THE PHYSICAL CLASSROOM ENVIRONMENT FOR

ENGLISH LANGUAGE TEACHING AND LEARNING

ACTIVITIES AT SMA NEGERI 02 BATU

UNDERGRADUATE THESIS

BY

RISDA YUNARTI

NIM 135110501111045

ENGLISH LANGUAGE EDUCATION PROGRAM

FACULTY OF CULTURAL STUDIES

UNIVERSITAS BRAWIJAYA

MALANG

2017

THE PHYSICAL CLASSROOM ENVIRONMENT FOR

ENGLISH LANGUAGE TEACHING AND LEARNING

ACTIVITIES AT SMA NEGERI 02 BATU

UNDERGRADUATE THESIS

Presented to

Universitas Brawijaya

in partial fulfillment of the requirements

for the degree of Sarjana Pendidikan

BY

RISDA YUNARTI

NIM 135110501111045

ENGLISH LANGUAGE EDUCATION PROGRAM

FACULTY OF CULTURAL STUDIES

UNIVERSITAS BRAWIJAYA

2017

v

ACKNOWLEDGEMENTS

Alhamdulillahirabbilalamin, the researcher wants to express the highest

gratitude to Allah SWT for blessing, love, health, and opportunity to complete this

undergraduate thesis. May peace be upon the prophet Muhammad SAW, his family,

companions, and followers. This undergraduate thesis is submitted as the final

requirement in accomplishing undergraduate degree at Faculty of Cultural Studies

Universitas Brawijaya.

The researcher wants to present a big gratitude and sincere appreciation to

Irene Nany Kusumawardani, M.Li as the supervisor, Dr. Drs. Sugeng Susilo Adi,

M.Hum as the examiner, and also Drs. Esti Junining, M.Pd as the Head of English

Education Program for their guidance, patience, and motivation to the researcher in

finishing this undergraduate thesis. The researcher also wants to deliver her

gratitude to all of the lectures who have given a lot of knowledge to the researcher.

There are a lot of people who have provided motivation, love, advice, and

also support in arranging this thesis. In this valuable opportunity, the researcher

wants to express her gratitude and appreciation to all of them. First of all, the

researcher wants to send her love and big gratitude to her mother Rumiyati, her

father Riandy, her sisters Nurhanisya Mayasari and Syahla Ayu Rosalina for the

support and big advice to the researcher.

The researcher gratefully thank to the researcher’s family in Malang which

it can be called as Keluarga Cemara (Amira, Fifi, Meilinda, Tiwik, Kiki, Ephi,

Fiqar, Rege, Irfan, Nissa, Naya, Waskito, Hender) and also for (Reny, Bembi, Elvy,

Jeanne, Haninah) the researcher wants to deliver her thanks to them for always

listening to the researcher’s problems in making this thesis, giving support, and

vi

advice to the researcher. The researcher greatest appreciation also delivered to the

researcher’s beloved sisters and brothers from another mother LMPR (Bony, Ihda,

Kiki, Yanti, Ambar, Bella, Ipeh, Aya, Ade, Balu, Mega, Yukka, Dina, Shela, Fina,

Sarah, Sentia) for always caring, understanding, giving support and motivation to

the researcher in making this thesis. The last gratitude goes to the researcher’s

friends in Malang who gave the researcher support and gifts when the researcher

done her proposal seminar.

Malang, 10 Juli 2017

The Researcher

vii

ABSTRACT

Yunarti, Risda. 2017. The Physical Classroom Environment for English

Language Teaching and Learning Activities at SMA 02 Batu. English Education

Study Program, Universitas Brawijaya. Supervisor: Irene Nany Kusumawardani,

M.Ling

Keywords: Classroom Management, Physical Classroom Environment.

Classroom management is one of the elements which is important to support

the teaching and learning activities in the classroom. In classroom management

there are many aspects but in this study the researcher only focused in one aspect

which is the physical classroom environment. The physical classroom environment

is a set up of a classroom included, properties, sound, sight, comfort, seating

arrangement, chalkboard used and equipments.

This research used Case Study method in investigating the physical

classroom environment in SMA 02 Batu, this research was conducted by using three

istruments; observation checklist, interview guide and student’s questionnaire was

adapted and adopted from Brown (2007) and Burden (1995) Teaff (2007) and also

was validated by the lecturer in clasroom management field. For the observation

checklist the researcher was adopted the statements from the expert and for the

interview guide and student’s questionnaire, the researcher prepares 23 questions

based on the expert’s statements. The subject of this study are XI IIS 1 is a

laboratory classroom, the English teacher of XI IIS 1 Miss Inna Nivanti and 11

students of XI IIS 1. The objective of this study is to describe the physical classroom

environment of XI IIS 1.

The final results of the analysis used the data triangulation from the three

instrument; observation checklist, interview guide and student’s questionnaire its

describe each sub-aspects of the physical classroom environment., they are

properties, sound, sight, comfort, seating arrangement chalkboard used and

equipment. The physical classroom environment of XI IIS 1 is not effective enough

for support teaching and learning activities.

viii

ABSTRAK

Yunarti, Risda. 2017. Lingkungan Fisik Ruang Kelas untuk Aktifitas Mengajar

dan Belajar di SMA Negeri 02 Batu. Program Pendidikan Bahasa Inggris,

Universitas Brawijaya. Pembimbing: Irene Nany Kusumawardani, M.Ling.

Kata Kunci : Manajemen Ruang Kelas, Lingkungan Fisik Ruang Kelas

Manajemen ruang kelas adalah salah satu elemen penting yang mendukung

aktifitas belajar dan mengajar di dalam ruang kelas. Di dalam manajemen ruang

kelas ada beberapa aspek tetapi di penelitian ini peneliti hanya fokus pada satu

aspek yaitu lingkungan fisik ruang kelas. Lingkungan fisik ruang kelas adalah suatu

susunan sebuah ruang kelas yang mana terdapat, properti, suara, penglihatan,

kenyamanan, susunan kursi, penggunaan papan tulis dan alat-alat.

Penelitian ini menggunakan metode studi kasus dalam menginvestigasi

lingkungan fisik ruang kelas di SMA Negeri 02 Batu, penelitian ini dilakukan

dengan menggunkan tiga instrumen; daftar observasi, wawancara, dan angket siswa

yang di adaptasi dan diambil dari Brown (2000) dan Burden (1995) Teaff (2007)

dan juga di validasi oleh dosen Classroom Management. Untuk daftar observasi

peneliti langsung mengambil dari pernyataan para ahli dan untuk wawancara dan

angket siswa, peneliti menyiapkan 23 pertanyaan berdasarkan pernyataan para ahli.

Subyek penelitian ini adalah XI IIS 1 yang mana adalah kelas laboratorium, Miss

Inna Nivanti selaku guru bahasa Inggris XI IIS 1, dan 11 orang siswa dari XI IIS 1.

Objek dari penelitian ini adalah untuk menggambarkan suana lingkungan fisik

ruang kelas dari XI IIS 1.

Hasil akhir dari investigasi menggunakan data triangulasi dari tiga

instrumen; daftar observasi, wawancara dan angket siwa menggambarkan setiap

sub-aspek dari lingkungan fisik ruang kelas seperti properti, suara, penglihatan,

keyamanan, susunan kursi, penggunaan papan tulis dan alat-alat. Lingkungan fisik

ruang kelas dari XI IIS 1 belum cukup efektif untuk mendukung aktifitas belajar

mengajar.

ix

TABLE OF CONTENTS

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

DECLARATION OF AUTHORSHIP .................................................. ii

SUPERVISOR APPROVAL ................................................................. iii

BOARD OF EXAMINES CERTIFICATE OF APPROVAL ............ iv

ACKNOWLEDGEMET .......................................................................... v

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

ABSTRAK (INDONESIA) .................................................................... vii

TABLE OF CONTENT .......................................................................... ix

LIST OF TABLE(S) ................................................................................ xi

LIST OF APPENDICE(S) ..................................................................... xii

CHAPTER I. INTRODUCTION

1.1 Background of The Study .......................................................... 1

1.2 Problem of The Study ................................................................ 7

1.3 Objective of The Study .............................................................. 7

1.4 Significance of The Study ......................................................... 7

1.5 Scope and Limitation of The Study ........................................... 8

1.6 Definition of Key Terms ........................................................... 8

CHAPTER II. REVIEW OF RELATED LITERATURE

2.1 Teaching English in Indonesia at Senior High School ............ 10

2.2 Classroom Management .......................................................... 11

2.3 The Physical Environment of the Classroom .......................... 12

2.3.1 Properties ....................................................................... 13

2.3.2 Sound ............................................................................. 13

2.3.3 Sight ............................................................................... 14

2.3.4 Comfort ......................................................................... 15

2.3.5 Seating Arrangement ..................................................... 15

2.3.6 Chalkboard Used ........................................................... 16

2.3.7 Equipments .................................................................... 16

2.4 Previous Study .................................................................. 17

CHAPTER III. RESEARCH METHOD

3.1 Research Design ...................................................................... 21

3.2 Data and Source of Data .......................................................... 22

3.3 Research Procedure ................................................................. 22

3.4 Research Instrument ................................................................ 22

3.4.1 Observation Checklist ................................................... 23

3.4.2 Interview Guide.............................................................. 24

3.4.3 Student’s Questionnaire ................................................ 25

3.5 Data Collection ........................................................................ 25

3.6 Data Analysis ........................................................................... 26

3.6.1 Data Reduction .............................................................. 26

3.6.2 Data Display .................................................................. 26

3.6.3 Conclusion Drawing ...................................................... 27

3.7 Data Triangulation ................................................................... 27

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3.8 Validity of The Study .............................................................. 28

