identified and found based on the questionnaire,

the researcher conducted an interview with four English Language Education

Study Program students who were the members of the 44 respondents who had


48

filled in both the online and printed questionnaire. The interview consisted of four

questions that the interviewee needed to response. The first question was about the

interviewee’s experience on their School Practice Program. The second was about

the most difficult problem experienced by the interviewee and how the problem

was managed. These two questions aimed to reflect and recall interviewee’

experience before answering the third and the fourth question, which were to find

the solutions to the classroom management problems during the School Practice

Program.

The third question itself consisted of eight questions to find the solutions to

the eight classroom management problems found which had been categorized into

three categorizations. Meanwhile, the fourth question was about the important

things needed in dealing with classroom management problems in general. The

fourth question was relevant to answer the second research problem since it

attempted to find important things in dealing with classroom management

problems. It suggested what should be ensured and prepared in overcoming the

problems. Therefore, these two questions contributed to answer the second

research problem about the solutions to the eight classroom management

problems.

Through the interview process, the researcher got some solutions to each

problem and also the important things in dealing with classroom management

problems. The researcher explained the solutions based on the factors of the

problems followed by the specific problems on each factor. The solutions and the


49

important things in dealing with the classroom management problems found based

on the interview were elaborated in order as follows:

1. The Solutions to the Problems Arising from Teacher factors

The problems in this category included the teacher’s unclear instructions

and difficulty in engaging and encouraging the students to speak in English. The

solutions to those problems were as follows:

a. Teacher’s Unclear Instructions

Clear instructions were important to achieve the goals of learning. To

maintain good instructions, there were some solutions the interviewees suggested.

The first one was to make sure whether the students understood the instructions

by asking them directly. If the students did not understand the instructions, the

practice teaching students needed to repeat the instructions and could possibly

simplify the instructions into the easier one and slow down the instructions. When

the students still did not get it, frequent translation could be done. The last

solution was to plan effective instructions for the students. It could be concluded

that the practice teaching students should both make sure and clarify unclear

instructions to the students. In other words, repetitions were needed but the

effective one should be maintained.

b. Engaging and Encouraging the Students to Speak in English

Based on the interview, there were some suggested solutions to the

problems. The first one was to give chances for the passive students to speak in

English. The practice teaching students needed to know who were the active

students as well as who were the passive students to mix a turn. It would enable


50

the students to have equal participation. Another solution was to make learning

activities that encouraged the students to speak in English. The activity would

indirectly increase the students’ motivation to speak in English. The next solution

was to encourage the students by telling them how to say in English certain

sentences the students spoke in the class by using Bahasa Indonesia. The solution

could shape the students’ concept in speaking English. Another solution was to

make a kind of agreement between the teacher and the students. The agreement

for example would be “if the students did not speak in English, they had to pay for

their fault for every word not spoken in English”. What should be paid for the

fault could be based on the agreement.

The solutions to the problems were mainly about exposing and motivating

the students more to speak in English. It could be done by ensuring students’

equal participation in the classroom learning. The practice teaching students

should not focus only on the students who were active. Moreover, setting up an

agreement and designing learning activities that encouraged the students to speak

in English would also be useful since it indirectly motivated the students to speak

in English more. On the other hand, it was also important to shape the students’

concept of English by giving them examples through their daily conversation.

2. The Solutions to the Problems Arising from Student Factors

The problems in this category included the students’ disruptive behavior,

the students’ not submitting take-home assignments, the students’ lateness in

entering the classroom, and the students’ misunderstanding of the teacher-student

close relation. The solutions to those problems were as follows:


51

a. Students’ Disruptive Behavior

The first problem in the student factors categorization was mainly about

the students’ not paying attention and doing other activities that disrupted the

learning activities such as playing with their gadgets, talking to friends, and

working on a task of another subject. To solve the problems, there were several

solutions suggested by the interviewees. The first one was to approach them

directly and asked what they were doing. If the students were playing with their

gadgets, the practice teaching students could ask whether to give the gadget to the

teacher or keep it in the bag. When the students were still doing the same, the

practice teaching students could take the gadget and gave it to the real teacher. In

other words, several levels of caution should be made in order to control behavior.

Another solution was to keep silent for what the students had done wrong.

The practice teaching students could be silent and look at the students and wait

until they realized what faults they made. It would enable the practice teaching

students to control the class. In another case, if the students worked on a task of

another subject, the practice teaching students could take the book and give it

back after the class ended. Moreover, setting up rules also became one of the

solutions to the problem. By setting up rules, it could make the students

understand that certain behavior was not acceptable in the classroom. The practice

teaching students could tell the students what was acceptable and was not in the

classroom according to the school rules and the learning importance.


