A DESCRIPTIVE STUDY ON CLASSROOM MANAGEMENT

APPLIED BY ELT TEACHER AT SD INPRES RSS OESAPA

THESIS

Presented in Partial Fulfillment of Requirements

for the Degree of Sarjana Pendidikan

BY

OSCAR ARISTAN SELAN

ID Reg: 061308283

ENGLISH STUDY PROGRAM

FACULTY OF TEACHERS TRAINING AND EDUCATION
ARTHA WACANA CHRISTIAN UNIVERSITY
KUPANG
2013
 MOTTO

“NEVER GIVE UP,

GOD NEVER LEAVE YOU GO

ALONE”
 DEDICATION
This writing is dedicated to:

1. His beloved parents Trianus Selan and Yuliana Dimu, who always pray,

support, tears, advices, money and motivate him to finish his study.

2. His girlfriend Onan Krisnawati Sabuin, S.Pd, who always spent all her

time, tears, pray, support, attention, love, and mind just to motivate him to

complete his study.

3. His beloved sisters and brothers Feliks Ariyanto Selan, S.Si, Marhamah,

S.Si, Henny Sutanti Selan, Desry Rosalinda Selan, Zeresi Selan, Anggi

Novita Selan, Festus Valentino Selan, who always supported and helped

him during his study.

4. His beloved nieces, Jumima Tunliu, S.Pd., Novy Tunliu, Ody Tunliu,

Ryan Selan, Vita Selan, Ona Selan, Yotam Selan, Otniel Selan, Novy

Selan, S.Th., Yunias G. Selan, S.Pd, Martha Fafo, S.Pd, Marthen L. Selan,

who always pray and give support.

5. His beloved nephews for all their pray for his study.

6. His beloved Uncle Adi Dimu, Je Dimu, Ama Dimu, Ody Dimu, Johanis

Tanu and Mery Tanu Selan, father Eliaser Selan and Eni Kabu, uncle Lius

Tunliu who always helped the writer in finished his study.

7. All his friends of the Student Senate of FKIP-UKAW, especially Tony Eluama,

S.Pd, Sherly Anawoly, S.Pd, Christian Salau, S.Pd, James Faot, S.Pd, Erick

Lisnahan, S.Pd, Eksi Riwu, S.Pd, Alboin Selly, S.Pd, Ignatius Laumakiling, S.Pd,

Petrus Koilal, S.Pd, Lenso Berry, Dedy Mauboy, Antonius Avenpah, Andy Kabu,
 Ferdy Kase, Fondry Obes, S.Pd, Tony Lado, Roy Misa, Robby Tualaka, Wiwi

Paulus, Erni Sine, Yane Mone, Buce Boimau, S.Pd, Maglon Banamtuan, S.Pd,

Rudy Baok, S.Pd, Vincent, and Omega Bailao, S.Pd, Ermelinda Larung, S.Pd

who always support me by guiding and creating some principles as a university

student.

8. His beloved friends in Ma‟u Crew, Yanto Tunliu, S.Pd., Elthon Radja

S.Pd., Ryan Kanalomi, S.Pd., Dominggus W. Bani, S.Pd., Ronny

Banunaek, S.Pd., Marco, S.Pd., Erni Hambandima, S.Pd, Hidayatullah,

Adi Haba, Charles Mauboy, Ferdy Bria and all his friends in Academic

Year 2003/2004 for all their supports and motivates to the writer to finish

his study.

9. His beloved friends in On Crew, Katriana Elisabet, S.Pd., Juwindy Maakh,

S.Pd., Margareta Lela, S.Pd., Sally A. M. Hotan, S.Pd., Terry A. Fina,

S.Pd., James R. A. E. Tefbana, S.Pd., Maria G. Tima, S.Pd., Indah M.

Rihi, S.Pd., Yoriana Kase, S.Pd., Yusuf Haning, S.Pd., Feby K. Paulus,

and Adrian S. Hangge who always support him by giving suggestions and

critics to this writing.

10.KBPM team: Jhony Bengaman, Mikdonedi Fafo, Kanisius Talan, Octovianus

Pandong, Sufyan Pelang, Sefnat Mokoni, Adriana Tanesab, Krisdasella Manu,

Desi Riwu, and Rahayu Boymau.

11. PPL team: Adam, Floren, Rosa, Yundi, Ety, Robi, Elsa, Aty, Rosny, Bende, Rely,

Any, Ana, Ade Liem, Rina, Adri dan Lody.

12. All my beloved friends Riky, Naldy, Putra, Agung, Athen, Jhosua, Romy,

Pasqoal, Richard, Waty, Michael, Evan, Evi, Ondy, Ian, Mely, Yusni, Chika,
 Oky, Yanty, Itho, Sembri, Runa, Leny, Indry, Bony, Ovny, Nicho, Arka, Dany,

Liven, Imbho, Jimmy, who always motivates me to never give up to finishing my

study.

13. Hofni Tefbana family, Jacobus Na‟u family, Jibrael Oematan family, Drs.

Simson Fina family, Drs. Agus Maniyeni, M.Pd family, Jacob Kalle

Family, Jacob Kuman family who always give motivation and help the

writer in finishing his study.

14. His profoundly Almamater Artha Wacana Christian University,

particularly English Study Program.

 ACKNOWLEDGEMENT
The writer would like to say thank you to God for all God had done to his life especially

in writing this thesis. Furthermore, the writer also realizes that during writing this thesis,

he was helped, supported and guidance by others unless this thesis might not have been

finished. Therefore with sincere gratitude he would like to thank the following person:

1. Dra. Lintje H. Pellu, M.Si., Ph.D as the dean of FKIP UKAW and Thersia

M. Tamelan, S.Pd., M.App.Ling as the head of English study program that

helped him with all the administrative affairs so that this study could be

done.

2. Drs. Jos Bire, M.A., M.Ed., Ph.D and Peggy M. Jonathans, S.Pd., M.A as

his first and second supervisor that have spent a lot of time in guiding and

encouraging him in writing this thesis and also recommended necessary

correction toward an improvement. Without their advices the writer would

not have been able to accomplish this scientific writing.

3. All lectures of English study program for their contribution in transferring

the knowledge and skills to the writer during his study at Artha Wacana

Christian University.

4. Thomas T. Kleden, S.Pd as the headmaster of SD Inpres RSS Oesapa

Kupang who give permission to him to make research at that school for

one week.

5. Maria G. Seran, S.Pd and Firdaus A. Pasutan, S.Pd as the English teachers

of SD Inpres RSS Oesapa who become his research subject for their

cooperation during the process of research and also a great thank you is
 dedicated to all teachers and students of SD Inpres RSS Oesapa Kupang,

especially for grade five and grade four students who create a very

wonderful cooperation when research was been handled at their class.

6. Thank you to all people that the writer cannot mention their name one by

one, who always help during his process in Artha Wacana Christian

Universiity.

Kupang, January 26th 2013

The writer
 ABSTRACT

This research paper is entitled, „A DESCRIPTIVE STUDY ON CLASSROOM

MANAGEMENT APPLIED BY ELT TEACHER AT SD INPRES RSS OESAPA‟.
This study was conducted on November 2012 by involving two ELT teachers from the
school and the strategies used were observed in two classrooms. This study aims to
identify (1) How is classroom management conducted by Teacher of SD Inpres RSS
Oesapa Kupang as being observed in the ELT and (2) What are the underlying reasons of
the teacher applying classroom management as being stated and answered in the
questionnaire. Elaborating two research instruments; observation and questionnaire,
findings show that (1) those ELT teachers of SD Inpres RSS Oesapa Kupang apply
classroom management in their teaching process as suggested by Weber (in Mudasair,
2011: 129) and (2) but the writer found that not all components of classroom management
are used by the ELT teachers. The underlying reasons of ELT teacher apply classroom
management are to make the process of teaching english can run effective and the
students can join the process effeciently. The components of classroom management
which were not applied by ELT are instructional technique and rules. From this study, the
writer suggest that all English teachers should be able to apply classroom management
strategies in learning teaching process, because by using classroom management
strategies the process of learning teaching can be done more effectively and efficiently,
especially in elementary school.
 TABLE OF CONTENTS

APPROVAL ............................................................................................................... i

MOTTO ...................................................................................................................... ii

