study on seating arrangment done by the teacher in
TRANSCRIPT
STUDY ON SEATING ARRANGMENT DONE BY THE TEACHER IN
TEACHING READING IN THE EIGHT GRADE STUDENTS AT SMP
NEGERI 1 SRENGAT-BLITAR
THESIS
By:
Dunniya Homayid Mohamad Hasan Toha Bakeed
201510100311165
ENGLISH LANGUAGE EDUCATION DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MUHAMMADIYAH MALANG
2020
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STUDY ON SEATING ARRANGMENT DONE BY THE TEACHER IN
TEACHING READING IN THE EIGHT GRADE STUDENTS AT SMP
NEGERI 1 SRENGAT-BLITAR
THESIS
This thesis is submitted to meet one of the requirements to achieve Sarjana Degree in
English Lnguage Education
By:
Dunniya Homayid Mohamad Hasan Toha Bakeed
201510100311165
ENGLISH LANGUAGE EDUCATION DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MUHAMMADIYAH MALANG 2020
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This Thesis was Written by Dunniya Homayid Mohamad Hasan Toha Bakeed and was approved
on July 27th 2020
By:
Advisor II
Triastama Wiraatmaja, S.S., M.Si
Advisor I
Dra. Thathit Manon Andini, M.Hum
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MOTTOS
“If you’re lucky enough to be different, don’t ever change.”
-Taylor Swift-
“Being diffenrent isn’t a bad thing, it means you’re brave enough to be yourself”
-Dunniya Homayid Mohamad Hasan Toha Bakeed-
DEDICATIONS
This thesis is dedicated to:
My one and only angelic mom, Sulastri
My strong and heroic dad, Hari Prasetyo
My cute sister, Zahra Chintia illona kitty
My beloved friends.
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ACKNOWLEDGEMENTS
In the name of Allah who has given us mercy and the blessing given to the researcher
during in completing this thesis entitled “Study On seating arrangement done by the teacher in
teaching reading in eight grade students at SMP Negeri 1 Srengat-Blitar”. Sholawat and Salam
are also delivered to the Prophet Muhammad SAW who has shown us the right path of Islam.
The researcher would like to express her gratefulness and appreciation some people. The
deepest gratitude to her first Advisor, Dra Thathid Manon Andhini, M.Hum and her second
advisor, Triastama Wiraatmaja, S.S., M.Si for their patience in giving guidance, suggestion, and
advice in accomplish this thesis
The researcher precious appreciation to her family, Ibu Sulatri, Ayah Hari, and little sister
Nola who pray, motivate, and support the researcher in every single day.
Last but not least, for researcher best friend Dwi Linda Alvenah, Dzakira Nisrina, Najwa
Zanuba, Faiza Maulida, Jenny Florida, Cindi Pupita, Neni Purwati, and Mita Kita, the researcher
would say “thank you so much” for allowing her to be the part of your daily life and for your
willingness to be her family during living in Malang
Malang, July 27th 2020
Dunniya Homayid Mohamad Hasan Toha Bakeed
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TABLE OF CONTENTS
Cover .............................................................................................................................. i
Approval page ................................................................................................................. ii
Thesis examination letter ................................................................................................. iii
Mottos and Dedication .................................................................................................... iv
Author’s Declaration of Originality ................................................................................. v
Abstract .......................................................................................................................... vi
Acknowledgement .......................................................................................................... vii
Table of contents ............................................................................................................. viii
CHAPTER I: INTRODUCTION ..................................................................................... 1
1.1. Research Background ............................................................................................... 1
1.2.Research Problem ...................................................................................................... 3
1.3.Research Objective .................................................................................................... 3
1.4.Research Significance ............................................................................................... 4
1.5.Definition of key Terms ............................................................................................ 4
1. Classroom Management ...................................................................................... 4
2. Teaching .............................................................................................................. 5
3. Reading ............................................................................................................... 5
4. SMPN 1 Srengat .................................................................................................. 5
CHAPTER II: REVIEW OF RELATED LITERATURE ................................................ 6
2.1 Teaching English ....................................................................................................... 6
2.2 Teaching Reading ...................................................................................................... 6
2.3 Classroom Management ............................................................................................ 7
2.4 Arranging the Seating ................................................................................................ 8
2.5 Difficulties of Managing Classroom .......................................................................... 11
CHAPTER III: RESEARCH METHOD .......................................................................... 13
3.1 Research Design ........................................................................................................ 13
3.2 Research Subject ....................................................................................................... 13
3.3 Data Collection ......................................................................................................... 14
3.3.1 Technique Instrument ....................................................................................... 14
3.3.2 Procedure ......................................................................................................... 14
3.4 Data Analysis ............................................................................................................ 15
CHAPTER IV: FINDINGS AND DISCUSSION ............................................................ 16
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4.1 Findings .................................................................................................................... 16
4.1.1 How does the teacher manage classroom by arranging the student’s seat .......... 16
4.1.2 The difficulties faced by the teacher in managing classroom ............................. 18
4.1.3 How the teacher solves the problem in managing class ..................................... 21
4.2 Discussion ................................................................................................................. 24
CHAPTER V:CONCLUSION AND SUGGESTION ...................................................... 26
5.1 Conclusion ................................................................................................................ 26
5.2 Suggestion ................................................................................................................. 27
For Teachers.............................................................................................................. 27
For Future Researchers .............................................................................................. 27
RESERENCES
APPENDIX
REFERENCES
Ary, D. (2010). Introduction to research in education (8th ed). Retrieved from
https://books.google.co.id/books?id=FqF7n0zGJm0C&printsec=frontcover#v=onepage&q&f
=false.