52

b. Students’ Not Submitting Take-Home Assignments

The second problem in the student factors categorization was about the

students’ not submitting take-home assignments. To solve the problem, each

interviewee gave different solutions. However, it was basically to make the

students realize they were doing wrong by not scoring them, setting up a rule

about not accepting late submission, giving high expectations, and giving advices

as well as additional information such as their assignments would be accumulated

as their final remark. The practice teaching students could either tell the

information to the students by themselves or ask for help to the practice teaching

students’ advisors. It would give the students a sense of fear of not having a good

score in their final remark.

In addition, the practice teaching students could also give rewards for the

students who finished and submitted their take-home assignments. The rewards

were not necessarily to be something big and expensive but that of motivation

boost for the students. It could be candies, stars, or even an extra score. Those

solutions would motivate those who did not finish and submit take-home

assignments to work on them better. From those solutions, it could be said that the

practice teaching students needed to motivate the students through giving rewards,

expect them to do better, and also tell them the importance of submitting their

take-home assignments.

c. Students’ Lateness in Entering the Classroom

The third problem in the student factors categorization was about the

students’ lateness in entering the class especially when they were having a


53

morning class, sport course, and break. To solve the problem, the solution was

basically to facilitate the students to change their lateness habits. There were

several solutions to solve the problem. The first one was to ask the late students to

tell the reason of their lateness in front of the class and let the other students

decide whether they could join the class. The second one was to make an

agreement that the students would have an extra assignment for their lateness. It

would make them think twice for coming late to the class.

The third solution was to ask the captain of the class or another random

student to call their friends who were still outside the class. However, before

doing so, the practice teaching students needed to make sure that the student to

call their friends was not he or she who were likely to join those who were

outside. Moreover, to deal with the late students’ understanding of the missed

lesson, the practice teaching students could approach them when the other

students worked on the assignment and asked whether they understood. If they did

not understand, the practice teaching students could explain the material to them

in a brief.

Dealing with the students’ lateness, the practice teaching students needed to

ensure two things. The first one was to facilitate the late students to change their

lateness habits while the second one was to ensure that they could follow the

learning material in the class. By giving them an extra assignment, and asking

them to tell the reason of their lateness to the whole class would facilitate them to

change. Moreover, asking and explaining the material to the late students while

the other students were working on the assignment were effective since the


54

practice teaching students did not need to repeat the missed explanation to the

whole class.

d. Students’ Misunderstanding of the Teacher-Student Close Relation

The fourth and the last problem in the student factors categorization was

about the students’ misunderstanding of the teacher-student close relation in the

classroom learning. The misunderstanding could affect the learning activity when

the students acted as if they were a friend with the practice teaching student in the

classroom learning. The solution to this problem was to set up a rule from the

beginning of the first meeting. Setting up a rule and communicating them with the

students how they should behave in the class and should not would minimize the

close-relation misunderstanding and enable the students to set their position.

Another solution was that the practice teaching students needed to place

themselves and be firmer to the students who misunderstood the close relation. By

being firmer and setting up a rule, the students would know the distance between

the teacher and the students in the classroom learning. In other words, if the

practice teaching students could place themselves, the students would also be able

to place their position. Although having close relation with the students was

important, the practice teaching students needed to maintain the positive one.

3. The Solutions to the Problems Arising from School Factors

The problems in this category included the school’s inconsistent time

allocation and the school incomplete facility. The solutions to those problems

were as follows:


55

a. School’s Inconsistent Time Allocation

The first problem in the school factors categorization was about the

school’s inconsistent time allocation on certain special days that made the learning

activity planned disturbed. Based on the interview, the solution to this problem

was mainly about having a plan A and plan B. For instance, the plan A would

spend a whole time learning while the plan B would only spend a half from the

whole time learning. Thus, whenever the school reduced the time allocation for

the teaching on the day, it could be anticipated by using the plan B.

Another solution was that the practice teaching students could change the

learning activity into homework. When it was not possible to change the learning

activity into homework, the practice teaching students could take an initiative by

giving the students homework of the related material. This kind of unpredictable

problem occurred because of the school factors could be managed by having a

plan A and B and changing the learning activity into homework.

b. School Incomplete Facility

The second problem in the school factors categorization was about the

school incomplete facility or the school not in good condition facility that could

not be used to enhance the learning and teaching activity. To solve this problem,

several solutions were suggested by the interviewees. The first one and the most

important was to check whether the facility the practice teaching students was

going to use was available and in good condition. If the practice teaching students

were unsure, a changing of plan was still manageable.


56

The second solution was to maximize the use of traditional facilities such

as blackboard or whiteboard, books, and handouts. The practice teaching students

could turn the material delivered using the traditional facilities into something

interesting for the students. From the traditional facilities, the practice teaching

students could design and make interesting learning activities and media using

games, pictures, and real examples or even the students’ close environment for

learning. For instance, the practice teaching students could ask the students to find

some signs in the parking area. In other words, the practice teaching students

should not rely on technology to create interesting learning activities, since as

long as it was effective, it could replace the importance of technology.