DEDICATION ............................................................................................................ iii

ACKNOWLEDGEMENT .......................................................................................... vi

ABSTRACT................................................................................................................ viii

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

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

1.1. Background .................................................................................................... 1

1.2. Research Problem .......................................................................................... 6

1.3. The Aim of the Study ..................................................................................... 7

1.4. Limitation of Scope ........................................................................................ 7

1.5. The Significance of the Study ........................................................................ 7

1.5.1. Implication .............................................................................................. 7

1.5.2. Application ............................................................................................. 8

1.6. Definition of the Terms .................................................................................. 8

1.7. The Organization of the Writing .................................................................... 9

CHAPTER II. LITERATURE REVIEW ............................................................... 10

2.1. Definition of Classroom Management ............................................................ 10

2.2. The Aim of Classroom Management .............................................................. 12

2.3. The Elements of Classroom Management ...................................................... 13

2.3.1. Classroom Design ................................................................................ 13

2.3.2. Rules..................................................................................................... 13

2.3.3. Disciplines ............................................................................................ 13

 2.3.4. Scheduling ............................................................................................ 14

2.3.5. Organization ......................................................................................... 14

2.3.6. Instructional Technique ........................................................................ 15

2.3.7. Communication .................................................................................... 15

2.4. The Principles of Classroom Management ..................................................... 16

2.4.1 Clear Expectation ................................................................................. 16

2.4.2 Consistency ......................................................................................... 17

2.4.3 Focus .................................................................................................... 18

2.4.4 Respect and Affection .......................................................................... 18

2.5. The Strategy of Classroom Management .................................................. 20

2.5.1 Arranging learning plan ....................................................................... 20

2.5.2 Build the relationship with student in learning processes .................... 20

2.5.3 Motivates the student to study ............................................................. 20

2.5.4 Strategy in creating learning climate ................................................... 20

2.5.5 Effort in increasing student‟s learning discipline ................................ 20

2.5.6 Evaluates the process of teaching ........................................................ 21

2.6. The Effectiveness of Classroom Management................................................ 21

2.6.1 Strategic Planning: Organization .......................................................... 21

2.6.2 Pacing: Managing Minutes ................................................................... 22

2.6.3 Setting Agenda: Daily Purpose ............................................................. 22

2.6.4 Teacher Presence: Move Around and Connect ..................................... 22

CHAPTER III. RESEARCH METHOD ................................................................ 24

3.1 Research Design ............................................................................................. 24

3.2 Research Subject ............................................................................................. 25

3.3 Research Instrument ....................................................................................... 25

 3.4 Research Procedure......................................................................................... 25

3.5 Data Analysis .................................................................................................. 26

3.6 Table of Activities .......................................................................................... 27

CHAPTER IV. FINDINGS AND DISCUSSION ................................................... 28

4.1 Findings of Observations ................................................................................ 28

4.1.1 Findings on Teacher 1 .......................................................................... 29

4.1.2 Findings on Teacher 2 ......................................................................... 31

4.2 Discussion of Observation .............................................................................. 33

4.2.1 Discussion of Observation on Teacher 1.............................................. 33

4.2.2 Discussion of Observation on Teacher 2.............................................. 37

4.3 Findings and Discussion of Questionnaire ..................................................... 40

4.3.1 Findings and Discussion of Questionnaire on Teacher 1 ..................... 41

4.3.2 Findings and Discussion of Questionnaire on Teacher 2 ..................... 50

CHAPTER V. CONCLUSIONS AND SUGGESTIONS ....................................... 61

5.1 Conclusions..................................................................................................... 61

5.2 Suggestions ..................................................................................................... 63

REFERENCES .......................................................................................................... xiii

APPENDICES ........................................................................................................... xv
 CHAPTER I

INTRODUCTION

1.1 Background

English is a foreign language in Indonesia. In Indonesia, English

is a compulsory subject from primary upto tertiary education. The aim of

English teaching is to help Indonesian students to be competently speaking

English for global communication. Now days, ELT is taught starting from

elementary school; the concept is to introduce English earlier. Based on

the statement above, English teachers should have more understanding

about techniques and strategy to teach English to the students. In teaching

and learning process, technique and strategy made by teachers

intentionally to draw students interest towards learning.

Indonesia as a multilingual country has diverse of languages

sopken. Linguistic situations and conditions in Indonesia are quite

complex by their own natures as more than seven hundred vernaculars

with their various dialects from a great number of ethnic groups have been

used as media of communication in the country. The success of English

teaching in Indonesia cannot be freed from the students' cultural

backgrounds, values, customs, and beliefs as well as the political

standpoint of the government regarding this foreign language. English

language teaching has then undergone several chnages in the curriculum

post the independence. Still arguments over the significant outcomes of

their English competence is on the debat. This study reveals the substantial

unconstructive influence of the students' cultures and the non-conducive

language environment affecting their language acquisition. Other aspects

related to the teachers' performance and class preparations equally

contribute to the ineffective classroom interactions. This study offers

some practical suggestions to cope with those problems, (Marcellino in

http://journal.teflin.org/index.php/teflin/article/viewArticle/15).

Language learning and teaching is a complex package of issues.

People say that there is no one-size-fits-all prescription to guarantee

everyone‟s success at the same rate. Many obstacles occur in the process

of ELT. Globally, education as a broad subject has also many complicated

issues of ELT related to the teachers. Some of them are teachers‟

qualification, teachers‟ dedication, teachers‟ teaching skills, teachers‟

welfare, and teachers‟ mindset. Globally, these problems can be minimized

through professional development done by the teachers. However,

professional development is an ongoing process, one that evolves as them

assess and reexamine their teaching beliefs and practices, (Indonesia

Policy Brief (2005) in http://agustinadjihadi.blogspot.com/2010/07/some-

critical-problems-in-english.html).

According to Harmer (1998), the character and personality of the

teacher is a critical issue in the classroom, What Makes a Good Teacher?,

Were not so much about teachers themselves, but rather about the

relationship between the teacher and the students. Classroom management

is the ability to control and inspire the class is one of the fundamental

skills of teaching. Teachers find it much easier if their students believe that

the teachers are genuinely interested in them and available for them. In the

process of teaching and learning at school, classroom management stands

at a position of essential importance. Good classroom management creates

a learning environment in which effective teaching and learning occur

while poor classroom management often damages the students’ desire for

learning and spoils the teacher’s passion for teaching no matter how well

he has prepared for the class. As Dunkin and Biddle (1974: 135) point out

it seems to us that adequate management of the classroom environment

forms a necessary condition for cognitive learning; and if the teacher

cannot solve problems in this sphere, we can give the rest of teaching

away. Classroom management certainly involves discipline, control and

punishment largely. In the traditional theory of classroom management,

the aim of classroom management primarily means achieving class control

and order. However, the concept of classroom management has shifted to

establishing a climate for learning (Evertson and Emmer, 1982: 35).

National Society for the Study of Education, U.S.A., and the term

classroom management encompasses the provisions and procedures

necessary to establish and maintain an environment in which instruction

and learning can occur. Duke (1982: vii) concludes that the critical

element of the teacher’s role thus shifts from control to management of

time, space, materials, auxiliary personnel, and students, (Yi in

http://www.4faculty.org/

includes/108r2.jsp).

Classroom management is defined as the methods and strategies

an educator uses to maintain a classroom environment conducive to

student successes and learning. Although there are many pedagogical

strategies involved in managing a classroom, a common denominator is

making sure that students feel the teacher are in an environment that

allows them to achieve, (McCreary in

http://www.streetdirectory.com/etoday/ definition-of-classroom-

management-jejjc.html). While Weber (1987) in Mudasair (2011: 129)

stated that classroom management is a complex set of behaviors the

teacher uses to establish and maintain classroom condition that will enable

students to achieve their instructional objective efficiently that will enable

them to learn. Classroom management focuses on three major components,

namely, content management, conduct management, and covenant

management. Each of these concepts is defined and presented with details

in a list of observable elements in effective teaching practices,

(Hockenberry in http://go.hrw.com/resources/goSc/gen/HSTPR034.PDF).