CHAPTER IV FINDINGS AND DISCUSSIONS

4.1 Findings ................................................................................... 29

4.1.1 The Properties Aspect of XI IIS 1 Classroom ............... 29

4.1.2 The Sound Aspect of XI IIS 1 Alassroom ..................... 31

4.1.3 The Sight Aspect of XI IIS 1 Classroom ....................... 32

4.1.4. The Comfort Aspect of XI IIS 1 Classroom ................. 33

4.1.5 The Seating Arrangement Aspect of XI IIS 1

Classroom ..................................................................... 36

4.1.6 The Chalkboard Used Aspect of XI IIS 1 Classroom ... 37

4.1.7 The Equipment Aspect of XI IIS 1 Classroom .............. 38

4.2 Discussions .............................................................................. 41

4.2.1 Properties Aspect Related to The Classroom

Management Theory ..................................................... 41

4.2.2 Sound Aspect Related to The Classroom

Management Theory ..................................................... 42

4.2.3 Sight Aspect Related to The Classroom

Management Theory ..................................................... 43

4.2.4 Comfort Aspect Related to The Classroom

Management Theory ..................................................... 43

4.2.5 Seating Arrangement Aspect Related to The Classroom

Management Theory ..................................................... 45

4.2.6 Chalkboard used Aspect Related to The Classroom

Management Theory ..................................................... 46

4.2.7 Equipments Aspect Related to The Classroom

Management Theory ..................................................... 47

CHAPTER V CONCLUSIONS AND SUGGESTIONS

5.1 Conclusions ............................................................................. 49

5.2 Suggestions .............................................................................. 51

REFERENCES ........................................................................................ 52

APPENDICES ......................................................................................... 54

xi

LIST OF TABLES

Table Page

Table 4.1 Table of Properties aspect .................................................................... 30

Table 4.2 Table of Sound aspect .......................................................................... 32

Table 4.3 Table of Sight aspect ............................................................................ 33

Table 4.4 Table of Comfort aspect ....................................................................... 35

Table 4.5 Table of Seating Arrangement aspect .................................................. 36

Table 4.6 Table of Chalkboard Used aspect ......................................................... 38

Table 4.7 Table of Equipment aspect ................................................................... 40

xii

LIST OF APPENDICES

Appendix 1 Observation Checklist ...................................................................... 55

Appendix 2 Interview Guide ................................................................................ 58

Appendix 3 Transcript Interview Guide ............................................................... 62

Appendix 4 Students’s Questionnaire .................................................................. 67

Appendix 5 Blueprint and Validation ................................................................ 101

Appendix 6 Images from the XI IIS 1 classroom ............................................... 124

Appendix 7 Berita Acara Bimbingan Skripsi ..................................................... 128

1

CHAPTER I

INTRODUCTION

This chapter presents background of the study, problem of the study,

objective of the study, significance of the study, scope and limitation of the study

and definition of the key terms of The Physical Classroom Environment for English

Language Teaching and Learning Activities at SMA Negeri 02 Batu. This part is

compiled as an introduction to the research.

1.1 Background of the study

School is a place which have many classrooms, where most of children in

the world spend their time studying in school’s classroom. In the classroom every

child is expected to be a succesful learner based on the need of developing their

future interest. In supporting the teaching and learning activity, a classroom should

have a good set up either physically or non-physically. Nowadays, management of

classroom is not effective enough from the instructional time, teacher roles,

physical environment of the classroom, for the example from the instructional time

the teacher must divide into several session such as time for the explanation,

discussion, presentation and production to maximize the time. For the teacher roles,

nowadays the teacher not longer as authorize of the classroom but now the teacher

as a facilitator, with the purpose to make students speak up and more active than

before when used teacher centre method. For the environment of the classroom,

classroom itself is a place for conduct the teaching and learning activities in the

school, therefore the environment of the classroom must be support teaching and

learning activities and comfortable for the students and also for the teacher. In this

2

study the researcher only focus on physical aspect of the classroom management.

Physical environment of the classroom is one of supporting element of classroom

management. Classroom Management itself is an interacttive process between

many aspect, such as from the school, the teacher, and the student. School and

classroom management aims at encouraging and establing student self-control

through a process of promoting positive student achievement and behaviour by

Froyen, L. A., & Iverson, A. M., (1999). Therefore, the purpose of managing the

class is to create an interactive activity during the teaching and learning process,

especially the need of getting much motivation from inside or outside the classroom

for those who learn English.

In classroom management there are many supporting aspects. According to

Brown (2000), there are seven elements in classroom management which are

describe as follow (1) the physical environment of the classroom; (2) your voice

and body language (teacher); (3) unplanned teaching : Midstream Lesson Changes;

(4) teaching under adverse circumstance; (5) teachers’ roles and styles; (6) creating

a positive classroom climate; (7) topics for discussion, action, and research. In live

with the discussion Burden (1995) and Teaff (2007) mention that five aspects of

effective classroom management: (1) physical arrangement; (2) instructional time;

(3) instructional strategies; (4) behavioral considerations, (5) is social climate.

Regarding in this study, the researcher only focuses on the element of physical

environment in the classroom. The purpose of choosing that element is to know

more detail and depeer about the physical classroom environment .

3

As we know physical environment is a set-up of classroom physically such

as the situation of classroom, the way the equipments are arranged, the seating

arrangement and so on. According to Savage and Savage (2010), the physical

environment of the classroom as “the arrangement of the space, including furniture

and bulletin boards, awhich should communicate to all who enter what will be

expected of them while they occupy the space” so, the physical classroom

environment is required to support the learners/students in the classroom. Evertson

& Weinstein (2006) cited in Oliver, Regina M. et al (2011) mentions that classroom

management has been defined broadly as any action a teacher takes to create an

environment that supports and facilitates both academic and social-emotional

learning. Regarding in this research the researcher is use Brown’s book entitled

Teaching by Principles An Interactive approach to language pedagogy, second

edition (2000). In his book he states there are 4 element in the physical environment

of the classroom, such as (1) Sight, Sound and Comfort (2) Seating Arrangement

(3) Chalkboard use and (4) Equipment.

Ideally a good classroom which has some supporting aspect as the

researcher mention above such as: firstly from the sight, sound and comfort aspect,

sight in this case is a vision or called eyesight. Eyesight here means when the

student in the classroom can see the teacher position, chalkborad, LCD and also the

windows position it can be affect the student’s focus, if the windows directly facing

the street or place people pass by, that could distract students’ focus. It also relates

to students’ comfort, the sun light from the window can affect the temperature and

the lighting. Therefore, if the sun light comes too much from the window, it makes

the class get the high temperature the condition makes the students uncomfortable,

4

it also distract students’ focus, and from the lighting apect the sun light also makes

the classroom get the nature light but if the sun light its too much, it can be dazzling

the chalkboard or LCD projector. In the other hand if the classroom less of natural

lighting (sun light) the classroom can use lamps. From the sound aspect, sound

could come from anywhere, according to Brown (2000) he stated that the sound can

come from inside and outside classroom for example sound from outside class are

from external noisy as machinery out-side, street noise, hallway voices and also

sound from another class its disturb or not and from the inside classroom sound

came from the teacher and the students itselfs. If the sound from outside classroom

its too disturbing it makes students difficult to get concentration to follow the

lesson, but it happen too inside the classroom if the sounds or voice’s teacher its

not louder enough it makes students sleepy and not excited with the lesson morover

students who sit in the back row and then some students make any sound or noice,

finally they didn’t paying attention to the lesson and also the teacher explaination.

Secondly from the seating arrangement aspect, classroom management also

can be seen from seating arrangement in the class, if the seating arrangement neatly

arranged make it easier for the teacher looked at the students but if the seating

arrangement like ambush it makes the situation in the classroom not conducive. In

this seating arrangement aspect have some type or concept of it. Thirdly is about

the use of chalkboard, the teacher use chalkboard to show the clear explaination or

show the picture or graphics. According to Brown (2000) he said that the

chalkboard it always there and it is recyclable, at the same time, try to be neat and

orderly in your chalkboard use, erasing as often as appropriate; a messy, confusing

chalkboard drives students crazy. Fourthly is about the equipment aspect,s the ideal

5

classroom must have the equipment to support teaching and learning activity either

electronical or non-electronical equipment, if the classroom lack of the equipment

the teacher must prepare the equipment for the teaching and learning needs. The

equipment here such as LCD projector for the visual media, speaker for the audio

media, boardmarker, chalkboard, ink of marker, eraser for the chalkboard and

ecetera.

The researcher conduct this research in SMA 2 Batu, because SMA 2 Batu

is one of the best senior high school in Batu and national standard school. SMA 2

Batu located in JL. Hasanudin, Junrejo subdistrict, Batu, East Java. The school was

founded and started operations in 1997 of the regional leadership

of DRS. Suratno as Minister While the head of the school. At that point the SMA

Negeri 02 Batu does not yet have its own building, still have to join the SMA

Negeri 01 Batu. The leadership of DRS. Suratno replaced by Dra. Mistin as

principal in 1998, since then the SMA Negeri 02 Batu began a new building located

on Jalan Hassanuddin 01, Junrejo village, Junrejo subdistrict Batu city. In 2002 with

the rising status of the city administration of Batu into Batu city, the head

of the SMA Negeri 02 Batu was replaced by Drs. Abu Sofyan. on further

development in 2003 the head of SMA Negeri 02 Batu was replaced by Drs.

Supriyatno, M.Pd. may 2012 and now led by Drs.Pamor Patriawan since June 2012.

In 2014/2016, SMA Negeri 02 Batu had 25 groups of study consist of class X: 9

groups of study, class XI: 8 groups of study, and class XII 8 groups of study. While

the number of the teachers/educators in SMA Negeri 02 Batu as much as 61 people

which is the status of 53 teacher is PNS CPNS and the status of 8 people were on

GTT.