4. Important Things in Dealing with Classroom Management Problems

Based on the interview, there were some important things the practice

teaching students needed to do and ensure in dealing with classroom management

problems during the school Practice Program. The first one was to make a

comfortable class. If the students felt comfortable, they would follow the

instructions and learning better. The second one was to have good attitude that

would make the students trust the practice teaching students. When the students

trusted the teacher, they would set their rule as nice students. The third one was to

have authority. The practice teaching students needed to be close to the students

but aware with the role as their teacher.

The fourth was that the practice teaching students needed to know their

students very well and differentiate who were the disruptive students. It included

knowing the students’ names and characteristics. After knowing the students very


57

well, the practice teaching students needed to pay more attention to the disruptive

one and encouraged them to be better students. The fifth was about time

management. The practice teaching students needed to have good time

management that would not make the students bored. The last one was about

designing interesting learning activities. Interesting learning activities could make

the students pay more attention to the practice teaching students as well as making

enjoyable learning for them.


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CHAPTER V

CONCLUSIONS AND RECOMMENDATIONS

This chapter presents the conclusions of the research. Moreover, there are

also some recommendations for ELESP lecturers, for future practice teaching

students, and for future researchers.

A. Conclusions

Having discussed the research results in the Chapter IV, it was proven that

the ELESP practice teaching students in the academic year of 2011 experienced

eight major classroom management problems during the School Practice Program.

The researcher classified all the problems found into two major classifications,

namely internal and external problems. The researcher categorized the internal

problems into one category, teacher factors; and categorized the external problems

into student factors and school factors. In addition, the total of the problems in all

the two classifications and all the three categorizations were eight problems.

The first one was the teachers’ unclear instructions. To solve this problem,

the practice teaching students could check the students’ understanding, repeat the

instructions, and give necessary translation. The practice teaching students could

also plan the instructions to make sure effectiveness. The second problem was

encouraging the students to speak in English. Dealing with this problem the

practice teaching students could give examples in the daily conversation about

certain sentences spoken in English, mix a turn between the passive and active


59

students, and designing learning activities that would encourage and motivate the

students to speak in English

The third problem was about the students’ disruptive behavior. To solve

the problem, the practice teaching students could approach the students and being

silent to make the students realize what faults they made. The fourth problem was

about the students’ not submitting take-home assignments. Experiencing this

problem, the practice teaching students could motivate the students by giving

notice and high expectations, rewards, and also information about the importance

of submitting their assignments. The fifth problem was about the students’

lateness. Dealing with this problem, the practice teaching students could ask other

students to find them outside the class, and give an extra assignment for those

who were late more than the expected time. It would give sense of fear of being

late and facilitate them to change.

In the sixth problem, when the students misunderstood the teacher-student

close relation, the practice teaching students could communicate rules and be

firmer to the students. The seventh problem was about the school’s inconsistent

time allocation. The problem about the inconsistent time allocation could be

managed by having a plan A and plan B. The practice teaching students could

always switch the activity into homework. The last problem was about the school

facility. The solution to this problem was to maximize the traditional facility to

create an interesting learning activity. The practice teaching students could also

check the facility first before planning the lesson.


60

B. Recommendations

Based on the research findings, the researcher wants to give some

recommendations for:

1. ELESP Lecturers

Based on the findings, there were eight major classroom management

problems. From the problems, the researcher recommends that ELESP lecturers

always remind students, who are future practice teaching students, the importance

of classroom management. The lecturers can give more examples on managing

students’ behavior in the class based on the problems found in this research such

as student’s playing with gadget, talking to friends, and working on a task of

another subject. Moreover, ELESP lecturers can also give students more

references on how to make and design an interesting learning activity since it can

minimize classroom management problems arising from students. From the

examples and references given, students are expected to be more prepared to face

their School Practice Program, especially to face problems arising from student

factors and school factors.

2. ELESP Future Practice Teaching Students

The researcher recommends that future ELESP practice teaching students

read this research carefully and other research, books, articles, and journals about

classroom management problems. Reading about classroom management issues

will give indirect experience about classroom management problems. Having the

indirect experience can give additional understanding how to prevent and solve

the classroom management problems. Moreover, it will give benefit and enable to


61

be more prepared to face the problems. The researcher also recommends that

future practice teaching students always design innovative and interesting learning

activities for students so that problems can be minimized.

3. Future Researchers

Classroom management has a wider domain. This research only focuses on

classroom management problems experienced by the practice teaching students

during the School Practice Program and the solutions. The solutions are based on

the practice teaching students’ point of view. The researcher recommends that if

future researchers conduct the same research, the solutions can be based on

experienced teachers’ point of view. The researcher also recommends that future

researchers can explore more on a certain problem found in this research than

focus on classroom management in wider domain. It will enable to focus more on

a certain problem and its best management.

Since this research found eight problems on classroom management.