Covenant management stresses classroom group as a social

system. Teacher and student roles and expectations shape the classroom

into an environment conducive to learning. In other words, the culture of

any given school is unique to that school. However, it is directly

influenced by the culture of the larger community whose educational goals

are to be met. A strong connection between school and community must

be constantly revised and modified according to the requirements of

societal dynamism. As schools become very diverse, teachers and students

should become aware of how to use diversity to strengthen the

school/classroom social group.

Quality schools are defined by teacher effectiveness and student

achievement under the auspices of building strong interpersonal skills. In

this light, teacher and student relationships are essential to ensuring a

positive school/classroom atmosphere. Classroom management discipline

problems can be dealt with either on an individual basis (between teacher

and student) or by group problem solving (class meetings). As mutual trust

builds up between teacher and students, the latter are gradually released

from teacher supervision by becoming individually responsible. This is

how both educators and students become co-participants in the teaching-

learning process, striving to make the most of themselves and their

collective experience, Froyen et al., (1999: 231).

Based on all explanation above, Classroom management is very

important in the teaching and learning process, teacher can use more than

one method in teaching process but without having ability of managing

class will make student and the process of teaching will interest the student

to join the process of teaching well.

 Many English teachers ever do classroom management and some

of them know well about classroom management, the English teacher at

SD Inpres RSS Oesapa also do classroom management when they teach in

the classroom, so that the writer is interested to find out about how far the

English teacher at that school know about classroom management.

Therefore, the writer will conduct this study under the title “A

DESCRIPTIVE STUDY ON CLASSROOM MANAGEMENT

APPLIED BY ELT TEACHER AT SD INPRESS RSS OESAPA”

1.2 Research Problem

Ary (in Ngongo, 2004: 21) states that research problems are

questions about field states of affairs. While Nasution (2009: 17) says that,

a research problem should be formulated clearly and specifically.

Therefore, the research problems of this research are:

1. How is classroom management conducted by Teacher of SD Inpres

RSS Oesapa Kupang as being observed in the ELT?

2. What are the underlying reasons of the teacher applying the classroom

management as being stated and answered in the questionnaire?

1.3 The Aims of the Study

Based on the research problems, this study aims (1) to find out

How is classroom management conducted by Teacher of SD Inpres RSS

Oesapa Kupang as being observed in the ELT and (2) What are the
 underlying reasons of the teacher applying classroom management as

being stated and answered in the questionnaire.

1.4 Limitation of Scope

This study is focused on “Classroom Management applied by

ELT teacher at SD Inpres RSS Oesapa”. The writer chooses this title

because it is necessary to care for the Classroom Management as the

English teacher applied in teaching English.

1.5 The Significance of the Study

There is at least several practical benefit of this writing towards

the following stakeholder:

1.5.1 Implication

This study is directly relevant to theory of Weber (in

Mudasair, 2011: 129) stating that classroom management is a

complex set of behaviors the teacher uses to establish and maintain

classroom condition that will enable students to achieve their

instructional objective efficiently that will enable them to learn.

1.5.2 Application

The application of this study is hopefully useful for:

1. English teacher to help them in teaching process that

classroom management is very important in teaching and

learning process because student will able to join the process

of teaching.
 2. The students of educational faculty especially English students

as the reference to learn more how to teach ELT and the

importance of classroom management in teaching process.

3. The writer to learn more deeply about classroom management

and how to apply it when he become the real teacher later.

1.6 Definition of the Terms

There is a term used in this writing need to be defined contextually as

follows:

1. Classroom Management is defined as the methods and strategies an

educator uses to maintain a classroom environment that is conducive to

student success and learning.

2. English Language Teaching is a foreign language that is taught as a

subject that should be learned by language learners.

1.7 The Organization of the Writing

This writing is divided into five chapters. Chapter is, Introduction,

which consists of Background, Research Problem, and the aim of study,

Limitatidn of scope, the significance of study, Definition of terms and

Organization of writing. Chapter two is Literature Review which presents

theoritical framework concerning to the principle of Classroom

Management and the Strategy of Classroom Management in conducting

his research. Chapter three is Research Method, which is design Research

Design, Research Procedure and Data Analysis. Chapter four is Finding

and Discussion and Chapter five is Conclusion and Suggestion.

 CHAPTER II

LITERATURE REVIEW

2.1 Definition of Classroom Management.

According to Ming-tak et al., (2008: 4) stated that Classroom

management is actions, which lead to the creation of a learning environment

where positive interpersonal interaction is promoted, and effective learning is

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

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

self control, self-evaluation and self-management. Classroom management

refers to all of the things that a teacher does to organize students, space, time,

and materials so that learning can take place. This management includes

fostering student involvement and cooperation in all classroom activities and

establishing a productive working environment, (Wong in

http://go.hrw.com/recources/go_sc/

Gen/HSTPR034.PDF).

Classroom management also entails how students cope with the

environment around them. A positive classroom environment gives a student

the opportunity to take what background knowledge the teacher have and

figure out a solution to a situation without being forced into it by the strict

guidelines of the class, or by the obligatory dictation of the teacher, (Carter in

https://www.msu.edu/user/cartersi/classmngt.htm?iframe=true&width=80%

&height=80%). Classroom management is defined as the methods and

strategies an educator uses to maintain a classroom environment that is

conducive to student success and learning. Although there are many

pedagogical strategies involved in managing a classroom, a common

denominator is making sure that students feel the teacher are in an

environment that allows them to achieve, (McCreary in

http://www.streetdirectory.com/etoday/definition-of-classroom-management-

jejjc.html).

According to Tan et al., (2003) assert that Classroom Management is

the term we will use to highlight all of those positive behaviors and decisions

teachers make to facilitate the learning process of their students. It refers to

all those activities necessary to create and maintain an orderly learning

environment such as planning and preparation of materials, organization,

decoration of the classroom and certainly the establishment and enforcement

of routines and rules. Richard et al., (1994: 38) stated that class management

refers to ways in which students‟ behavior, movement, and interest during the

lesson are organized and controlled by teacher to enable the teaching and

learning process to take place most effectively. Classroom management is a

primary concern for teachers. Though classroom management success comes

over time, it is important for new and experienced teachers alike to hone good

classroom management skills so that the teacher and their students can get the

most out of their time together. Good classroom management boils down to a

contract of mutual respect between the teacher and the students understanding

how to draft that contract with the students can be challenging no matter how
 long the teacher has been teaching, (Morley in

http://www.ehow.com/info_7927943_principles-classroom-

management.html).

2.2 The Aim of Classroom Management.

In the traditional theory of classroom management, the aim of

classroom management primarily means “achieving class control and order”.

(Doyle, 1979). in

(http://wiki.answers.com/Q/What_is_the_aim_of_material_management).

Based on the explanation above the aim of classroom management is to help

teacher in achieving class control and order the class a long teaching process,

the explanation above is related to Brophy (1996: 5) who said that classroom

management as actions taken to create and maintain a learning environment

conducive to successful instruction arranging the physical environment of the

classroom, establishing rules and procedures, maintaining attention to lessons

and engagement in academic activities.

Classroom management is aim to help teacher in teaching. In

teaching english, the teacher should have more ability about method and

strategy to design the good material, process of teaching so that the students

can enjoy to the process of teaching and also the material taught by teacher.
2.3 The Elements of Classroom Management

According to Cini (in http://www.ehow.com/list_6562940_seven-

elements-effective-classroom-management.html) there are seven Elements of

Classroom Management:

2.3.1 Classroom Design

Although often overlooked, the first element of classroom

management is intentional design. Use the positioning of the desks,

displays, storage and equipment to create a warm and welcoming

room. This should be done during summer vacation prior to the

arrival of students. Make sure the teacher have removed all

unnecessary and distracting items from one classroom. This is also a

good time to check the room for safety hazards.

2.3.2 Rules

Develop rules that foster respect, caring and community in the

classroom. Make the expectations for behavior clear at the beginning

of the year by reviewing these rules with students. Continue to

reinforce the rules throughout the course, and post them in a visible

location. Consider having students sign a contract that shows the

teacher has read the rules with their parents and understand how to

behave properly.

2.3.3 Disciplines

Classroom rules must have concrete consequences. Students will test

the limitations of each teacher from the very first day of school. Be
 firm, fair and consistent. Begin by warning a student and having

them confirm their knowledge of the classroom rules. Follow-up

continued disruption by issuing demerits, detention, or other official

reprimands. Never, hit, harass, embarrass or yell at students-this is

counterproductive, unprofessional and often illegal.