6

In SMA Negeri 02 Batu there are 33 classroom consist of 5 IIS, 5 MIA, 1

IBBu in tenth graders, 5 IIS, 5 MIA, 1 IBBu in eleven graders, and 5 IIS, 5 MIA, 1

IBBu in twelve graders. The condition and situation of each classroom almost same

but some classes have a different size, facilities and insfratuctures. In general

classroom at SMA Negeri 02 Batu have a good condition they have two board;

chalkboard and whiteboard, supported by sofisticated technology such as

LCD,speaker,projector,CCTV, and so on. The classroom also have a good lighting

to supported the teaching and learning activities, and also have bulletin boards for

the teacher and students, also the seating arrangement neatly arranged. But in this

case the researcher found a classroom is different from the other class, then the

researcher curious and also interesting to conduct the research in that classroom.

On the preliminary study the researcher get one phenomenon about

classroom in this school. The phenomenon happened in class XI IIS 1, so that in

this research the researcher chooses XI IIS 1 as the subject. Another reason why the

researcher chooses XI IIS 1 is because in this case, the classroom of XI IIS 1 is

unique and different from the other class, if the other class have a regular class same

as physically with the other, but different with this class XI IIS 1. In XI IIS 1, they

are occupy the laboratory of sociology as their classroom.

On the previous research about classroom management entitled “The

Effectiveness of Classroom Management in English Language Teaching and

Learning for Tenth graders of SMA Panjura Malang. This study focus on 5 aspect

that being analyzed based on Burden (1995) and Teaff (2007) and then the

researchear conduct 3 times observation and the instruments used are, observation

form, interview guide and field note. And also the researcher find the journal/article

7

about the classroom management especialy focused on physical environment

aspect, entitled “The Impact of Physical Classroom Environment on Student

Satisfication and Student Evaluation of Teaching in the University Environment.

This study discussed about classroom management especially physical classroom

management in the university. The researchers find that the university do the

upgrading only on several classes on the same building and the researchers assume

that additions and upgrades to existing facilities can create large disparities in

classroom environments, often within the same building. These disparities may

provide an unfair advantage to students enrolled in sections that happen to be in the

classrooms, upgraded. The purpose of this research to analyze the impact of

classroom environment factors on individual student satisfaction measures and on

student evaluation of teaching in the university environment.

1.2 Problem of the study

Based on the background of the study, the researcher formulate the study

problem as the follow :

1. How is the physical classroom environment in XI IIS 1 of SMAN 2 Batu

based on Classroom Management theories ?

1.3 Purpose of the Study

Based on problem of the study, this research aims at as the follow :

1. To describe the physical classroom environment in XI IIS 1 of SMAN 2

Batu based on Classroom Management theories.

1.4 Significance of the Study

The result of this study can give useful information as the follows :

8

1. For English teacher of XI IIS 1 of SMAN 2 Batu. The researcher expected

the teacher can manage the class at least the teacher can create a positive

climate with using the facilitate in classroom as like chalkboard,

whiteboard, LCD projector, and etc or the teacher can change the setting

arrangement to less the students boredom.

2. For the institution of SMA 2 Batu. This research can give them reference on

how to manage a classroom especially from the physical environment.

3. For Further reseracher expected can conduct higher research and explore

more about classroom management or physical environment and also can

using this study as a reference in next project or research.

1.5 Scope and Limitation of the Study

In this field of study, the researcher make some scopes and limitation

staying on proper line. It refers to parameters that the research about the

classroom management and focus on the physical environment of the

classroom. The researcher wants to know about the physical classroom

environment on XI IIS 1 at SMAN 02 Batu.

1.6 Definition of Key Terms

This research defines key terms as the followings :

1. Classroom Management : The way teacher can manage the class and how

the teacher create the positif climate using the facilities in classrooom. In

classroom management the are many aspects either physically or non-

physically. Management of the classroom is important thing to support

teaching and learning activities.

9

2. Physical Environment : The physic of the classroom, such as the situation

and condition of the classroom. In physical environment of the classroom

there are some aspect such as from the sound, sight, and comfort of the

classroom, how about the seating arrangement of the classroom, how about

the chalkboard use supporting teaching and leraning activities, and how

about the equipments that the classroom needs.

3. SMAN 02 Batu is a senior high school national standard located in Jl.

Hasanudin, Junrejo subdistict, Batu, East Java.

4. XI IIS 1 is a classroom which different and unique from another classroom

at SMA 2 Batu, the differences can be seen from the physically aspect

because this class have two functions, the first function is for sociology

laboratory and the second function is for student’s classroom.

10

CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter presents teaching English in Indonesia at senior high school

and components in teaching english, classroom management, physical environment

of the classroom and previous study. This part is compiled as a review related

literature to the research.

2.1 Teaching English in Indonesia at Senior High School

English becomes a foreign language in Indonesia, most of Indonesian

assume that English is difficult, because English is not our mothertongue. Actually,

Indonesian students have been learning English since Kindergarten. But, in

Curricullum 2013 eliminates English as the main subject in kindergarten and

elementary school, it because English is regarded as difficult subject . According to

Kasim (2012) as Deputy Minister of Education in Indonesia cited in koran

Sindo;Mata Pelajaran Bahasa Inggris SD dihapus “Primary school/elementary

school children better focus to learn Indonesian language. In addition, English

also burdened the elementary school students”. Hence, English only become main

subject at Junior high school and Senior high school. Although English only

become main subject in Junior and Senior High School, students still can learn

English out of the school. Indonesian student can learn at English course, private

class, English club, moreover we can learn independently from the internet. In

Senior high school English is more complexs than in junior high school. From the

materi, media and many more, the English teacher must have extra skill to attract

students motivation to learn English.

11

Moreover there are some aspects or components to support teaching and

learning process. According to Brown (2000), there are designing and

implementing classroom, such as techniques, textbooks and technology, how to

plan a lesson, interactive language teaching (1): initiating interaction, interactive

language teaching (2): sustaining interaction through group work, classroom

management and strategies-based instruction, as a teacher we must know how to

design and implement something in the classroom and how build the good

interaction with the students. In the teaching context not only in teaching English,

sthe teacher need some components, the components of teaching are the purpose of

teaching and learning process , the teacher itself, students, approach of teaching,

material, method, media, place, and evaluation according to Atun (2014) in

“Komponen-komponen dalam proses belajar mengajar”. Teaching and learning

process can not be conducted if the components are not complete. So, the teacher

should know the components of teaching and learning especially component in

teaching English before starting the class.

2.2 Classroom Management

Classroom management refers to all the things that a teacher does to

organize students, space, time, and materials properly. It comprises a plan a set of

procedures that structure the classroom so the students know what to do, how to do

it, and when to do it in a classroom. According to Adi (2016) the definition of

classroom management is some activities that the teacher do to creates the

conducive classroom situation in order to optimize and maximize the teaching and

learning activities. School and classroom management aims at encouraging and

establishing student self-control through a process of promoting positive student

12

achievement and behaviour. Research shows that when we provide a place for our

students that is safe, predictable, consistent, and nurturing, we will see increased

student achievement according to Wong, Harry et al (2012). According to Strother

(1985) stated that “Well-managed classrooms provide suit able environments for

learning. Students know what is expected of them and how to succeed. Disruptions

and confusion are minimal, and the classroom atmosphere is pleasant and relaxed”.

According to Brown (2000), in classrom management there are seven elements: (1)

Physical Environment of the Classroom; (2) Your Voice and Body Language

(teacher); (3) Unplanned Teaching : Midstream Lesson Changes; (4) Teaching

Under Adverse Circumstance; (5) Teachers’ Roles and Styles; (6) Creating a

Positive Classroom Climate; (7) Topics for Discussion, Action, and Research. But

in this study researcher just focused on one element, The Physical Environment of

the classroom.

2.3 The Physical Environment of The Classroom

The physical environment of the classroom is a set-up of classroom

physically. Actually the physical environment do not have the absolute definiton

but according to Tuan (1979), physical environment can mean a number of things,

such as a sense of place in time and space. According to Savage and Savage (2010)

describe the physical environment of the classroom as “the arrangement of the

space, including furniture and bulletin boards, awhich should communicate to all

who enter what will be expected of them while they occupy the space” so, the

physical classroom environment require to support the learners/students in the

classroom. In this research, the researcher agree with Brown’s theory (2000) there

are four aspects of physical environment such as (1) Sight, Sound and Comfort; (2)

13

Seating Arrangement; (3) Chalkboard use and (4) Equipment. The researcher also

using the Burden’s (1995) and Teaff’s (2007) cheklist in this research. And the

researcher combine into seven dimension about the physical environment of the

classroom such as properties, sound, sight, comfort, seating arrangements,

chalkboard use, and equipment.

2.3.1 Properties

Properties is a basic or essential attribute shared by all members of a class,

for the example in classroom properties are an object or thing support the teaching

and learning process such as, bulletin, wall space, or something like that. Usually

the teacher used the bulletin board or wallspace to stick the announcement, stick

the picture, or stick the student’s work. Besides the teacher, students also can used

the bulletin or wall space as like the teachers do. Properties in classroom is very

useful to attract students reading motivation it habbituate students to read in buletin

or wall space or just looked the picture. Its part of language teaching methodology,

disugestopedia method. According to Adi (2016) to maximize the classroom, the

poster or chart must be sticked in the wall space as a means to help the students get

the real picture of what they learn in the classroom.