Therefore, the researcher also recommends that future researchers would explore

on the specific problem such as managing students’ discipline, managing

students’ active participation, and managing students’ misbehavior. The problem

can be related to a certain learning approach or strategy so that it will enable

effectiveness in managing a certain classroom management problem using a

certain learning approach or strategy. This research can also be a reference to

direct the same or even new research on classroom management.


62

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http://etd.lib.metu.edu.tr/upload/12610051/index.pdf

APPENDICES


65

Appendix A

Questionnaire Blueprint: Based on Hue and Li’s Theory about Four

Components of Classroom Management

Statement

No. Category Description

1-4

Management of Physical

Environment

(Teachers need to create the best

possible physical environment to

ensure that students have a

comfortable and pleasant atmosphere

in which to learn such as ensuring

appropriate heating and ventilating,

ensuring a good classroom condition,

enabling active participation from

students by setting a good seating

arrangement).

These four statements

gathered information

whether practice teaching

students have problems

in managing physical

environment during the

School Practice Program.

5-8

Management of Learning

(Teachers must prepare learning

objectives, select content, prepare

teaching and learning materials and

design activities with the goal of

devising a curriculum that meets their

students’ diverse needs. It includes

effective planning, making enjoyable

and challenging learning, and giving

effective instructions).





in managing learning and

teaching activity during

the School Practice

Program.

9-11

Classroom Procedures and Rules

(Teachers have to set guidelines for

the smooth and efficient running of

classrooms as these are important for

conveying their expectations, for

establishing classroom norms and for

“house-keeping” purposes. The house-

keeping procedures include entering

These three statements




in the classroom

procedures and rules

during the school

practice program.


66

and leaving the classroom, access to

materials, talking and listening in the

classroom and passing out exercise

books).

12-15

Management of Discipline

(Apart from such guidelines, teachers

need to set up a discipline system to

deal with difficult and bad behavior. It

includes the need of direct

intervention, giving appropriate praise

or reinforcement, and tolerating certain

behaviors).





in managing discipline

during the School

Practice Program.


67

Name :________________

Std. # :________________

Appendix B

Questionnaire

This questionnaire aims to gather data of research about classroom

management problems during the School Practice Program. Put a thick (√) whether

you strongly disagree (1), disagree (2), agree (3), or strongly agree (4) for every

statement corresponds to you.

No. Statement (s) 1 2 3 4

1. I always have my students feel comfortable

about the classroom during the learning activity.

2. I always adjust the classroom condition, such as

turning on the lamp when it is dark, adjusting

the class ventilation.

3. I always have my students avoid sitting in the

front row when it is empty.

4. I always have a clean classroom before starting

the class.

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

6. I always have my students feel motivated during

the learning activity.

7. I always give my students good instructions so

that there is no need of several repetitions.

8. I always finish all teaching activities I have

prepared as the class over.

9. I always have my students ask permission

before entering or leaving the class.

10. I always have my students raise their hand

before asking or answering question.

11. I always have my students help me distribute

the material for learning to other friends.

12. I have some of students in my class not pay

attention to the learning and teaching activity.

13. I have some of students in my class busy with

themselves, talking to friends and playing with

their gadgets.

14. I always ignore students who do disruptive

behavior in the class.

15. I always get impatient when dealing with

disruptive students and directly give them

negative reinforcement.


68

Mention other problem(s) that you experienced during your School Practice

Program and give a brief explanation about it/them.

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

____________________________________________________


69

Appendix C

Questionnaire Results

No Statement Agreement Frequency Points

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

1. I always have my students

feel comfortable about the

classroom during the

learning activity.

1

(2.3%)

6

(13.6%) 26

(59.1%)

11

(25%)

2. I always adjust the

classroom condition, such

as turning on the lamp

when it is dark, adjusting

the class ventilation.

1

(2.3%)

3

(6.8%)

18

(40.9%) 22

(50%)


avoid sitting in the front

row when it is empty.

12

(27.3%) 20

(45.4%)

9

(20.5%)

3

(6.8%)

4. I always have a clean

classroom before starting

the class.

4

(9.1%)

9

(20.4%) 23

(52.3%)

8

(18.2%)

5. I start the class

immediately after the bell

rings.

1

(2.3%)

5

(11.3%) 19

(43.2%)

19

(43.2%)


feel motivated during the

learning activity.

0

(0%)

11

(25%) 26

(59.1%)

7

(15.9%)

7. I always give my students

good instructions so that

there is no need of several

repetitions.

1

(2.3%)

4

(9.1%) 34

(77.3%)

5

(11.3%)

8. I always finish all teaching

activities I have prepared

as the class over.

0

(0%)

8

(18.2%) 28

(63.6%)

8

(18.2%)


ask permission before

entering or leaving the

class.

0

(0%)

1

(2.3%)

19

(43.2%) 24

(54.5%)


raise their hand before

asking or answering

question.