2.3.4 Scheduling

Keep the class in order by staying on time and on task. Do class

work during class time, leaving plenty of room for in-class

assignments. Cramming work and instruction too close to other

activities can lead to disruptive behavior and poor comprehension.

There should be space before and after every room change, lunch,

and recess for students to settle down. Having a regular daily

schedule helps the teacher and the kids prepare for upcoming tasks.

Be firm but fair with due dates. Always leave room for extenuating

circumstances. Never leave room for procrastination.

2.3.5 Organization

Stay organized inside and out. Keep the student files, assignments,

lesson plans and administrative paperwork in order. It sets a good

example for the students and keeps the teacher from wasting

instructional time looking for materials. Share this system with the

students. Post the classroom calendar, homework schedule and

assignments on the board. Allow students to see how the teacher take

notes. It helps them distinguish irrelevant information from essential

 details. Encourage self-directed learning by providing students with

their own agenda (notebook). The teacher may require students to

have their notebooks checked at home or during class.

2.3.6 Instructional Technique

Although the teacher may not have flexibility over the content of the

curriculum, teachers are able to convey information as the teacher

see fit. Tailoring the instructional technique to the grade level,

subject area, and students is very important. A hands-on

demonstration of electricity will keep 8th graders engaged, but may

prove chaotic in a 3rd grade classroom. Vary the style and intensity

of the lessons. Follow-up lecture-style sessions with relaxed group

activities. Consult the colleagues for ideas for new lessons. Learn

about each of the student's learning style. (What is their learning

curve? How do the teacher learn best? Do the teacher work well in

groups?) These observations are crucial when fitting the teaching

style to the students needs.

2.3.7 Communication

Communication is the most important aspect of classroom

management. It is essential to have clear and consistent lines of

communication with the administration, colleagues, students and

parents. Without it the teacher will lose the respect of peers, the

attention of students, and the cooperation of parents. Be responsive

 to the concerns of others. Be flexible and willing to accommodate

reasonable requests.

2.4 The Principles of Classroom Management

According to Doyle in (Evertson and Weinstein 2006: 116) stated

that Classroom management is fundamentally a process of solving the

problem of order in classrooms rather than the problems of disruptions or

misbehaviors. High engagement and low levels of inappropriate disruptive

behavior are by products of affective management strategies directed at

establishing and maintaining work systems for classroom groups rather than

spotting and punishing misbehavior. While Morley (in

(http://www.ehow.com/info 7927943

Principles-classroom-management.html) said that there are four Principles of

Classroom Management:

2.4.1 Clear Expectations

Clearly explain the expectations to the students in terms of

both behavior and academics. By clearly stating the expectations,

while also acknowledging that the teacher have a responsibility to

educate the students, the teacher help build a classroom based on

mutual respect, while simultaneously avoiding misunderstandings

that arise from confusing language or the absence of stated rules.

Write a list of what the teacher need from the students to

run an effective classroom. Note what the teacher will give them in

return. Next, communicate the list clearly to the students. For

 instance, if the teacher feel chewing gum in class will be disruptive,

say so, and clearly explain that that is why students should not have

gum in class. If the teacher like, the teacher can actually write a

contract to give to students so the teacher can have a copy of what

the teacher expect from them and what the teacher can expect from

the teacher in return.

2.4.2 Consistency

No teacher wants to be known as the one who gives

detentions at the drop of a hat or who constantly engages in

screaming matches with her classes. However, it is important for

teachers to be consistent regarding both student and teacher

expectations. When the teacher-let students get away with breaking

the rules, the teacher teach them that rules and regulations do not

matter and can always be broken without consequence. Whether

the teacher is teaching first grade or high school, being consistent

with rewards for good behavior and punishment for bad behavior

will help the teacher run a dynamic, organized and positive

classroom. When punishing students, make sure the punishment

fits the crime.

2.4.3 Focus

It is important to run a classroom that is free of major

behavioral problems and focused on education and learning. One

way to do this is to have an activity that students begin as soon as

 the teacher enter the room, sometimes called bell work. This may

be something that happens every day, like journal writing, or a

different assignment each day that is posted on the board. When

students know the teachers are expected to begin focused work as

soon as the teacher enter the classroom, the teacher begin the

period with a positive attitude toward education. Assess each class

to determine what teaching methods work best. For instance, as

more and more students play video games at home, teachers are

beginning to incorporate educational video and computer games

into their classrooms.

2.4.4 Respect and Affection

To promote a positive environment based on respect and

value, try to genuinely like the students. No matter what grade the

teacher teach, there are students that are difficult to like, but if the

teacher really get to know each student, observe the student and

talk with the student, the teacher are likely to find them more

interesting and likable. Design classroom activities to encourage

students' positive qualities. Offer compliments when deserved.

Show the students the teacher like them and will work hard to do

what is best for them, even if it may not always be what the teacher

want at the time.

There are another 5 principles of classroom management mentioned by

Robinson (in http://the21stcenturyprincipal.blogspot.com/2010/12/21st-

century-principals-classroom.html):

1. Always let a student maintain dignity. No one likes to be

singled out in front of the students. When the teacher dealt
with misbehavior, the teacher is always tried to make sure
that it was not in any way a public, personal attack on the
student. If the student loses face among their peers, the
teacher has lost the war. The teacher is always tried to
speak privately with a student about their misbehavior, not
eviscerate the students in front of their peers.
2. Never take them self or subject so seriously, that the
teacher loses sight of the fact that the teacher are
teaching students. With the high-stress testing culture, this
is hard to do sometimes, but we cannot ever forget that
those kids sitting in our class have needs and wants quite
different from what we have. The best teachers crack a joke
every now and then. The teacher used to have a corny joke
of the day or story to share with my students. While the
teacher is not great at one-liners, the teacher can do some
dumb stuff now and then, and dumb stuff can be very funny
sometimes. The teacher just has to be willing to laugh at
them self.
3. Be transparent to the students. Students appreciate
teachers who admit mistakes and say the teachers are sorry.
More than once over the years the teacher made mistakes,
but the teacher tried to make it a point to sincerely publicly
apologize.
4. Enlist the students, when possible, in keeping order in
the classroom. While high school students do not often
like to be classroom monitors and rat each other out, if the
teacher create the right kind of climate, the students will
remind each other when the teacher are out of line. It is
hard to do this though, because the teacher has to get out of
the way and let them do it.
5. Keep those class rules to minimum. Teacher has worked
with teachers who had 25 class rules posted on the walls of
classrooms. It is not hard to guess what the teacher spent
most of their class time doing: enforcing rules. Having four
of five rules that cover a lot of behaviors always worked
best for me, but to limit it to just four or five means the
teacher have really decide what behaviors are most
important.
 Those are five classroom management principles that worked for the

teacher. The key to solid classroom management for teacher was

integrating ideas that teachers tried into their teaching style. Those

classroom management principles also can help teachers learn to manage

a classroom of students was the most difficult thing for teaching,

especially for the elementary students.

2.5 The Strategy of Classroom Management

Any classroom has the potential to become a well-managed, smoothly

running classroom. A good class can become a great class if the teacher has

solid, consistent classroom management skills. No one is born with

management skills; they are learned, Peace Corps (1987: 68). While Mudasair

(2011: 51-54) there are six strategy of Classroom Management that can be

used by teacher in teaching process, the teacher are:

2.5.1 Arranging learning plan.

2.5.2 Build the relationship with student in learning processes.

2.5.3 Motivates the student to study.

2.5.4 Strategy in creating learning climate.

2.5.5 Effort in increasing student‟s learning discipline.

2.5.6 Evaluates the process of teaching.

2.6 The Effectiveness of Classroom Management.

Emmer Stough in Oliver (2007) stated that the ability of teachers to

organize classroom and manage behaviour of their students is critical to

achieving positive educational outcomes. although sound behaviour

management does not guarantee effective instruction, it is establishes the

environmental context that makes good instruction possible. reciprocally,

highly effective instruction reduces, but does not eliminate, classroom

behaviour problems.