2.3.2 Sound

Sound is a type of energy made by vibrations. When any object vibrates, it

causes movement in the air particles. These particles bump into the particles close

to them, which makes them vibrate too causing them to bump into more air

particles. This movement, called sound waves, keeps going until they run out of

energy. If your ear is within range of the vibrations, you hear the sound. In

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classroom sound can come from everywhere such as from the inside and outside

classroom. According to Brown (2000) he stated that the sound can come from

inside and outside classroom for example sound from outside class are from

external noisy as machinery out-side, street noise, hallway voices, etc, and also

sound from another class its disturb or not. From the inside classroom sound came

from the teacher and the students. The teacher must have the louder sound/voice,

not shout out but louder enough to attract student attention, if the sound of the

teacher is not louder, its made the sound or the murmur from the students. Of course

its disturb the teaching and learning process. While according to Burden (1985) he

stated about the sound from outside classroom as high traffic areas are free from

congestion.

2.3.3 Sight

In the physical classroom environment there are many aspects that

influenced teaching and learning activities and one of them is sight aspect, sight

also called eyesight or vision. In classroom students are expected to be focused in

front of the class because in front of there are any chalkboard, LCD, and also the

teacher as the facilitator, so that elements must be eye cathcing from the student

point of view. According to Brown (2000), everyone can see the auditory stimulus,

everyone here is students. Then, according to Burden’s (1985) and Teaff’s (2007)

checklist, all students can see presentation of instruction from the teacher or from

their friend in front of the class. According to Adi (2016) the stuff in the classroom

must be neatly arranged, in order not to obsturct the students vision and also the

teacher should be able to see all of the students. So, the sight aspect in the classroom

is very important, the teacher also should know which one of the students have wear

15

sunglasses in order to seat in the firts row or the second row to catch the instruction

easier and also the teacher are in the right position to see all of the students.

2.3.4 Comfort

Comfort is a sense of human, when the people feeling comfort they

atomatically feeling happy too. According to Adi (2016) here comfort can be related

to the temperature in the classroom, lighting, sound and density of the classroom.

In classroom, the teacher, students and the school must create the comfort situation

during teaching and learning process. To make the comfort situation many aspect

should be implementing. According to Brown (2000) The classroom is neat, clean,

and orderly in appearance, if the situation of the classroom are neat and clean

students and also the teacher feeling comfort, beside that Brown also stated about

the temperature. Talk about temperature, according to Burden (1985) the comfort

situation supporting by the good temperature and also the good lighting.

Temperature is important to keep the students focus in classroom if the temperature

is too warm or is to cold it disturb student’s focus. And also lighting if the lighting

is too dark or is too bright it disturb students vision.

2.3.5 Seating Arrangement

Seating arrangement is posisition of seat and table in classroom. According

to Haghighi, Mohammad Mosleme et al (2012) stated that “It is clear that seating

arrangement effects on the extent and nature of student interaction. Therefore,

creating an environment, through physical layout of the seating will support

achievement of learning objectives. Several literatures suggest that there are three

different classroom seating arrangements row, cluster, and horseshoe that are

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influential to learning behavior of students within a classroom. Besides promoting

various targeted behaviors, seating arrangement may also enhance the instructors’

ability to perform teaching in order to achieve their learning objectives.” But in

Indonesia most of classroom using the traditional concept of classroom which is

one desk two chair for two student, usually the front row consist of three and four

for the back row. It is because the size of classroom is not suitable for the another

concept such as auditorium, U shape or etcetera, according to budi santosa (2012)

cited in blog guru, the article entitled ‘Mengelola Ruang Kelas’ by Gunawan, he

states that “the techniques in this paper to be weak when the number of students in

one class exceeds 32, because a narrow room into and it takes time to build up the

formation,classes that he teach have students the amount of 40, for

techniques he had to take it out of the class”. In fact many types of seating

arrangement can be applied but it depends on the situation of classroom.

2.3.6 Chalkboard use

Chalkboard or whiteboard is one of supporting media in classroom. The

teacher usually used the chalkboard to show or illustrate the word, picture, or chart,

according to Brown (2000). Besides the function, Brown (2000) also stated the

chalkboard or whiteboard must erased before class begin. Then, according to Adi

(2016) chalkboard is a teacher’s besfriend, and the interesting thing is that the

chalkboard is always available in the classroom and can use repeteadly after erased.

2.3.7 Equipments

Equipments are things in classroom such as marker, eraser, LCD projector,

speaker, case, table, desk etc. According to Brown (2000) “The classroom may be

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construed to include any equipments you may be using. If u using electrical

equipment make sure that, the equipment fits comfortably in the room, te machine

actually work, knowing how to operate it and ecetera”. In this case the teacher must

aware with the all of equipment in order to prepare to replace or recharge the thing,

for example the teacher bring the ink of marker, so, if the ink of the marker is empty

the teacher can recharge the marker. Book and material also part of equipment so

the teacher must know what book or material will be teach in classroom and the

teacher can prepare well before class begin.

2.4 Previous Study

The first previous study about classroom management has been done by Astuti,

Agrit Dwi (2015) from Faculty of Culture Studies, Brawijaya University. Her

research entitled “The Effectiveness of Classroom Management in English

Language Teaching and Learning for Tenth graders of SMA Panjura Malang”. This

study focuses on 5 aspects that are being analyzed based on Burden, 1995 and Teaff,

2007 and then she conducts 3 times observation and the instrument she uses are,

observation form, interview guide and field note. The result of her thesis based on

observation and field note and also from interview the teacher. in the first

observation she observing the physical arrangement and instructional strategies

aspects, the second obsrvation she observing behavioral consideration and social

climates aspects and the third observation she observing the instructional strategies

aspect. And for the result of the interview the English teacher its about the English

teacher opinion how to create the effective classroom management.

The similarities between present study with her study are about classroom

management and the subject of research from the senior high school classroom.

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And the differences are from the dimension, from the instruments and from the

subject. She focused on 5 aspects such as physical arragement, instructional time,

instructional strategies, behavioral consideration, and social climates, and my

present study only focused on physical environment of the classroom but more

detail and deeper. From the instrument she used 3 instrument observation form,

interview guide, and field note. The researcher used 3 instrument too but my

instruments are, observation checklist for the observer, interview guide for the

teacher, and questionnaire for the students. The researcher have the same subject a

classroom in senior high school but diffrent grade she conduct in ten grader class

and the researcher will conduct in eleven grade class and another different is from

the class, she used reguler class but the researcher will use the regular class which

placed in sociology laboratory.

And the second previous study researcher used study by “The Impact of

Physical Classroom Environment on Student Satisfication and Student Evaluation

of Teaching in the University Environment by Hill, Mary C., et All. (2010),

Academy of Educational Leadership Journal. This journal discussed about

classroom management especially physical classroom management in the

university. The researchers find that the university do the upgrading only on several

classes on the same building and the researchers assume that additions and upgrades

to existing facilities can create large disparities in classroom environments, often

within the same building. These disparities may provide an unfair advantage to

students enrolled in sections that happen to be in the classrooms, upgraded. Finally,

physical characteristics of rooms may affect student evaluation of teaching (Hill,

Mary C., et All;2010). The methodology of this research is survey method and the

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researcher also used the survey instrument; students questionnaire. The purpose of

this research to analyze the impact of classroom environment factors on individual

student satisfaction measures and on student evaluation of teaching in the university

environment. The subject of this research are two classes; standard class and

updated class in Accounting major. The result of this research are student opinion,

the data is get from the survey instrument.

The similarities between the present study and this journal is about physical

environment of the classroom and the instrument’s question for the students about

physical environment. And the differences are about the object, he conduct this

research in the university classroom and the researcher conduct this research in the

senior high school classroom. He used one instrument include 4 types question: (1)

Students preception on physical classroom environtment; (2) Salient Classroom

Features; (3) Student overall satisfication and (4) Student opinions of teaching

effectiveness, the researcher used three instruments as the researcher mention above

in the first previous study. He used the survey method and the researcher use case

study.

This present study was conducted in SMAN 02 Batu in XI IIS 1 class entitled

“The Physical Classroom Environment for English Language Teaching and

Learning activities at SMAN 02 BATU. The researcher will conduct observations

and the researcher used 3 instrument such as observation checklist is for the

observer, interview guide is for the teacher and questionnaire is for the students. If

the researcher get the complete data from the first observation, the researcher just

conduct once observation. But if the data not complete yet the researcher conduct

20

the second observation or the third observation till the researcher get the complete

data or the researcher not found the newest data anymore.

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CHAPTER III

RESEARCH METHOD

This chapter presents research design, data and source of data, research

procedure, research instruments, data collection, data analysis and validity of the

study. This part is compiled as a research methods to the research.

3.1 Research Design

This research aims to investigate the physical environment of the

classroom. It will use case study as the method of the research. The researcher

decided to conduct the study only in one class which in XI IIS 1 of SMAN 2 Batu.

Case study as a research method to investigate contemporary real-life phenomenon

through detailed contextual analysis of a limited number of events or conditions,

and their relationship. Zainal (2007) states that case study method enables a

researcher to closely examine the data within a specific context. In most cases, a

case study method selects a small geographical area or a very limited number of

individuals as the subjects of study. Yin (1984:23) cited in “Case study as a research

method” journal by Zainal, zaidah (2007) defines the case study research method

“as an empirical inquiry that investigates a contemporary phenomenon within its

real-life context; when the boundaries between phenomenon and context are not

clearly evident; and in which multiple sources of evidence are used.

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3.2 Data and Source of Data

The data and source data in this research is from the result of investigation

of the classroom at SMA Negeri 02 Batu, located on Hasanudin street number 01,

Junrejo village, Junrejo subdistrict, Batu city. The subject of the investigation is XI

IIS 1 of SMA Negeri 02 Batu.

3.3 Research Procedure

This research is to know the classroom based on the physical environment

of the classroom. To get the data, the researcher conduct the investigation in XI IIS

1 of SMA Negeri 02 Batu which is the classroom is a sociology laboratory. Then

the researcher make three instruments; interview guide, observation checklist,

questinnaire by adapting from Brown’s (2000) theory and from the Burden (1995)

and Teaff’s (2007) checklist. The researcher will focus only in physical classroom

environment. Then, the researcher will know the comparison between the interview

of the teacher, observation checklist from the observer and from student’s

questionnaire.