0

(0%)

8

(18.2%) 18

(40.9%)

18

(40.9%)


help me distribute the

material for learning to

other friends.

0

(0%)

8

(18.2%) 20

(45.4%)

16

(36.4%)

12. I have some of students in

my class not pay attention

0

(0%)

6

(13.6%) 31

(70.5%)

7

(15.9%)


70

to the learning and

teaching activity.

13. I have some of students in

my class busy with

themselves, talking to

friends and playing with

their gadgets.

1

(2.3%)

6

(13.6%) 29

(65.9%)

8

(18.2%)

14. I always ignore students

who do disruptive

behavior in the class.

17

(38.6) 23

(52.3%)

3

(6.8%)

1

(2.3%)

15. I always get impatient

when dealing with

disruptive students and

directly give them

negative reinforcement.

20

(45.5%)

19

(43.2%)

3

(6.8%)

2

(4.5%)

Mention other problem(s) that you experienced during your School Practice

Program and give a brief explanation about it/them.

1. I had a problem with coming early to the school and gathering students’

take-home assignment. Most of them were forgetful or maybe too lazy to

submit their assignment to me.

2. Time management, sometimes I could not finish the class on time. I found

difficulty on finishing the material just at one meeting.

3. I did not really memorize all the students' names. At the first time

teaching, I did not really pay attention to them, I ignored the students who

did not pay attention to the teaching and learning activity. I did not always

know what the students' needs.

4. When the time was almost up and I gave them homework, the students did

not submit it the next day.

5. One of the students did not pay attention, sleeping in the class, being

absent, and never working on any tasks.

6. Sometimes the bell rang not in the right time and I had not finished the

teaching.

7. My students were always late after finishing outdoor activities, such as a

ceremony, an art subject, and a sport activity. So, I could not start my class

early.

8. Some students were not really friendly with their friends. When they

worked in a group, sometimes they fought and made the learning

atmosphere become not conducive.

9. Sometimes the situation of the other classes were noisy. It made my

students not pay attention to me. There was one student who was really


71

active and hard to concentrate and disturbed the other students. The

discipline of the school was not really good. My students were often late

and disturb my teaching activity.

10. There was a student who interrupted when the teaching and learning

activity ran and it made the situation in the classroom change.

11. For me, the school's condition could also influence my performance. My

PPL School was located near the main roadway where noisy motorcycles

and car as well as public transportations always passed. Sometimes I got a

problem with my voice to handle the class. On the other hand, the total of

the students in the class was not balance with the size of the class and the

class was not provided with enough ventilation or a fan that made some

students easily get bored and look less motivated in the class.

12. Sometimes, my students complained that I spoke too fast. I gave all the

instructions in English that made my students confused. It might be

because they were Junior High School students. They haven't been

familiar enough to speak in English.

13. Teaching language is hugely different from teaching other subjects. We

need our class to be "noisy" but in a purposeful way. Sometimes it was not

easy to drive them to the purposeful noise.

14. The students did not finish their homework assignments. They always

gave some reasons for doing it.

15. The main problem in my class was that I had difficulty to get my students’

attention

16. When the students had a class after a sport subject, the condition in the

classroom is not conducive, they were often late.

17. I could not teach well at that time. I never prepared everything well for my

teaching and learning process.

18. Since I thought SMK students, their motivation to learn English was not

good. As a practice teacher I should create a good method to increase

students' interest in English.

19. At the beginning of my school practice program, some students did not

pay attention to me because they thought that I was not their real teacher. I

was just a student of School Practice Program.

20. The facility, for example, sometimes the projector did not work. The

students always walked around the class.

21. I was always asked to teach some classes suddenly and as a result, I could

not prepare my media to teach them. I had limited chance to use my own

teaching media.


72

22. Some of my students were lazy to open their dictionary when having

translation assignment. I had difficulty to start the class if the students still

took more on the previous lesson or after having a break.

23. There were some students who asked permission to be absent from the

class at the same time because they chose to prepare a school event

activity.

24. The students were lazy to do the task and they did not have confidence to

speak in English in front of people or even their friends.

25. Most of the time, my students had not been ready to study in the class.

They did not recognize if the bell had rung. They still had a break in the

canteen.

26. It was always hard to force them to speak in English. Even when I talked

in English, they still responded using Bahasa Indonesia. Sometimes, they

also did not understand when I gave instructions in English so that I had to

repeat the instructions in Bahasa Indonesia. It was very hard to build an

English environment. I also faced a problem in managing the students to

pay attention to me. They used not to pay attention to me since I was only

doing my teaching practice. They did not give much respect to me. I had to

wait for them to be quiet, then I could continue the learning process.

27. The school facility. The students still had a low understanding in the

material given.

28. Students' motivation to learn English was very low. Sometimes the school

reduced the time allocation because of meeting and other activities.