According to Fortin (in http://suite101.com/article/classroom-

management-strategies-impact-teacher-effectiveness-a262273) there are four

elements of seamless classroom management are strategic planning, adequate

pacing, clear transitions, and engaging teacher presence. A well managed

class should hum along like a cooking show where the teacher is the host-

chef, the materials are organized like the ingredients and supplies, the

instruction is clear, and the pace is comfortably brisk. Tying all of the

elements together is then like serving an evenly heated meal; sequence and

time are of the essence.

2.6.1 Strategic Planning: Organization

Planning a class means organizing the teacher‟s instruction
and activities in a logical, linear way. The sequence of class
events must be clear and make sense to the students.
Students need to have something to do, a bell-ringer
activity, the minute that class begins. The bell-ringer hooks
them into the class, focuses them, and settles them into the
class routine. The teacher can then move on to the
instruction of the day, practice activities, and an ending re-
cap in an appropriate sequence and manner for the students
and the subject.

2.6.2 Pacing: Managing Minutes

A student‟s attention span is one-half of his or her age.
Keep this in mind when developing activities. Students get
frustrated when too little time is given to a task, and too
much time on a task invites distractible behavior. The teach
earner students require more simple activities with more
 repetitions in a single class, where older students need only
one or two more problems that are complex or tasks.
A lesson is the sum of its allotted minutes, and it needs to
be dissected minute by minute. Each class event should be
assigned the time appropriate for the students‟ attention
span and the targeted content and skills. A fourth grader
will take much longer to copy notes, or look up a word in
the dictionary than a tenth grader. Flexibility is key when
students take less or more time for an activity because the
teacher has to move into another activity or change course
instantly.

2.6.3 Setting Agenda: Daily Purpose

Students are programmed to enter a class and wait for the
teacher to lead the action, or to direct them to work
independently. Today‟s students want to know the purpose
of a lesson, and when the teacher tells them, the teacher is
receptive and ready to go. The teacher sets the pace when
he or she tells them what the teacher will be doing and in
what order. Telling students approximately how many
minutes the teacher will have for an activity, problem, or
assessment augments their focus and lends a bit of urgency
to each task.

2.6.4 Teacher Presence: Move Around and Connect

All teachers can make their classroom presence strong and
appealing. Some charismatic teachers draw students to
them with little effort, and these pied pipers have the
advantage of immediate draw. Employing the basics of
teacher presence keep students‟ sustained attention and
prevents discipline lapses.

The four elements of effective classroom management, strategic planning,

adequate pacing, clear transitions, and engaging teacher presence, don‟t

require innate talents or specialized knowledge. Teachers can take one

element at a time, and give it the thought and trial and error necessary for it to

develop. Putting the four elements into practice takes risk-taking, practice,

and flexibility.
 CHAPTER III

RESEARCH METHOD

According to Nasution (2009: 23) every research should be planned.

That‟s why it needs a research methodology. While Gay (1992) in Ngongo (2004:

55) said that research method should consist of research design, research subject,

research instrument, research procedure, data analysis.

3.1 Research Design

According to Nasution (2009: 23) research design is a planning

about the way to collect data and analysis the data so that the research can

be done economically and relevant to the goal of the research. Research

design also limits to the scope of the research that is relevant to the goal of

research. According to Landman in Djahimo (2011: 48) stated that

Descriptive research is thus a type of research that is primarily concerned

with describing the nature or conditions and degree in detail of the present

situation. The writer used a descriptive method because the purpose of this

research is to find out how is classroom management conducted by

English Teacher in teaching English at SD Inpres RSS Oesapa Kupang and

what are the students‟ responses towards the teacher classroom

management in teaching English at SD Inpres RSS Oesapa Kupang.

3.2 Research Subject

In conducting this research, the writer chooses the English teacher

at SD RSS Inpres Oesapa Kupang as the subject in his research.

3.3 Research Instrument

According to Ngongo (2004: 61), research instrument is a means

to collect the data in doing a research. Based on it, in this step the writer

used quistionaire and observation to gain the data. In his observation, the

writer observed the teacher when she perfomed at the classroom in

teaching process related to the observation checklist and after that the

writer asked the teacher to answer the quistionnaire that is designed by the

writer under the scope of theories.

3.4 Research Procedure

Ngongo (2004: 58) said that the author should list the groups,

specify step by step the manipulations for each one, and link each

treatment to the proposed question. Based on the explanation, the writer

will set the following procedures of collect data.

1. The writer design the observation checklist: observation checklist

is related to the theory of classroom management. Observation

checklist used by the writer to observe the teacher in teaching

learning process.
 2. The writer designs the questionnaires and gives to the teacher to

check on teacher‟s understanding about classroom management

theoritically and the reason for applying classroom management.

3. The writer observes the classroom management made by teacher

on class for 3 meetings; each meeting lasts for 90 minutes.

3.5 Data Analysis

Ngongo (2004: 70) said data analysis is very important in research

activity because without data analysis research will meaningless and does

not reach the goal of the research. Based on the explanation above, writer

will analize the data based on the data that had been taken when the writer

make a research at SD Inpress RSS Oesapa Kupang. The steps bellow will

be undertaken by The Researcher to analyze the data:

1. The data from observation checklist interpreted with sacle of

frequency on the teachers‟ strategy of Classroom Management.

2. The data from questionaires scored and this might indicate The

teacher‟s understanding on Classroom Management. The teacher

comprehensive knowledge on the Classroom Management is the

underlying manifestation on how the teacher manage classroom

situation.
3.6 Table of Activities

Month

No Research Activities June July August Sept Oct Nov Dec Jan

1 Seminar Title 

2 Consultations       

3 Seminar on Research 

4 Research 

5 Analysis Data   

6 Final Examination 
 CHAPTER IV

FINDINGS AND DISCUSSION

In this chapter, the writer would like to present the data gained. This

chapter consists of findings and discussion. All data were obtaining through

classroom observation and questionnaire, which answered by two English

teachers of SD Inpres RSS Oesapa Kupang. The data will be analyzed based on

theory of Weber (1987) in Mudasair, 2011:129).

4.1. Findings of Observation

As the writer explained in the second chapter about classroom

management based on Weber (1987) in Mudasair, 2011:129) stated that

classroom management is a complex set of behaviors the teacher uses to

establish and maintain classroom condition that will enable students to

achieve their instructional objective efficiently that will enable them to learn.

Classroom Management needs by teacher to establish and maintain the

condition in the classroom so the teaching process effective and enable the

students to achieve their instruction objective and efficiently that will enable

the students to learn.

There are some classroom management strategies that can be used by

teacher in teaching and according to Mudasair (51-54: 2011) there are six

strategy of Classroom Management that can be used by teacher in teaching

process, the teacher are:

1. Arranging learning plan.

2. Build the relationship with student in learning processes.
 3. Motivates the student to study.
4. Strategy in creating learning climate.
5. Effort in increasing student‟s learning discipline.
6. Evaluates the process of teaching.

Referring to this research in field of education research, in this part the writer

would like to present the findings and discussions of observation and

questionnaire. The writer observed the two ELT teachers who teach English

at SD Inpress RSS Oesapa Kupang. The observation and questionnaire are

about the classroom management applied by the two ELT teachers in learning

teaching activities in the classroom. There are three main points of classroom

management that the writer going to find out on observation and

questionnaire, they are the principle of classroom management, ways of

classroom management and the strategy of classroom management.

4.1.1. Findings on Teacher 1

Here are findings of classroom observation about the

classroom management applied by ELT teachers of SD Inpres RSS

Oesapa Kupang. There are table of lists about English teachers‟

classroom management.
Table 1. Classroom Management applied by teacher 1
No OBSERVED ITEM RANGE
1 2 3 4 5
I Principle of Classroom Management
1. Teacher explain the material clearly 
Notes: the condition of the students who are not the young learners so the
teacher use very simple material and explain the material clearly.
2. Teacher is consistent to give discipline to students 
Notes: sometimes the teacher uses a little bit punishment.
3. Teacher asks questions to students about the

materials
Notes: the teacher also asks the material in the past she was given to the
students.
4. Teacher shows respects to students 
Notes: the teacher on her performance wants the students to understand
the material so she always explains to them individually.
5. Teacher gives positive reinforcement to student 
Notes: the teacher is always asked the students to do what she asks as like
read the text, memorize the word, and write.
II Strategy of Classroom Management
1. Teacher teaches according to lesson plan 
Notes: sometime the teacher teaches out of the lesson plan because in the
last meeting, there are some students who have not understand the
material.
2. Teacher explain the material use simple words 
Notes: the teacher teaches the younger students so she decides to use
Kupang Malay to explain the material.
3. Teacher motivates the students 
Notes: some students are afraid when the teacher asked them to write in
the white board.
4. Teacher asks the students to play game 
Notes: when the students looks so tired.
5. Teacher makes a deal with students who did not do

the home work
Notes: if the teacher give homework to the students and they complain
that the homework is very difficult.
6. Teacher give test to students in the end of teaching

process
Notes: sometimes the teacher asks the students to mention the word or
sentence before leave the class.