3.4 Research Instruments

In this study the research adapting the instruments from two expert, the first

expert is H.Douglas Brown and the second expert is Paul R. Burden. The researcher

chose these expert because they are the two of the senior expert in classroom

management field. H. Douglas Brown published his book about the classroom

management for the first time in 1994 entitled “Teaching by Principle : An

Interactive to approach language pedagogy” in 2000 the second edition was

published, and the next is third edition published on 2007 and the last edition of this

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book published on 2015 the fourth edition. And R. Paul Burden is one of senior

expert too same as H. Douglas Brown, he published three books about classroom

management, the first in 1995 entitled classroom management and disciprow, and

the second in 2000 entitled Powerful classroom management strategies, and in 2006

he published the next book about classroom management entitled “Classroom

Management: Creating a Successful K-12 Learning Community” and in 2012 he

published the same titled “Classroom Management: Creating a Successful K-12

Learning Community”.

In this research the researcher decided to use three instruments to collect the

data in obsebvation/investigation based on adapting from Brown’s (2000) theory

and Burden (1995) and Teaff (2007). In Brown’s theory (2000) there are four

aspects of physical environment such as (1) Sight, Sound and Comfort; (2) Seating

Arrangement; (3) Chalkboard use and (4) Equipment. From the Burden’s (1995)

and Teaff’s (2007) cheklist the researcher only adapting the physical arrangement

part. And the researcher combine into seven dimension about the physical

environment of the classroom such as properties, sound, sight, comfort, seating

arrangements, chalkboard use, and equipment. First istrument is interview guide for

the teacher, the second instrument is observation checklist for the observer and the

third instrument is quistionnaire for the students.

3.4.1 Interview Guide

Interview is a process to dig a data orally from one person or more. Bodgan

and Biklen (2003) stated that interview is a purposeful conversation usually

betwwen two people sometimes involving more. This is directed by one in order to

get information from other. The interview guide help the researcher to collect the

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data from the teacher. The type of the question in this interview guide is open-ended

question. Open-ended questions here means, the teacher can explain more about

classroom based on the interview questions and her experience The question list of

interview consist of 23 questions related to the teacher. The questions about the

physically of the classroom, such as properties, sight, sound, comfort, seating

arrangements, chalkboard use and the equipments. There are consist of five colums.

First columns is number column. Second column is a questions list relate to

statements from the experts. And the third and fourth column is Yes and No column

and the last is oral explanation from the teacher column.

3.4.2 Observation Checklist

Observation is the act of collecting data about the performance of a subject

through the five sense; sight, smelling, hearing, touching and taste (Arikunto 2002;

138). Observation checklist is help the researcher to investigate a classroom, this

checklist as a guideline to conduct the research. The element of investigation is

about the physical classroom environment same with interview guide and student’s

questionnaire but without questions the researcher directly adopted from the expert

statements. The table of the observation checklist consist of five columns, the first

column is dimension column consist of properties, sight, sound, comfort, seating

arrangements, chalkboard used and the equipments, the second column is sub-

dimension column consist of the experts’s statements the third and fourth columns

are Yes and No Column to check it and the last is notes coulmn for the observer

give a field note when conduct the observation.

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3.4.3 Questionnaire

Questionnaire is a form containing a set of questions, especially one

addressed to a statistically significant number of subjects as a way of gathering

information for a survey (Harcourt 2013). Questionnaire help the researcher to

collect the data from the students. The specific purpose of this questionnaire to get

the students opinion of their class. The questionnaire consist of 23 questions about

the physical classroom environment same with interview guide and observation

checklist. The type of the questionnaire is open-ended questions. Open-ended here

means the students can give note in their questionnaire if there is no answer they

want or they feel. The form of the questionnaire is multple choice with three

options.

3.5 Data Collection

The relevant data will be organize and arrange based on the topic of research

question related to the classroom management. The data will be collect through

interview, observation and questionnaire. Following are the steps that will be

conducting by the researcher in collecting the data.

1. Conduct the observation/investigation in XI IIS 1 SMA Negeri 2 Batu.

The researcher will do the observation/investigation about the physical environment

of the classroom with observation checklist instrument and the researcher will also

add notes in the checklist as an addition data or if the answer is not suitable with

the criteria.

2. Conduct a face-to-face interview with the English teacher after she

accomplishes teaching and learning activity. The researcher will use the interview

guide instrument to collect the data from the teacher about the physical environment

26

of the classroom. Then recording it during the interview. If the teacher give the

explanation, the researcher will do the transcript for the conversation during the

interview.

3. Give the questionnaire to some students in XI IIS 1 SMA Negeri 02

Batu. The purpose of the questionnaire for the students in order to collect the data

from the students about the physical environment of their classroom.

3.6 Data Analysis

After collecting the data from all the instruments, the next step is data

analysis. The purpose of data analysis is to organize the data , explore the meaning,

the information and also to answer the research questions. Miles and Huberman

(1994) suggest that qualitative data analysis consists of three procedures:

3.6.1 Data reduction

After the researcher collected the data, the first step in analyse it is data

reduction. Then the all the data from the intruments are reduced and organised, by

coding, writing summaries, discarding irrelevant data and so on. This involves

transcribing interviews (if any), analyse the answer of the students quetionnaire and

describing observation checklist from the researcher. The purpose of data reduction

is to minimizing the data to produce a good analytical results.

3.6.2 Data Display

Data display is a way which reduced data are displayed in the form of picture,

tables, charts, networks and other graphical formats is essential. This help the

researcher to present the data easily and more organized. The data consist of the

27

physical classroom environtmen of XI IIS 1 that gained from the observation,

interview with the teacher and also from the student’s questionnaire.

In this study, the researcher displayed the data in the form of table. The table

are about the physical classroom environtment of XI IIS 1 class at SMA Negeri 02

Batu.

3.6.3 Conclusion drawing/verification

The last process is conclusion drawing or verification. The researcher should

begin to develop the conclusion about the physical environment of the classroom.

Then this conclusions need to be verified to check the validity of the findings in

order to support the accuracy. In this research, the researcher use a qualitative data

analysis technique by Miles and Huberman (1994) .The data analysis is obtaine

from classroom observation/investigaton, interview from the teacher and also

questionnaire for the students.

3.7 Data Triangulation

The researcher needs to validate the accuracy of the findings and interpretations.

An accurate research was better study because the findings and interpretationn were

accurate and credible. There is technique that is use by the researcher in order to

validate the research’s findings and interprations accuracy. The researcher use data

triangulation to validate the accuracy of the finding. The researcher try to

corroborate evidence based on types of data (e.g interview guide, observation

checklist, and student’s questionnaire) afterwards, the researcher corroborate all

types of data into a valid data.

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3.8 Validity of the Study

There are some kinds of validity evidence to guarantee that this study is

valid, the first one is face validity. This study has meet a demand of the criteria of

undergraduate thesis’s reference book, because content validity of this study is the

using of data triangulation. The second is content validity, in this study the

researcher is using theory from Brown (2000) about classroom management

especially from the physical environment of the classroom and checklist from

Burden (1995) and Teaff (2007) about classroom management but the researcher

only adapting physical arrangement part. And the third is instruments validity, the

researcher used three instruments, the first instrument is interview guide, the second

instrument is observation checklist, and the third instrument is student’s

questionnaire. The blueprint of each instruments was agreed by the lecture in thesis

proposal writing class, and the researcher do the consultation with one of lecture in

classroom management field and also do the consultation with the supervisor about

this study and also the instruments. For the expert validation the researcher do the

validation to ma’am Frida Unsiah M.Pd one of expert in classroom management

field in English education major of Faculty of cultural studies. The researcher only

make the expert validation for two instrument which are interview guide and

students’s questionnaire and for the observation checklist no need for expert

validation beacuse the researcher directly adopted the statement from Brown (2000)

and Burden’s (1995) and Teaff’s (2007) checklist.

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CHAPTER IV

FINDINGS AND DISCUSSION

This chapter presents findings and discussion related to the problem of the

study. There is the research problem of the physical classroom environment of XI

IIS 1 and 7 sub-dimention in the findings. And there are 7 subchapters of discussion,

properties, sight, sound, comfort, seating arrangement, chalkboard use and

equipments. In finding section the researcher reports her observation based on

observation checklist, interview guide and student’s questionnaire. In discussion

section presents the comparison between previous study and the literature.

4.1 Findings

There findings present the result of observation, the interview guide and

student’s questionnaire. The result of observation based on the preliminary

observation and from the observation checklist and also notes from the observer.

The result of interview guide based on the interview by the researcher with the

English teacher of XI IIS 1. The result of student’s questionnaire.

The data can be describe as follows :

4.1.1. The Properties Aspect of XI IIS 1 Classroom

Dealing with the properties, there are many properties in the classroom such

as bulletin boards and wall space. The findings from the instruments used that in XI

IIS 1, based on the observation checklist the researcher found that in the classroom

there are any bulletin boards and wall space in front of class in the leftside and right

side blackboard, in the bulletin board the researcher found some announcement

30

sticked in that and also some posters motivational words in the wall space. Based

on the teacher’s interview the researcher try to ask the teacher about the bulletin

board and wallspace, the teacher said that “ada, untuk tempel” it means there are

any bulletin board and wall space. From the second question about the used of

bulletin boards and wall space for sticked the annoucement or students’s work, the

teacher said that “eehhh.. tidak karena ehh.. karya siswa di, biasanya saya suruh

nempelkan di mading”. It means the teacher usually used the bulletin board for stick

the announcement but not for students’s handcrafts or students works, then the

teacher put the students’s handcrafts/works in Mading outside the classroom. And

the results of student’s responses from the questionnaire, the first question about

properties is the bulletin boards in the classroom, 6 from 11 respondent answer

“banyak” it means many bulletin boards in the classroom and 5 respondent answer

”sedikit” it means only a few bulletin board in the classroom. And the next question

is about the used of bulletin board by the teacher and 8 from 11 respondent answer

”kadang-kadang” it means sometimes the teacher used the bulletin board and wall

wallspace and 3 answer “Tidak Pernah” it means the teacher never used the bulletin

board and wallspace.