29. The amount of the students was too big. There were 36-38 students in one

class. It was difficult for me to control them sometimes. They were busy

with themselves, their friends, and their gadgets.

30. Getting my students' attention when they were busy/crowded. Some of

them did not want to come in front of the class, even though most of their

friends had done it. One of them was shy and almost cried in the

classroom when she should come in front of the class.

31. The lack of facilities in school. It challenged me when I had to set learning

materials. The students were always late in entering the classroom. It was

hard to handle the students which had different abilities. Time

management was difficult to manage especially when the school had to

finish early.

32. My close relation with the students sometimes affected the teaching and

learning activity which made less conducive learning.

33. I think that sometimes my students and I were too close and the students

could not differentiate their role inside and outside the class. It made my

students acted whatever they wanted in the class. Sometimes the projector


73

in my school didn't work well while in every meeting I provided

PowerPoint to explain the material.

34. Sometimes it was just quite hard to motivate the students and to engage

them in the teaching and learning process. They sometimes tended to be

busy with themselves.

35. I got a bad facility. The LCD in my class did not work well whereas it was

very important to help deliver the material.

36. The students were not motivated to learn English. The time allocation was

not consistent. The school always had activities during the learning

process.

37. The students considered me as a friend in the classroom and also outside

the classroom which affected the learning and teaching activity.

38. The students did not understand my instructions quickly. They did not

want to speak in English even I asked them to.

39. When I entered to the classroom to teach, sometimes it was still dirty and I

had to ask my students to clean it first and sometimes I had to change my

lesson plan because of it. Another case in my PPL, I taught 2 classes, class

7B and 7J. Both of the classes totally had different characters. Most

students in 7B were good, diligent and smart; they always paid attention

on me but it was not in 7J. The way I taught both classes was different. I

had to adjust according to their characters.

40. There were some unmotivated students and unsupported learning media

prepared by the school. It’s difficult to control the students.

41. When I did my school practice program, I experienced a student's offense.

The student always did not pay attention to the lesson and after I asked

him to go in front of the class to perform a conversation he did not do the

conversation appropriately. Then I gave him advice but he refused my

advice and gave offensive words.

42. The students made useless activities during the learning process.

43. The students did not like to take note for the materials I gave, it caused me

to repeat and repeat the materials because they did forget what I had

explained.

44. I experienced students' rejection upon approaching them when they were

doing disruptive behavior.


74

Appendix D

Interview Questions

1. Please tell a brief about your experience on your School Practice Program!

2. What was the biggest and most difficult problem you experienced during your

School Practice Program on classroom management? How did you manage it?

3. In your opinion, what are the solutions to these classroom management

problems?

a. The students do disruptive activities, not paying attention to the learning

activity and doing other activities such as playing with their gadgets,

talking to friends, working on a task of another subject, and other

disruptive activities.

b. The students do not submit take-home assignments.

c. The students are often late entering the classroom especially in the

morning class, after the sport course, and after the break that disrupt the

classroom activities.

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

classroom learning.

e. The practice teaching students’ instructions are not clear for the students

which need several ineffective repetitions.

f. The practice teaching students find difficulty in enabling the students’

active participation and exposing them to the English environment in the

classroom learning.

g. The school’s time allocation is not consistent in certain special days

which makes the learning activities planned by the practice teaching

students disturbed.

h. The school as the place of the School Practice Program either does not

have a complete facility or does have a complete facility but not in good

condition, such as an error projector, that can/cannot not be used by the

practice teaching students to enhance the learning and teaching activity.

4. In general, what are the essential as well as important things the practice

teaching students need to do in handling and dealing with classroom management

problems?


75

Appendix E

Interview Results

1. Please tell a brief about your experience on your School Practice Program!

Participant 1

It was great. I learnt not only to teach and to handle the students but also a lot

of things such as administrative works and also helping the school to register

new students.

Participant 2

In my School Practice Program, I followed the students’ orientation, and we

observed the English classes, then we began to teach the students. I thought

for about 8 times. Sometimes the teacher asked me to teach her class

whenever she had to go outside such as going to Yayasan Pusat. I thought in

the eighth grade.

Participant 3

I thought two classes which had different characteristics. I had to teach them

differently by using different approach.

Participant 4

It was really useful for me because I could learn how to increase my ability in

teaching and how to manage administrative works of teacher.

2. What was the biggest and most difficult problem you experienced during

your School Practice Program on classroom management? How did you

manage it?

Participant 1

The students had different background of English. Some of them were

cooperative, the rest was not. I really tried to use English but it did not really

work because they were not accustomed to use English actively. I spoke in

English and translated it.

Participant 2

It was hard to expose the students to speak in English. Whenever I spoke in

English they responded in Bahasa Indonesia. To solve the problem, I always


76

spoke in English and I tried my best in the class. At least they were exposed to

English even though they did not speak in English.