III Ways of Classroom Management

1. Teacher arranges students‟ seat 
Notes: just when the teacher entered the class.
2. Teacher asks the students to keep the class clean 
 Notes: not just to keep the class clean but also to keep the class quiet.
3. Teacher writes the question in the white board 
Notes: to make students are easy to read and answered the questions.
4. Teacher makes correction to the students‟ writing,

reading, and speaking
Notes: the teacher is always wants the students to understand the material
or sentence.
5. Teacher asks the students to clean the white board 
Notes: just to motivate the students to not afraid to stand in front of the
class.
6. Teacher asks the students to close the door 
Notes: the students sometimes asks permission to go the toilet.
7. Teacher defied the students into groups 
Notes: but sometimes the teacher did not divide the students in to groups,
just based on the material.
8. Teacher asks the students to ask question 
Notes: the students ask question when they did not know how to read the
text.
9. Teacher asks the students to read the text together 
Notes: sometimes the teacher ask the students to read the text one by one
in front of the class.
Notes: The researcher diary on teacher performance of teaching at class.

Note:
1. Always 2. Sometimes
3. Seldom 4. Rarely
5. Never

4.1.2. Findings on Teacher 2

Table 2. Classroom Management applied by teacher 2

No OBSERVED ITEM RANGE

1 2 3 4 5
I Principle of Classroom Management
1. Teacher explain the material clearly 
Notes: the teacher in her explanation always use Kupang Malay and very
clear.
2. Teacher is consistent to give discipline to students 
Notes: the teacher in her performance always give some discipline to the
students so the students never walk around the class when the
process of teaching.
3. Teacher asks questions to students about the

materials
Notes: Before start the material the teacher always, ask the question about
 the material on last meeting.
4. Teacher shows respects to students 
Notes: The teachers always respect to all students and it shows by try to
answer the entire question from the students.
5. Teacher gives positive reinforcement to student 
Notes: the teacher always asks the students to keep the quiet class.
II Strategy of Classroom Management
1. Teacher teaches according to lesson plan 
Notes: the teacher is always looks the lesson plan.
2. Teacher explain the material use simple words 
Notes: the teacher sometime use Kupang Malay.
3. Teacher motivates the students 
Notes: the teacher always ask the students to read the text and give
applause after the student read the text.
4. Teacher asks the students to play game 
Notes: teacher always ask the student to play game or sing a song in
English if the students looks tired or boring.
5. Teacher makes a deal with students who did not do

the home work
Notes: the deal sometime as like the teacher will give punishment or the
students will not get present if did not do the homework.
6. Teacher give test to students in the end of teaching

process
Notes: sometimes the test about ask the students to read or write some
words and will be corrected by the teacher.
III Ways of Classroom Management
1. Teacher arranges students‟ seat 
Notes: just when the teacher entered the class.
2. Teacher asks the students to keep the class clean 
Notes: not for the clean but also quiet
3. Teacher writes the question in the white board 
Notes: not for question but the teacher also write difficult word.
4. Teacher makes correction to the students‟ writing,

reading, and speaking
Notes: the teacher correction by read the text together.
5. Teacher asks the students to clean the white board 
Notes: before start the class and before leave the class.
6. Teacher asks the students to close the door 
Notes: sometimes if there are many students are standing in out of the
class.
7. Teacher defied the students into groups 
Notes: sometimes the teacher did not divide the students in to groups, just
based on the material.
8. Teacher asks the students to ask question 
Notes: the teacher always ask the student to ask question if the students
 cannot read the word or text.
9. Teacher asks the students to read the text together 
Notes: sometimes teacher ask the students to read after the teacher read
the text first.
Notes: The researcher diary on teacher performance of teaching at class.

Note:
1. Always 2. Sometimes
3. Seldom 4. Rarely
5. Never

4.2. Discussion of Observation

As mentioned in chapter I, this research is intended to answer the

question how is classroom management conducted by Teacher of SD Inpres

RSS Oesapa Kupang as being observed in the ELT and what are the

underlying reasons of the teacher applying the classroom management as

being stated and answered in the questionnaire, as described below:

4.2.1. Discussion of Observation on Teacher 1

Based on the result of classroom observation, here the writer

would like to discuss about the classroom management applied by ELT

teacher at SD Inpres RSS Oesapa Kupang. The writer found that the

English teacher applied almost all the strategies suggested by Mudasair

(51-54: 2011) such as Arranging learning plan, Build the relationship

with student in learning processes, Motivates the student to study,

Strategy in creating learning climate, Effort in increasing student‟s

learning discipline and Evaluates the process of teaching. However, in

the classroom observation, the writer also found that the English teacher

does not apply some of the classroom management strategies suggested

by Mudasair because the time and the material are not supported to be
applied. Based on classroom observation that the writer had been done,

there are some of classroom management strategies which are not

effectively applied by the English teacher.

 Firstly, arranging learning plan. Based on the classroom

observation, the writer found that the teacher always design

lesson plan before teach the students. In the process of teaching,

the teacher always follow all the steps in lesson plan, start with

ask one of the students to pray, check the students attending and

introduce the material, and before come to the main teaching,

the teacher also ask the students to remember the material that

had been given last meeting.

It is necessary to do because the teacher needs to make student

feel batter or enjoy the process of teaching so teacher need to

refresh the student before come to the main material for that

meeting.

 Secondly, build the relationship with student in learning

processes. Based on the classroom observation, the writers

found that teacher in the process of teaching always try to make

student enjoy to all the process. The teacher is always walk

around the class and talk to the students one by one.

Based on that, the writer found that all the students enjoy the

process of teaching. The students are always enthusiasts to read

the text or do the exercise given by the teacher.

 Thirdly, motivates the student to study. Based on the classroom

observation, the writer found that in the process of teaching, the

teacher always motivate her students to study and develop their

self by ask the students to memorize the word that she gave on

last meeting, and the student are asked to write the word to the

white board and if there is a student that did not memorize the

word, that student will get punish.

Here, the writer found that this habit will make student afraid or

scared to study, or in the other word that the students just do the

homework as like memorize the word because they will get

punishment if they are not do the homework and it is not help

the student to develop their self as hoped by the teacher.

 Fourthly, strategy in creating learning climate. Based on the

classroom observation, the writer found that the teacher in her

teaching process always ask the students to join all the process

as like ask the students to clean the whiteboard, keep the class

clean, and close the door if there are many other students

standing outside.

This strategy is very kind because by that the teacher can teach

the students very clear and the students can join the process with

very effective, it is prove by there is no student who walk

around the class when the teacher explain the material.

  Fifthly, effort in increasing student‟s learning discipline. Based

on the classroom observation, the writer found that the teacher

always try to create students discipline in learning by ask the

student to divide between book for homework and for note.

By this strategy, the teacher means to make students can enjoy

their learning in school or at school. Sometimes the teacher also

ask the students that she think that have a good knowledge more

better than the others to sit with the students that have not good

knowledge, this strategy is to help her in explaining the

material.

 Sixthly, evaluates the process of teaching. Based on the

classroom observation, the writer found that the teacher not only

make an evaluate to the process of that meeting but also before

the class began.

Here, the teacher wants to find out how far her students can

receive the learning process and how far the students remember

the material on the last meeting. It is very important to know by

a professional teacher as a reference to built up the ability of

manages the class.