Table 4.1 Properties Aspect Aspect Sub-aspect Explanation

Properties Bulletin board

Wall space

Picture or photos

Windows

Door

Available

Available

Available

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2

31

4.1.2. The Sound Aspect of XI IIS 1 Classroom

Dealing with the sound, sound divided into two kinds of sound, there are

sounds from the outside and inside classroom. The findings from the instruments

used that the sound from the highway or vehicle is not disturbed, but the sound is

come from the street beside the class which are many people passed that street and

make any sound and from the other building, like pendopo, because the pendopo

directly located behind this class. This class not distrubed by the sound from another

classes, because this class have a distance from another classes. From inside the

class sound came from the teacher and the students. In this case the teacher must

have clear voice and louder enough, so the students can focus and get the idea from

the teacher explanation. During the observation the researcher observe and hear

when the teacher teaching in front of the class, the voice of the teacher is clear

enough and the students looks follow the lesson carefully without making a noise

or murmur sound. Similar with the voice of the teacher, the audio media in this class

is also clear enough for students.

Based on the teacher’s interview the first question is about the location of

this class are disturbed by the highway or congestion and the teacher said that

“eehh.. jauh dari kepadatan lalu lintas atau kemacetan karena letaknya di dalam”

it means the teacher is not agree about the question because this school or this class

located far from the highway and congestion. The scond question, are the sound

from the others classes disturbed the XI IIS 1, the teacher said that “kebetulan

nggak, karena kelas XI IIS 1 itu terpisah dengan kelas-kelas yang lain” it means

the others classes is not disturbed this class (XI IIS 1). For the third question are the

students hear the teacher voice or audio media clearly and the teacher said that

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“iya” it means the teacher insist that her voice is clear enough for the students when

she teaching and giving insturction to them and also from the audio media it works

well and louder enough for the students.

From the students’s questionnaire the first question is about the sound from

the hightraffic and congestion from the highway and all of the respondent answer

“tenang” it means the school or their classroom is far from highway and not

disturbed by the hightraffic and the congestion. The second question is about the

sound from the other classes, 9 of 11 respondent answer “tenang” but 2 respondent

answer “berisik” it means the other classes not disturbed their class, but 2

respondent answer noisy and they added the additional notes beside the anwer they

wrote mushola and pendopo, it means the sound not came from the other classes

but thus came from the other buildings. The third question is about the teacher’s

voice when the teacher teaching in front of the class and also about the audio media,

10 of 11 respondent answer “cukup jelas” and a respondent answer “nyaring” it

means the voice of the teacher is louder enough and clearly same with the audio

media, and when the teacher give the explanation and instruction most of

respondent considered that the teacher’s voice is clearly enough.

Table 4.2 Sound Aspect Aspect Sub-aspect Explanation

Sound Teacher voice

Audio media/speaker

Clear enough

Clear enough

4.1.3. The Sight Aspect of XI IIS 1 Classroom

Dealing with the sight, sight is a eyevision or students point of view, in this

case includes stimulus visual, presentation and instruction from the chalkboard or

slide projector and also for the teacher position. The findings from the instruments

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used that the space between chalkboard and the students chairs is not to far, so it

make the student easier to get the information from the chalkboard such as word,

picture, graphic or chart and also information from the slide projector. Based on the

observation checklist the researcher found that the space between chalkboard and

the students chairs is not to far, so it make the student easier to get the information

from the chalkboard such as word, picture, graphic or chart and also information

from the slide projector. Based on the interview from the teacher, the researcher ask

about are the visual media such as presentation and instruction clear enough for the

students and the teacher said “iya” yes it means when the teacher conduct the

presentation or when give the instruction, its tottally clear enough. And based on

students’s questionnaire, the question are the visual media such as presentation and

instruction clear enough for the students, 10 of 11 respondent answer “cukup jelas”

it means the stimulus, instruction and presentation is clear enough and a respondent

answer “sangat jelas” it means the stimulus, instruction and presentation is very

clear.

Table 4.3 Sight Aspect Aspect Sub-aspect Explanation

Sight Presentation

Teacher position

Clear enough

In the right position

4.1.4. The Comfort Aspect of XI IIS 1 Classroom

Dealing with the comfort, comfort here is a feeling in a classroom about

appearance, lighting, temperature, design and motivation in the classroom. The

Findings from the instruments that this class not completely neat but clean enough.

From the temperature of this class the researcher thought that this class have a good

temperature because this class have a fan in the ceiling. And from the lighting of

34

the class the researcher found that the lighting of this class can get from outside

classroom and also from the inside classroom. This class located in the middle of

the school so the ligting from the sun directly come into the windows from the left

and right side and from inside this classroom have some big lamp and small lamp

there are 6 big lamp and 8 small lamp. The researcher thought the students in this

class not completely feeling comfort because the class is a laboratory and also this

class not completely attract the students motivation.

Based on the teacher’s interview the first question is the classroom, neat,

clean and olderly in appearance and the teacher said “iya rapi dan bersih , Cuma

karena letaknya di lab jadi mungkin penataan nya kurang”. The next question are

there any cooling system in the classroom such as AC or Fan, the teacher said

“nggak ada” but the researcher make sure to the teacher and said “sepertinya ada

kipas angin ya bu ?” and the the teacher remember that in the class has one fan in

the ceiling “ohh iya iya ada kipas angin”. For the third question is the temperature

in the classroom comfortable and the teacher said “iya”. The fourth question is the

lighting in the classroom comfortable and the teaher said “iya” it means the lighting

of this class is comfortable. The fifth question are students comfortable in the

classroom and the teacher said “ya iya kira-kira begitu ya , soalnya ini kan

harusnya ke siswa ya heem” and the researcher said that this interview will be

compared with the observation checklist and also with the student’s questionnaire.

The sixth question Does the classroom attract the students motivation and the

teacher said “ya iya” it means that class can attract the student’s motivation.

From the students questionnaire the result of the first question about

classroom are neat and clean, 9 of 11 respondent answer “cukup bersih” it means

35

that the class is clean enough and 2 students answer “sangat bersih” it means that

the class is very clean. For the second question is about the cooling system in the

classroom all of the respondent answer “tersedia” it means that the cooling system

is available in the classroom. And for the next question is about the temperature in

the classroom the result are 8 from 11 respondent answer “nyaman” it means the

temperature is comfortable and 3 respondent answer “sangat nyaman” it means the

temperature is very comfortable. And for the fourth question is about the lighting

of the classroom 6 of 11 respondent chose “nyaman” it means the lighting is

somfortable and 4 respondent choose “sangat nyaman” it means the lighting is very

comfortable and a respondent answer “tidak nyaman” it means the lighting in not

comfortable. The fifth question about the comfort feeling of students when they in

the classroom the results are 9 of 11 respondent answer “nyaman” it means that

their feeling is comfortable and 2 of respondent answer “sangat nyaman”it means

they are very comfortable when they in the classroom. And the last question about

comfort is about the student motivation when they in the classroom the results are

8 of 11 respondent answer “termotivasi” it means they are feel motivated, 2 of

respondent answer “sangat termotivasi” it means they are feel very motivated when

they are in the classroom and a student answer “kurang termotivasi” it means a

students feel not get motivation in this classroom.

Table 4.4 Comfort Aspect Aspect Sub-aspect Explanation

Comfort Condition of the class

Temperature

Lighting

Comfort

Motivation

Clean enough but the set up not

suitable

Comfortable enough

14 lamp

Not comfortable enough

Not getting motivation

36

4.1.5. The Seating Arrangement Aspect of XI IIS 1 Classroom

Dealing with the seating arrangement, seating arrangement is a set up of the

chair in the classroom and also the desks and the furnitures. The findings from the

instruments that the seating arrangement of this class still used the traditional

concept which is one desk and two chair for two student and the front row consist

of three table and four table for the back row. And for the furniture or table/desk

are arranged maximally so the classroom have a space.

Based on the teacher’s interview the first question, are the chairs appropriately

arranged and the teacher said “kalau susunannya sudah sesuai Cuma mungkin

posisi kursinya yang ini ya terlalu tinggi ya” it means arrangement of this

classroom are neatly arranged and appropriate, but the teacher thougt the chairs are

too high for students, the chairs are not like chairs in general, so it makes some

students get difficulty and not feeling comfort enough. The next question, are desks

and furnitures arranged to maximize the space and the teacher said “gimana ya ?

iya sudah, soalnya kan itu lab ya” the teacher get confused because this class is

laboratory. For the student’s questionnaire the first question is about the

arrangement of the chair in this clasroom and the result are all of 11 respondent

answer “tersusun rapi” it means that the seating arrangement of this classroom is

neatly arranged.. And the next question is about the arrangement of the furniture

and desk of the classroom and the result are all of 11 respondent answer “tersusun

rapi” it means that the furniture and desk also neatly arranged.