Participant 3

In 7 G class, there were naughty students. It was difficult to deal with them. I

should be patient and firm so that I would not be underestimated. I set some

rules that were agreed together.

Participant 4

How to handle students’ different abilities in the classroom was the most

difficult problem. I just took the students who had a better understanding in

English with the students who had less understanding in English in a group so

that they could learn in a group together.

3. In your opinion, what are the solutions to these classroom management

problems?

a. The students do disruptive activities, not paying attention to the learning

activity and doing other activities such as playing with their gadgets,

talking to friends, working on a task of another subject, and other

disruptive activities.

Participant 1

I usually come to the students and ask “what are you doing?” for example I

also ask “is your activity is more important than learning English?” For the

students who play with their gadgets, I take the gadgets. I also let them to use

their mobile phones to find useful information for the learning activity and

share the information to the whole class but if they cannot, they shall keep

their gadgets.

Participant 2

The students talked to their friend a lot in the class when I taught. I manage it

by being quite. When I am being quiet, just looking and staring at every face

of the students, the students will understand that I wait for them. For the

students who are playing with their gadgets, I give instructions to keep their


77

mobile phones in their bags. That’s the first. If they do it twice or more, I just

take it and give it to the real teacher. For the students who do the task of

another subject, I take it and put it on my table and give it back after the class.

Participant 3

When the students misbehave, I look at them without talking at all and let the

students understand what fault they make. The second is to greet them “hello

class” so that they will answer back. After that I make them silent. For playing

with gadgets, I set a rule that the students shall turn off the gadget except for

learning importance.

Participant 4

I approach the students who play with their gadgets and ask how if I take your

gadget and give it to the teacher or may you keep it by yourself? Sometimes I

give a little smile and the students will understand their faults. For the students

who talk with their friends, I give a question for them to repeat what I have

explained “Can you tell me about the material?” For the students who work on

a task of another subject, I approach the students and take the book and put it

on my table, and give it back after the class.

b. The students do not finish and submit take-home assignments.

Participant 1

I ask the students to discuss together in the class. After discussing, I score it

and directly they will know their results. For the students who do not do the

homework, I do not give them score. I ask them to do better in the next

homework so that they do not do it again next time. I ask the teacher advisor

to tell that the homework score will be used in their final report.

Participant 2

Whenever I give a homework to the students, I will give award for the

students who do it. The students will be more motivated to do their

homework. The award can be candies, stars, or even extra score.


78

Participant 3

I set an agreement from the beginning of the meeting that late submission is

not acceptable. If the students protest I will say “That’s for you, not for me”. I

also say using my expression that will let them understand that “I don’t like

it”. I pay attention to the students who do not submit their homework by

approaching them and I give high expectation to them such as saying “Hey,

you can do it”. I also offer them some extra learning time for the students.

Participant 4

I ask the students to submit the homework in the following day whenever they

meet me. I give information to them that they have to submit their work

outside the class because I will record their assignments as their score. I also

remind them that I will use the score as their final remark so that they will

have a good average score. In the next assignment they can do better for

submission.

c. The students are often late entering the classroom especially in the

morning class, after the sport course, and after the break that disrupt the

classroom activities.

Participant 1

It depends on the lateness. Let them in if the lateness is less than three

minutes. If the lateness is more than fifteen minutes, ask them to stand in front

of the class and tell the reason to the whole class and their friends in the class

will decide whether or not they can join the class. I keep going with my

material and when the students are working on worksheet, I approach them

and ask whether or not they can follow the learning material. If they say they

cannot, I will explain to them personally.

Participant 2

When the students come late, of course I cannot begin the activity, I ask the

captain of the class to call them in the canteen. If the captain is not available, I

ask the other students to call them but make sure that the students are good

students so that they will not join the other students in the canteen.


79

Participant 3

I say to them “Can you make it faster the other days?” “You need to be

punctual”. For the students who come late more than ten minutes, I will give

another assignment for homework. I give positive reinforcement in order for

them to be more punctual. I also have a plan A and a plan B for the learning

activity so I can use the plan B if there are late students disrupt the learning

plan.

Participant 4

I allow the students to join the class and continue my teaching and learning

activity. When I give them assignment, I will approach the students and

explain the learning activity from the very beginning. If there are more than

four or five students, I will repeat the explanation but I will ask them to tell

their reason for their coming late to the class.

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

classroom learning.

Participant 1

From the beginning of the meeting I ask them to call me “Miss” or “Bu” but

outside the class you can call me “Mbak”.

Participant 2

The thing that we should do is placing ourselves, so whenever we are outside

the classroom it can be like that, whenever outside the classroom we can make

a joke. We still have the position whether we are the teacher and you are the

students.

Participant 3

The teacher needs to have authority. I need to be firmer to them. I say to them

“Okay, outside the class we are friends but in the class, I am your teacher.

Please listen to me when I am speaking.” Making new rules and an agreement

if there is a new problem.