Brown, H.Douglas. (2007). Principles of language learning and teaching (5th
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San Fransisco, California.
Brown, H. Douglas. (2001). Teaching by Principle : An Interactive Approach to
Language Pedagogy; Second Edition. San Fransisco : Longman, Inc.
Elliot, Stephen N, etal. (2000). Educational Psychology: Effective Teaching, Effective
Learning;(3rd
ed). Retrieved from http://ebookcentral.proquest.com.
ES Pang, A Muaka, EB Bernhardt, ML Kamil, (2003). Teaching Reading. Retrieved
From : https://eric.ed.gov/?id=ED481186
Evertson & Weinstein. (2006). in Teacher classroom management practices: effects on
disruptive or aggressive student behavior by Oliver, Regina M. et al (2011). Retrieved
from https://doi.org/10.4073/csr.2011.4
Harmer, J. (2001). Book Review : The Practice of English Language Teaching. RELC
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Lefrancois, Guy R. (2000). Psychologhy for Teaching; 10 th Edition. Retrieved from
https://books.google.co.id/books?id=FqF7n0zGJm0C&printsec=frontcover#v=onepage&
q&f=false.
Gremmen, M. C., van den Berg, Y. H. M., Segers, E., & Cillessen, A. H. N. (2016).
Considerations for classroom seating arrangements and the role of teacher characteristics
and beliefs. Social psychology of Education. Retrieved From
https://doi.org/10.1007/s11218-016-9353-y
Parsons, R. D., Hinson, S. L., & Sardo-Brown, D. (2001). Educational psychology: A
practitioner-researcher model of teaching. Wadsworth/Thomson Learning.
Parsons, Richard D, Hinson, Stephanie Lewis, and Sardo-Brown, Deborah. (2001).
Educational Psychology: A Practitioner – Researcher Model of Teaching.
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California: Wadsworth / Thompson Learning, Inc
Sugiono. (2012). Metode Penelitian Administrasi. Bandung: Alfabeta.
Samtrock, John W. (2013). Educational psychology. Fifth edition. University of Texas at dalllas.
Simmons, K., Carpenter, L., Crenshaw, S., & Hinton, V. (2015). Exploration of Classroom
Seating Arrangement and Student Behavior in a Second Grade Classroom. Georgia
Educational Researcher, 12(1). https://doi.org/10.20429/ger.2015.120103
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APPENDIX
INTERVIEW SECTION
Interview Section
This interview section was conducted by the researcher and one of the English teachers
who teach reading of eighth grade students at SMPN 1 Srengat on August 04, 2020.
Researcher : What is the importance of classroom management by arranging students’ seats
in the teaching and learning process?
Teacher : Yes, in the learning and teaching process, the arrangement of student seats is
very important. Because effective learning can start with a classroom climate
that can create an exciting learning atmosphere, it is necessary to pay attention
to the arrangement of the classroom and its contents during the learning
process. The classroom environment needs to be well organized so that it
allows for active interaction between students and teachers, and between
students. So the learning objectives carried out will be achieved.
Researcher : How do you arrange seats for students in one class to achieve conducive
learning?
Teacher : I usually arrange my students' benches into a U shape, traditional style and
sometimes I divide them into groups by using cluster style. So, they sit in their
respective groups.
Researcher : Do you encounter some problems or difficulties in managing the class by
arranging students' seats?
Teacher : Yes of course.
Researcher : What are those problems?
Teacher : Do I need to explain one by one? Or all at once?
Researcher : Maybe one by one is better mam
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Teacher : Okay, first, I usually struggle when there are several students who need my
help at the same time. So, I group the students who need my help into one
group. I give the other students the assignment to do some practice questions
independently.
Researcher : What about other students if someone suddenly needs your help?
Teacher : I will ask him/her to ask his/her friends, if they still do not understand, I will
help
Researcher : Okay mam, so, what are your next problems?
Teacher : I have three more problems. My next problem is when I meet someone or some
students who have problems with their vision, they cannot see clearly at the
blackboard. For this problem then I take a solution by placing them in the front
row or if I arrange their seats using U style, I will place them on the side
closest to the board.
Researcher : What about the students who sat in the front row from the start, did not they
refuse to be transferred?
Teacher : No, I have managed to instill the nature of mutual understanding, helping, and
not selfish to fellow human beings. Therefore, I have no trouble with this.
Researcher : You are very extraordinary mam, how about your two more next problems?
Teacher : My two last problems are when I meet several students in groups to talk to
themselves, I often meet students like this in the back row, and there are some
who do it without hesitation in the front row. Besides that, my last problem is
when I divide the students into groups, telling them to arrange the benches in a
circle according to their respective groups. I often meet one or two students
from each group who do not want to think. In fact, it is uncommon if in a group
of five students, only one student is active, the others are silent, or even talking
to themselves.
Researcher : So, what solutions do you use for those two problems?
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Teacher : I separate them from their group so as not to speak anymore. From the first
person A sit with B, I move B into one chair with D or H. By doing this way,
they will not continue to talk to themselves. Then for the last problem, I will
more often go around in class. My goal is to see and ensure that all students
from each group are working and thinking so that the learning and teaching
process is maximized. But if I found student who did not join a work in her/his
group, I will give him/her some questions to make him/her be cured.
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