Table 4.5 Seating Arrangement Aspect Aspect Sub-aspect Explanation

Seating

arrangement The type

The size

Traditional type

Taller than other

37

4.1.6. The Chalkboard Used Aspect of XI IIS 1 Classroom

Dealing with chalkboard used, chalkboard used here is the used of

chalkboard by the teacher during the teaching and learning activities. The findings

from the instuments, in the observation the researcher found that this class only

used one board, this class only used chalkboard. Whereas the other classes used two

boards wich are chalkboard and whiteboard, so in XI IIS 1 the teacher or students

only used chalk to write or draw something in chalkboard. On the preliminary and

when the researcher did the observation the chalkboard are erased, and when the

teacher conduct the teaching she sometimes used chalkboard to explain the lesson.

Based on the teacher’s interview, the first question, are chalkboard and whiteboard

erased before class begin and the teacher said “nggak, kadang-kadang nggak” it

means sometimes the chalkboard is erased in the middle of the teaching and

learning activities and the second question, do you use chalkboard to illustrate the

word, picture and graphs or chart and the teacher said that “iya”it means the teache

used the chalkboard to illustrate the word, picture and graphs or chart. From the

student’s questionnaire, first question is the chalkboard erased before the class

begin and the result are 7 of 11 respondent answer “bersih dan terhapus” it means

the chalkboard is erased before the class begin and 4 respondent answer “dihapus

ketika ditengah aktivitas belajar”it means the chalkboard is erased sometimes in

the middle of teaching and learning activities . And the next question is about the

used of the chalkboard by the teacher and the result are 5 of 11 respondent answer

“selalu menggunakan papan tulis” it means the teacher usually used the chalkboard

to give the explanation of the lesson and 6 respondent answer “kadang-kadang

38

menggunakan papan tulis” it means the teacher only sometimes used the

chalkboard.

Table 4.6 Chalkboard Used Aspect Aspect Sub-aspect Explanation

Chalkboard used Condition of the chalkboard

The used of chalkboard

Sometimes erased in the middle

of the lesson

Sometimes the teacher used

chalkboard to explain the lesson

4.1.7. The Equipments Aspect of XI IIS 1 Classroom

Dealing with the equipments, equipments are things in classroom such as

marker, eraser, LCD projector, speaker, CCTV, case, table, desk and also the

material of the lesson is the equipments to support teaching and learning activities.

The findings from the instruments that the equipments are arranged in the classroom

such as LCD, slide projector, speaker, and CCTV are in the right position, but in

this case the speaker can only used by the office center such as for giving the

information for teachers or students, it can’t used by teacher for supporting teaching

and learning activities such as for the audio of listening session or when the teacher

needs to show video with the audio.

Based on the teacher’s interview, the first question, does the equipments fit

comfortably in the classroom for example LCD, Slide projector, Speakers etc and

the teacher said “iya”it means the equipments such as LCD, slide projector,

speaker, and CCTV are fit comfortably and neatly arranged. The second question,

are there any equipments in the classroom do you need but not available in the

classroom and the teacher said “ada” for the example speaker active, actually there

is any speaker in classroom but the speaker only can used from the center office for

the information or annouuncement. The third question, do you have to take much

time to set the equipment before and after the class is finish and the teacher’s said

39

“iya”. The fourth question, do all machine such as LCD, Speakers etc, actually

work and the teacher said “ya tidak semua ya” it means that not all of the

equipments are working well for example like speaker for the supporting

media/equipments.. The fourth question, do you know how to operate them (the

equipments) and the teacher said “iya bisa” it means she can operate them. The

fifth question, are there any extra/spare in case equipments that you’ll need to

replace it and the teacher said “iya bisa bisa , iya iya ada, ada isinya” it means

there are any spares of the equipment and she can replace it. And the last question,

are the frequently used materials accessible for the students and the teacher said

“iya” it means the material are easy to acces for the students..

From the students questionnaire the first question is about the position of

equipments in the classroom and the result are 10 of eleven student answer

“tersusun dengan rapi” it means the equipments fits comfortably in the right

position and a student answer “posisinya kurang sesuai” it means that the position

of equipments are not suitable. The second question is about the equipments but not

available in the classroom and the result are all of 11 respondent answer “alat dan

media tersedia namun tidak lengkap” it means the equipments are available in the

classroom but not completed. The third question is about the teacher’s prepareration

to set the equipments before and after the class finish and the results are 8 of 11

respondent answer “guru mempersiapkan dengan baik” it means that the teacher

do the good preparation and 3 respondent answer “guru tidak mempersiapkan

dengan baik” it means that the teacher less preparation for the equipments. The

fourth question is about the condition of the equipments such as LCD, speaker or

etc are working well and the results are all of the respondent answer “bekerja

40

dengan baik” it means that the all equipment in the classroom working well. The

fifth question is about the how to operate the equipments (LCD, speakers, etc) by

the teacher and the results are 4 of 11 respondent answer “sangat bisa” it means

that the teacher can operate all of the equipments and 7 respondent answer “bisa

dengan bantuan siswa” it means that the teacher can operate them with the helps

of the students. The sixth question is about the equipments are needs to replace by

the teacher such as bulb, battery, chalk , eraser or so on and the results are 7 of 11

respondent answer “ada” it means that the spare for replace the equipment ara

avalaible so the teacher can replace it by her own and 4 respondent answer “dibantu

siswa” it means that the teacher ask students to help the teacher replace it. And the

last question is about the material of the lesson which is used by the teacher is easy

to acces or not and the results are 10 of 11 respondents answer “mudah di akses” it

means that the material is easy to access and a respondents answer “sangat mudah

di akses” it means that the material is very easy to access.

Table 4.7 Equipment Aspect Aspect Sub-aspect Explanation

Equipment LCD

Projector

Speaker

Speaker active

CCTV

Chalkboard

Chalk

Spares of the equipment

Available

Availiable

Available

The teacher bring her own self

Availble

Availble (blackboard)

Availble

Available

41

4.2 Discussion

After presenting the data analysis, the researcher found some interesting

finding related to the theory and the previous studies that were discussed futher in

this subchapter. This discussion answered the research problem. The result of this

research was to prove whether the physical environment of XI IIS 1 of SMA Negeri

2 Batu was effective or not. Those 7 aspects were describe here:

4.2.1 Properties Aspect Related to The Classroom Management Theory

Properties in classroom is very useful to attract students reading motivation

it habbituate students to read some motivaton words or something in bulettin board

or wall space or just looked the picture which related with their lesson activities, its

part of language teaching methodology which is disugestopedia method. The reason

of the using of the bulletin board or wall space is to make the students easy to know

the information or the annoucement from the teacher or from the school and beside

the function the bulletin board also can be an interactive media in the classroom.

Based on the finding above the bulletin board and wall space used for stick the

announcement from the teacher or from the school but sometimes used for students

handcrafts or students work. For the wallspace in this class used for stick the

motivational words and some picture for example, picture of President and vice

President of Indonesia in front of the class, some picture of Indonesian nation figure

in the back side. Based on the theory, according to Brown (2000) he stated that the

classroom must have the bulletin board and according to Burden (1995) he stated

that the maximum of wall space and bulletin board make the classroom to be more

interactive. Then, According to Adi (2016) to maximize the classroom, the poster

or chart must be sticked in the wall space as a means to help the students get the

42

real picture of what they learn in the classroom. In other words, they argue that the

bulletin board and wallspace give the benefits for students and teacher. Besides the

educational function, it can be a decoration for a classroom itself.

4.2.2 Sound Aspect Related to The Classroom Management Theory

Based on the data triangulation from the finding above the researcher

conclude that the sound from the outside classroom such as from highway, street,

or vehicle are not disturbed this class but the sound came from the people passed

by beside the classroom and also from the others building like mushola and

pendopo. And the sound from the inside classroom its about teacher’s voice and

audio media they are louder and clearly enough. Based on the theory sound aspect

divided into two kinds of sound, there are sounds from the outside and inside

classroom. According to Brown (2000), the sound can come from inside and outside

classroom. For example, sound from outside class are from external noisy as

machinery out-side, hallway voices, sound from high traffic on the street, honk from

the vehicle or congestion from the street around the class or the school. And also

sound from the outside classroom can come from the other classes and other

buildings. From the inside classroom are sound from the teacher’s voice when the

teacher teaching in the classroom and audio media which support the teaching and

learning activities. While Burden (1985) stated that the sounds from outside

classroom as high traffic areas are free from congestion. To create a conducive

situation, a classroom must be far from the sound outside or inside classroom. If the

sound from outside classroom is noisy, the teacher must resolve that with clear

voice and also louder enough for the students.

43

4.2.3 Sight Aspect Related to The Classroom Management Theory

Based on the data triangulation from the findings above, the researcher

conclude that the sight such as chalkboard, slide projector, and the teacher position

are in the right position it makes students easier to take a look and focused in front

of the class and also the powerpoint and materials are eyecatching for the students.

Based on the theory sight is one of aspects in physical classroom environment, sight

also called eyesight or vision. In classroom students are expected to be focused in

front of the class because in front of there are any chalkboard, LCD, and also the

teacher as the facilitator, so that elements must be eye cathcing from the student

point of view. According to Brown (2000), everyone can see the auditory stimulus,

everyone here is students. And according to Burden’s (1985) and Teaff’s (2007)

checklist, all students can see presentation of instruction from the teacher or from

their friend in front of the class. Then, According to Adi (2016) the stuff in the

classroom must be neatly arranged, in order not to obsturct the students vision and

also the teacher should be able to see all of the students. In classroom, sight aspect

is as important as visual media. Any chalkboard, slide projector, and the teacher

position, should reach the effective sight. The teacher must be aware in addressing

the situation, for example the students who are wearing sunglasses and has short

posture to be placed in first line in front of the class. That way, the students are

easier to see the presentation or instruction from the teacher, and also explanation

from the chalkboard or slide projector.