80

Participant 4

I set our rules in the beginning of my teaching. I say to them that I am your

teacher, you can call me Miss, you have to be serious and cooperative in the

class, but outside the class you may call me Miss, Mbak and talk to me as a

friend.

e. The practice teaching students’ instructions are not clear for the students

which need several ineffective repetitions.

Participant 1

I usually translate it into Bahasa Indonesia. I ask them “What do you need to

do?” if the answer is wrong, I clarify the instructions.

Participant 2

I repeat the instructions in Bahasa Indonesia. For the students who do not

understand, I will repeat the instructions and speak slowly so that the students

can understand. I ask the students whether they understand the instructions,

“Do you understand?”, “Get it?” I make simple instructions.

Participant 3

I make sure that my students are ready to be instructed. I make them silent

first and start giving the instructions. When they still do not understand the

instructions, I will ask whether the instructions are clear and repeat them once

again for the last time. I also switch the language and simplify my words. I

also plan my instructions before teaching.

Participant 4

I simplify the instructions and then translate them into Bahasa Indonesia if

they still do not understand.

f. The practice teaching students find difficulty in enabling the students’

active participation and exposing them to the English environment in the

classroom learning.


81

Participant 1

I mix a turn. A, B, C students are very often answering my question using

English. I will point the passive students. If they cannot speak in English, I ask

them to ask their friends. I just monitor and make some corrections if there is

something wrong with their grammar.

Participant 2

The teacher and the students shall make an agreement and the agreement is

that whenever the students do not speak in English they shall pay five hundred

rupiahs per word. We can also make a rule.

Participant 3

I ask them to come in front and give example to speak in English. I make the

learning by using cooperative approach that will enable them to speak in

English. I go around to check whether they speak in English. I create an

activity that can enable them to speak in English.

Participant 4

I encourage them by giving simple sentences, ask them to practice them with

their friends for example “Have you done your breakfast?” When the students

speak in Bahasa Indonesia, I always tell them how to say it in English by

giving real examples.

g. The school’s time allocation is not consistent in certain special days which

makes the learning activities planned by the practice teaching students

disturbed.

Participant 1

The teacher can provide some options like worksheet so that the students can

continue learning at home.

Participant 2

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

of that day.


82

Participant 3

We need to have plan A and plan B. For the plan B I make it into an hour

while the plan A, I make it a whole time.

Participant 4

I explain the material and give an assignment to be finished at home. I do not

make any plan because sometimes it’s not predictable and as a teacher we

have to be able to handle and manage any kind of problems.

h. The school as the place of the School Practice Program either does not

have a complete facility or does have a complete facility but not in good

condition, such as an error projector, that can/cannot not be used by the

practice teaching students to enhance the learning and teaching activity.

Participant 1

We don’t need to explain all the material using PowerPoint all the time. If the

students have the book, I think it is enough. For the listening activity, we can

ask some students who have netbook to listen to the listening section and

group them. If it is impossible to do, we can use our capability in English and

the students shall really pay attention.

Participant 2

We shall maximize the traditional media such blackboard, books, and

handouts. We use game for explaining the material, and the media we make by

ourselves. We should not rely on the technology, we shall have creative idea

we can share the information from the teaching process so that the students

can understand the material.

Participant 3

We can make learning activities which are close to the students, for example I

ask them to find signs in the parking area or the way they go to school. We

also need to have a material which uses technology such as PowerPoint and

the other materials that do not need technology so we can always be prepared.


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Participant 4

We have to make sure first whether the facility is in good condition before

teaching but if not, we can change the method. We can use any interesting

things such as pictures, real example, some games that can be used to make an

interesting learning activity.

4. In general, what are the essential as well as important things the practice

teaching students need to do in handling and dealing with classroom

management problems?

Participant 1

First of what we need is to make the classroom as comfort as possible. If the

students feel comfort with us, they will follow our instructions, our learning. It

is important to give them some games in the learning activity so that they will

not feel under pressure. Knowing students’ names is also important.

Participant 2

They shall know about time management. Every teacher shall know in

managing the time to make it on time so that the students will not be bored.

Making interesting activities so that the students can pay attention to our

learning process. We can use game in the learning process not to interest them

only but make them understand the material.

Participant 3

In my opinion, authority is important. I mean as a teacher we need to be close

to the students but we also have to be aware that we are as their teacher. We

have some distances to the students in order to make the students not

underestimate us. The second one, give them some high expectations and

encouragement. Do not frighten them, do not threaten them because it will

decrease their courage, their bravery to develop. The last, when we approach

the students, we need to know the students’ characteristics and differentiate

who is naughty and not. Pay attention to the naughty and give them

encouragement for them to be better.


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Participant 4

We need to have a good attitude so that the students will believe in us. After

the students have a good interest in us about our caring, attitude, then in the

class, the students can set their roles as nice students. The second is about

making an interesting teaching and learning activity in the classroom.


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