4.2.2. Discussion of Observation on Teacher 2

This part is discussion on what classroom management

strategy applied by teacher 2. From the observation, the writer found

that teacher 2 also applied the classroom management in teaching

process even though that was not all the strategies done effectively but

so far it can be said that the teacher success in applying the classroom

management strategy. The results of classroom observation are

presented such as billow:

 Firstly, arranging learning plan. Based on the classroom

observation, in arranging learning plan, the teacher did not too

follow the instruction in the curriculum because she just pay

attention to the material that what had should be given to the

students. However, the steps are still same with the first teacher

such as pray before start the material, check students attending,

ask the students to clean the whiteboard and arrange students‟

seat.

Here, the writer can say that this teacher‟s strategy is to make

students feel enjoy to the process of teaching and all the material

are back to the students wants.

 Secondly, build the relationship with student in learning

processes. Based on the classroom observation, the writer found

that the ability to built the relationship with the students of the

teacher is very good because all the process of teaching can

make the students enjoy and it is prove with all the students are

very active.

Here, the teacher always walk around the class and ask the

students about the material and always use the very simple
 words to explain the material, let the students to come near to

her to ask the material if they still did not understand.

 Thirdly, motivates the student to study. Based on the classroom

observation, the writer found that the strategy of the teacher to

motivate the students to study is still use the punishment, the

students always get punish from the teacher if they did not do

the homework.

Here, the teacher still use punishment as the strategy to motivate

the students to study, but the punishment that is used by the

teacher is ask the students that did not do the homework or did

not write the word in the whiteboard come to stand in front of

the class until the students do the task that had been asked by the

teacher.

 Fourthly, strategy in creating learning climate. Based on the

classroom observation, the writer found that in creating learning

climate the teacher try to play game or sometime ask the

students to sing a song to make the student feel fresh before

back to the material.

Here, along the writer make an observation, found that the

strategy is going well because by that play game or sing a song,

students can fresh again and ready to back to the material and

the process can go as the teacher hoped.

 Fifthly, effort in increasing student‟s learning discipline. Based

on the classroom observation, the writer found that the teacher is

always asks the students to copy the material but sometimes the

teacher prepare the material for them.

This strategy is very good because the student cannot go around

the class to find the material to their friends, by this strategy

student can keep the process of teaching and learning, the

teacher can improve the teaching process such as ask them to

read conversation in pair.

 Sixthly, evaluates the process of teaching. Based on the

classroom observation, the writer found that the teacher is

always evaluate all the process of teaching by ask the students to

read the text by their self together and one by one in front of the

class. After that, the teacher give them homework such as write

some difficult words in the whiteboard and ask them to find the

meaning at home.

Here, by this way, the teacher can know how far the students

can understand the material, and after that, the teacher will ask

them to mention the word with the meaning that she had given

before or sometimes the teacher mention the word and the

students will write down that word in their book and the teacher

will correct before they leave the class.

4.3. Findings and Discussion of Questionnaire

The following is the part of the writer finding of the questionnaire

that had been answered by the two ELT teachers of SD Inpres RSS Oeasapa

Kupang applied the classroom management in the process of English learning

teaching. Here the writer design the questionnaire with 20 questions related to

the implementation of classroom management strategies. All the data gained

from the field of study are discussed below:

4.3.1. Findings and Discussion of Questionnaire on teacher 1

1. Do you ever know about classroom management applied to the

process of teaching learning?

 From the questionnaire, it is found that the teacher answer yes.

The teacher said that Classroom Management is going to help

teacher in the process of teaching so can create the student that

have competence. Classroom management also can help the

teacher to build up the teaching process; can make the process

of teaching more effectively.

2. According to Mudasair (51-54: 2011), there are 6 strategies of

classroom management (Arranging learning plan, Build the

relationship with student in learning process, Motivates the student

to study, Strategy in creating learning climate, Effort in increasing

student‟s learning discipline, and Evaluates the process of

teaching), do you know those strategies? Which strategy that you

use?
  From the questionnaire, the teacher answers yes. The almost

strategy that is used by the teacher is build the relationship with

the students. The teacher believes that this strategy can make

students feel very close with the teacher so the teaching process

will go under the teacher control, and make the teacher can

teach the students effectively.

3. How do you apply classroom management to the class?

 The teacher explain that the way to apply the classroom

management is very simple, first of all the teacher have to build

the good relation with the student by this strategy the teacher

can applied all the strategy to the teaching process, and all

problems the found in the class can be handled.

4. Do you always apply classroom management in teaching process?

 It found the teacher found yes. Teacher believes that classroom

management can make the goal of teaching process can go well.

Classroom management help teacher to create the process of

teaching will enable the student in learning the material.

5. Do you use another way in teaching learning process? What is the

way of teaching that you applied in the classroom?

 The teacher answers yes. The other strategy that ever use is

active and creative teaching. The teacher uses this strategy

because that strategy can make teacher and student join the

process. Active in teaching means that the teacher in teaching

 process should active to explain and answer all the question

from the students, while creative in teaching means that teacher

should creative make the material interest the student so

students did not feel bored join the learning process, sometimes

teacher also put a little bit joke or game in the teaching process.

6. What kinds of interesting interactions do you use?

 Teacher explain that in teaching process, she always explain the

material based on the topic and combine her explanation with

ask question related to the material. The teacher believes that by

use this strategy the students can easy to understand the

material.

7. Do you apply giving motivation strategy in every teaching process?

 The teacher answers yes. She explained that in the process of

teaching and learning, a teacher should know that students need

to get attention by the teacher. Teacher need to motivate the

student to study, by giving motivation to the students can make

student feel that they are become partner of the teacher in

teaching and learning process in the classroom so they will

support by active and pay attention to the material explained by

the teacher.

8. How do you apply giving motivation strategy to the students so

they enthusiasm to join the English learning process?

  The teacher explain how she apply giving motivation strategy to

the students by giving students material with its creative

teaching media and ask the students to create the something

deals with the material and after that the students will present in

front of the class. By this strategy, the students will able to

enjoy every process of learning and teaching by never is afraid

to make mistake.

9. Do you always design the material that you are going to use in

every teaching process?

 From the questionnaire, it found that the teacher answer yes. A

professional teacher has to design all the material before come

to the classroom. By design the material, the teacher will focus

on teaching, because in the process of teaching a teacher is not

suggested to go out from the material so the process of teaching

can get the point of teaching and the result of the process of

teaching can be evaluated.

10. Do you always use another method in teaching learning process to

other class level?

 It found the teacher answer yes. The teacher in her time of

teaching, she also teaches different level or class so she

sometime use another method in teaching. Here, the teacher in

choose the method is usually think to the class or level that she
 are going to teach. According her, different level of the students,

the method and the strategy also should be changed.

11. What kinds of classroom management steps that you use to inform

the teaching material to the students?

 The teacher explains that steps or the way of classroom

management that she ever use are ask and answer the question,

discussion, games, and sing a song. She also explain that before

start the class, she usually ask some questions related to the

material and after that she explain the material, ask the students

to discuss the material, and if the class are noisy or the students

looks tired or bored, she will ask the students to play a game or

sing a song before back to the material. This way can help the

teacher to make the teaching process go with the instruction and

the students also fresh to study.

12. In your point of view, is classroom management has advantages

and disadvantages?

 It is found that the teacher answer yes. She said that classroom

management has advantages and disadvantages. The advantages

are classroom management can help the teacher to keep the

conducive of the class and can make the teaching process

enjoyable the students to study. The disadvantages are if the

teacher make mistake in applying classroom management, it can

 make the teacher and the students will have nothing the point of

the teaching and learning process.

13. Is good strategy can increase the students‟ ability and knowledge in

studying English?

 The teacher answers yes. Good strategy can help the students to

improve and increase students‟ knowledge. There are many

teaching strategy that can be used by teacher to teach, but not all

the strategy can make the students to increase knowledge,

because there is no students that have same strategy in studying

and in this case should have be carefully in choosing the

strategy or method to be used in a process of teaching.

14. Do you always apply a different classroom management in every

teaching process?

 From the questionnaire it is found that the teacher answer no.

Classroom management that is applied by teacher never been

changed because she believes that whatever the material or in

every process of teaching and learning have their own problem

so classroom management should be the same not to be

changed.

Here, the writer found that, the teacher still think that between

classroom management and teaching management are the same

so the classroom management should not changed.

15. After you apply one or some of classroom management strategies,

are the students can join the process of teaching and learning

English as what you want?