4.2.4 Comfort Aspect Related to The Classroom Management Theory

Comfort is a sense of human, when the people are comfortable they

automatically are feeling happy too. In classroom teacher, students or the school

44

must create the comfort situation during teaching and learning process. To make

the comfort situation many aspect should be implementing. Based on the data

triangulation the researcher conclude that XI IIS 1 is clear enough but because this

classroom is a laboratory so the arrangement of the things or equipment not suitable

for the regular class, for the cooling system this class has a fan it makes the

temperature in this class comfortable and stable, about the lighting this classroom

have enough light from the sun bright and also from the lamp but the problem when

the sun bright is too much get in from the windows it makes students get dazzling,

and about the feeling of the students in this class they feel comfortable eanough and

for the design of this classroom only some students get the motivation in XI IIS 1.

Based on theories, according to Brown (2000) The classroom is neat, clean,

and orderly in appearance, if the situation of the classroom are neat and clean

students and also the teacher feeling comfort, beside that Brown also stated about

the temperature. Talk about temperature, according to Burden (1985) the comfort

situation supporting by the good temperature and also the good lighting.

Temperature is important to keep the students’s focus in classroom if the

temperature is too warm or is to cold it disturb student’s focus. And also lighting if

the lighting is too dark or is too bright it disturb students vision. Actually comfort

aspect relate to another aspect for example from the sound aspect, if the sound

aspect are disturbed students it makes student not feeling comfort and also from the

sight aspect if the lighting of the sun its so bright it makes students get dazzled and

if the lighting its to dark or low light it make the vision of the students disturbed.

Then, According to Adi (2016) here comfort can be related to the temperature in

the classroom, lighting, sound and density of the classroom. Comfort situation is

45

needed to make the students and the teacher focus during the teaching and learning

process. If the classroom is not clean or not neatly arranged it will disturb the

students and teacher focus. When the classroom has a lot of distractions from inside

or outside classroom, it will make the student and teacher uncomfortable while in

the class. Therefore, the teacher and the school must work together to solve the

problem.

4.2.5 Seating Arrangement Aspect Related to The Classroom Management

Theory

Seating arrangement is posisition of seat and table in classroom. Based on

the data triangualation the researcher conclude that the seating arrangement of this

classroom are neatly arranged but the problem is about the size of the chair , in this

class the chairs and the tables are has tall size than the current size of the chairs in

the another classes. And for the arrangement of the furniture and desk are neatly

arrangement but the problem only from the class which is laboratory. Based on

theories according to Brown (2000) chairs are appropriately arranged and according

to Burden (1995) and Teaff (2007) checklist desk and furniture are arranged to

maximize space. According to Haghighi, Mohammad Mosleme et al (2012) stated

that “It is clear that seating arrangement effects on the extent and nature of student

interaction. Therefore, creating an environment, through physical layout of the

seating will support achievement of learning objectives. Several literatures suggest

that there are three different classroom seating arrangements row, cluster, and

horseshoe that are influential to learning behavior of students within a classroom.

Besides promoting various targeted behaviors, seating arrangement may also

enhance the instructors’ ability to perform teaching in order to achieve their learning

46

objectives”. This class used traditional concept of seating arrangement type, which

means one desk and two chairs for two students. The front row consists of three

lines of desks, each line has four desks. It might be more effective, if the teacher

use another type of the seating arrangement. However, in English class the students

are expected to be more active and if the chairs are effectively arranged it make the

students easier to speak up and communicate with their friend for example when

the dialogue interaction.

4.2.6 Chalkboard Use Aspect Related to The Classroom Management Theory

Based on the data triangulation the researcher concludes that the chalkboard

is erased sometimes in the middle of the teaching and learning activities and for the

used of chalkboard, the teacher sometimes used chalkboard to give the explanation

maybe the teacher give the oral explanation or give the explanation in the power

point slide. The used of chalkboard is important to support teaching and learning

activities based on the theories the teacher usually used the chalkboard to show or

illustrate the word, picture, or chart, according to Brown (2000). Besides the

function, Brown (2000) also stated the chalkboard or whiteboard must erased before

class begin. Then, according to Adi (2016) chalkboard is a teacher’s besfriend, and

the interesting thing is that the chalkboard is always available in the classroom and

can use repeteadly after erased. Nowadays most of the classrooms used the

whiteboard with the marker, but this class used chalkboard which has some

weaknesses than whiteboard, but in this case the teacher used the chalkboard rarely,

the teacher more prefer to used slide projector with the reason the used of power

point more simple than write on the chalkboard.

47

4.2.7 Equipments Aspect Related to The Classroom Management Theory

Equipments are things in classroom such as marker, eraser, LCD projector,

speaker, CCTV, case, table, desk and also the material of the lesson is the

equipments to support teaching and learning activities. Based on the data

triangulation from the findings above the researcher conclude that all the equipment

such as LCD, slide projector, Speaker and CCTV are fits comfortably and neatly

arranged. For the equipments not available in classroom the teacher bring the

equipments itself or ask help to student to borrowed in the center office at the

school. The English teacher has good preparation before and after class begin.

About the equipment there is one equipment cannot support the teaching and

learning activities which is the speakers, because the speakers only can used by the

center office, so the teacher must bring the speakers active or borrowed in the center

office. For the equipments the teacher operate them herself or ask help to students

to operate them. And for the spares of the equipments the teacher usually replace it

by her own self or sometimes ask to student to replace it. And the last is about the

material of the lesson, the teacher always used the materials which are very easy to

access by students so it not makes students get diffculties during the teaching and

learning activities. Based on the theory, according to Brown (2000) “The classroom

may be construed to include any equipments, the teacher may be using. If the

teacher using electrical equipment make sure that, the equipment fits comfortably

in the room, te machine actually work, knowing how to operate it and ecetera”. The

good classroom must have some equipments which are support teaching and

learning activities it helps the teacher to conduct the lesson more effectively than

without used the equipments. In this classroom almost the equipments are available

48

but the problem only from the speaker active that the teacher must bring her own

self because the speaker in this classroom only for the center office.

49

CHAPTER V

CONCLUSION AND SUGGESTION

This chapter presents conclusion and suggestion. The conclusion is drawn

from the research finding and the suggestion are addressed to English teacher,

SMA Negeri 02 Batu and fruther researcher.

5.1 Conclusion

There are some conclusions that can be drawn with the reference to the

finding and discussion of the study are in line with the research problem about the

physical classroom environment. First from the properties aspect the teacher only

stick the announcement or information in the bulletin boards or wall space it will

be better if the teacher also stick the student’s work, like the pictures or motivation

word from the students in the bulletin board not only stick the information or

annoucement. Second is from the sound aspect, the sound from outside

classroom;highway is not disturbed this class but the sound came from the people

passed by beside the classroom and also from the others building like mushola and

pendopo. The sound from the inside classroom its about teacher’s voice and audio

media they are louder and clearly enough. Third is from the sight aspect such as

chalkboard, slide projector, and the teacher position are in the right position it

makes students easier to take a look and focused in front of the class and also the

powerpoint and materials are eyecatching for the students. Fourth is from the

comfort aspect, actually XI IIS 1 is clear enough but because this classroom is a

laboratory so the arrangement of the things or equipment not suitable for the regular

class, for the cooling system this class has a fan it makes the temperature in this

50

class comfortable and stable, about the lighting this classroom have enough light

from the sun bright and also from the lamp but the problem when the sun bright is

too much get in from the windows it makes students get dazzling, and about the

feeling of the students in this class they feel comfortable enough and for the design

of this classroom only some students get the motivation in XI IIS 1. Fifth is from

the seating arrangement aspect, that the seating arrangement of this classroom are

neatly arranged but the problem is about the size of the chair , in this class the chairs

and the tables are has tall size than the chairs in another classes. For the arrangement

of the furniture and desk are neatly arrangement but the problem only from the class

which is laboratory. Sixth is from the chalkboard used aspect, the chalkboard is

erased sometimes in the middle of the teaching and learning activities and for the

used of chalkboard, the teacher sometimes used chalkboard to give the explanation

may be the teacher give the oral explanation or give the explanation in the power

point slide. The last aspect is equipments aspect that all the equipment such as LCD,

slide projector, Speaker and CCTV are fits comfortably and neatly arranged. For

the equipments not available in classroom the teacher bring the equipments itself or

ask help to student to borrowed in the center office at the school. The English

teacher has good preparation before and after class begin. About the equipment

there is one equipment cannot support the teaching and learning activities which is

the speakers, because the speakers only can used by the center office, so the teacher

must bring the speakers active or borrowed in the center office, the teacher can

operate the equipment herself or ask help to students to operate them. For the spares

of the equipments the teacher usually replace it by her own self or sometimes ask

to student to replace it. And the last is about the material of the lesson, the teacher

51

always used the materials which are very easy to access by students so it not makes

students get diffculties during the teaching and learning activities.

5.2 Suggestion

Based on the finding and discussion, some suggestions are given to the

English teacher of XI IIS 1, SMA Negeri 02 Batu and further researcher. The

observation shows that the teacher should have more skill for managing a classroom

especially for a special classroom like a laboratory classroom. The teacher should

be able to use all the facilities in the classroom effectively such as bulletin boards,

wall space, chalkboard , LCD, speakers and ecetera. Also from the seating

arrangement the teacher should be able to change the seating arrangement to find

the effective one for supporting teaching and learning activities.

Suggestion for the SMA Negeri 02 batu is to increase all facilities for all

classes especially for the XI IIS 1 for example adding some curtains in the windows

to minimize the sun light which is disturbed the temperature also the sight from the

students. Then move the stuffs which are not used for the teaching and learning

activities and the stuffs which are not suitable for this class.

For the further researcher who will conduct the similar research, the

researcher suggests they can make larger reseach for knowing that the physical

environment can influence the students’s achievment when they learning in the

classroom with any condition of classroom. The researcher hope, further researcher

can find another instruments from another theory to make research related to

classroom management especially the physical classroom environment.

52

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