 It found yes. Teacher explain that when the teacher use the right

strategies, the students will join the process of teaching with

happy and the process of teaching will going well.

Here, the writer can said that the teacher in her performance in

teaching is always thinks about what students need and what

strategies can make the student enjoy joining the process of

teaching.

16. Is the classroom management that you apply in teaching process of

English deals with the curriculum of the school?

 The writer found that the teacher answer yes. Teacher said that

curriculum in that school is followed to the students‟ ability so

the teacher can apply the classroom management strategy in all

the teaching process.

Here, the writer can said that in teaching English to the

elementary school, the teacher should think about what material

should be given and what method and strategies should be used,

because if the teacher make mistake, it can make the process of

teaching will get nothing.

17. Do you have a difficult moment when you apply the classroom

management?
  It found yes. The reason is the teacher still confused in choosing

which the strategies are should be used.

Here, the writer found that the teacher in the process of teaching

the teacher is very care to what will students get so in choosing

the strategy should be the right one and if not it can make the

students get nothing and the process of teaching useless.

18. Do you think that strategy and approach made by teacher in

classroom is to get the aim of teaching?

 The writer found that the teacher answer yes. Strategy and

approach that the teacher made in the classroom just to make the

goal of teaching process can be got by the students.

Here, the teacher know that the goal of teaching is very

important so everything that the teacher do in the classroom just

to get the purpose of teaching. In teaching process, teacher

should develop the material, lesson plan to make the students

get knowledge, and can improve their ability because the

purpose of teaching is to make students know who they are and

can improve their self.

19. In teaching English to the Elementary school, do you ever use

media as like picture, game, and song?

 The teacher answers yes. Teaching English to the elementary

school the teacher is always use media to help the students to

easy in understanding the material, but some time the teacher

 should use game and song to make the students did not feel bore

in the classroom. Media is a tool that can help teacher in the

process of teaching. With media the teacher can easy to make

the students understand the material, the process of teaching will

conducive.

20. Is there any other strategy that you use beside the classroom

management strategies billow?

1. Arranging learning plan.

2. Build the relationship with student in learning processes.

3. Motivates the student to study.

4. Strategy in creating learning climate.

5. Effort in increasing student‟s learning discipline.

6. Evaluates the process of teaching.

 The writer found that the teacher answer yes. The teacher is

always uses TACI (Teaching, Active, Creative and interesting).

TACI is the strategy that can help the students to get their talent

and for teacher, this strategy can make her to get the point of

teaching. The point of teaching is not only to make the students

cleaver but also should make the student become the people that

have knowledge, creative and useful for their self, society, and

religion.
4.3.2. Findings and Discussion of Questionnaire on teacher 2

1. Do you ever know about classroom management applied to the

process of teaching learning?

 This question, the writer found that the teacher answer yes. The

teacher knows about classroom management applied in the

process of teaching. Classroom management needs to make the

process of teaching conducive, and the students are able to get

the point of the teaching process.

Here, the teacher is always design the material before come to

the classroom. The teacher also arrange students seat and

sometimes divide the students in to the groups to make her easy

to teach. The teacher also explains the material clearly and use

very simple words and sometimes she use Kupang Malay.

2. According to Mudasair (51-54: 2011), there are 6 strategies of

classroom management (Arranging learning plan, Build the

relationship with student in learning process, Motivates the student

to study, Strategy in creating learning climate, Effort in increasing

student‟s learning discipline, and Evaluates the process of

teaching), do you know those strategies? Which strategy that you

use?

 The teacher answers yes. The classroom management strategy

that is used by the teacher is building the relationship with

student in learning processes and giving motivations.

 Here, the teacher chooses these strategies to make the students

in the process of teaching can feel no gap between teacher and

students. With these strategies the teacher also can teach the

students as like her friends so between teacher and student can

keep the process of teaching conducive and the students found

what their want.

3. How do you apply classroom management to the class?

 This question, the teacher explain that in applying classroom

management in the classroom, the teacher is always ask the

students to keep the class clean, clean the whiteboard, open their

books, read the material together, sometimes ask the students to

write in the whiteboard.

Here, the teacher try to make the students feel that in the process

of teaching, teacher is not the one point that should talk, read,

write and ask question, but the all the students also should active

in the process. With this way, the process of teaching will going

well and the students will able to understand the material easily.

4. Do you always apply classroom management in teaching process?

 Teacher answers yes. By using classroom management in the

process of teaching, the teacher can easy to develop students‟

ability and talent.

Teacher applied classroom management in the process of

teaching is to make students can enjoy the process of teaching

 and students also did not scared when the teacher ask them to

make something dealing with their material.

5. Do you use another way in teaching learning process? What is the

way of teaching that you applied in the classroom?

 For this question, the writer found that the teacher answer yes.

The teacher uses CBSA (Cara Belajar Siswa Aktif). This way of

teaching can make the process of teaching will able to get

students attentions when the teacher explain the material and the

students are able to improve their creativity because the teacher

just only become the motivator.

Here, the writer can said that the teacher try to combine every

strategies that she know to get class conducive, get the students

attention in the teaching and learning process and also get the

point of teaching process.

6. What kinds of interesting interactions do you use?

 The teacher explains that she is always use sing and game as an

interesting interaction to the process of teaching. These

interactions are believed by the teacher that can make the

process of teaching can go well and make the students never

bore to study.

7. Do you apply giving motivation strategy in every teaching process?

  It was found that the teacher answer yes. Giving motivation is

necessary because by giving motivation the students will able to

enjoy all the process of teaching.

Here, giving motivation to the students will make students can

enjoy; students can feel that they also become part of the

process in the classroom. By giving motivation students can

learn or can create something with their own and it will support

their study.

8. How do you apply giving motivation strategy to the students so

they enthusiasm to join the English learning process?

 The teacher explain that she is always apply the classroom

management strategy as like giving motivation by ask students

to read the text with their own, write the word in the whiteboard

and sometime give applause to the students although the

students make mistake to their writing or reading.

9. Do you always design the material that you are going to use in

every teaching process?

 It was found that the teacher answer yes. The teacher is always

design the material before come to the class. By design the

material, the teacher can easy to teach because the teacher will

not confused in explaining the material, beside that the teacher

also design the students worksheet so after explain the material

 the teacher will ask the students to do the task in their

worksheet.

10. Do you always use another method in teaching learning process to

other class level?

 It was found that the teacher answer no. There is no other

method applied by the teacher. According to the teacher, method

used by the teacher in teaching English to the elementary school

is same because English that is thought in elementary school

just become an introduction so the method should not be

changed.

Here, the writer can said that the teacher knowledge about

strategy and method is not too good because the teacher think

that teaching English to the elementary school should not focus

on one method or strategy but in the fact is teaching English to

the elementary school, the teacher should combine and use

many strategies and methods to make the students did not feel

bore to the teaching process.

11. What kinds of classroom management steps that you use to inform

the teaching material to the students?

 The teacher explain that the steps of classroom management that

she always use to inform the material are ask the students to

read the text together but sometimes one by one, explain the

material very clearly by use the very simple words, ask the
 students to write in the whiteboard, walk around the class when

explain the material and so on.

Here, the teacher had follow some of the classroom

management steps with all that the teacher had been done is to

make the students focus to the process of teaching in the

classroom. And it will make the teaching process become

effective and conducive.

12. In your point of view, is classroom management has advantages

and disadvantages?

 It was found that the teacher answer yes. The teacher said that

there some of classroom management understood by the student

and others not understood by the students.

Here, the writer can say that the teacher make mistake because

the advantages of classroom management is classroom

management can help the teacher to keep the class conducible

and the classroom disadvantages is classroom management

cannot applied to the students or when the situation of the class

did not support the process as like in the rainy season or there

are some of the students sick or hungry or in the other words the

class are noisy.

13. Is good strategy can increase the students‟ ability and knowledge in

studying English?
  The writer found that the teacher answer yes. The good strategy

can help the students to improve their ability and can motivate

them to study English.

Here, the teacher agrees that strategy can make the students to

focus on the process of teaching. By the right strategy, the

teacher can teach the students very well because the students

will join the process of teaching enthusiasm.

14. Do you always apply a different classroom management in every

teaching process?

 It was found that the teacher answer no. The teacher always

applies the same classroom management strategy in all the

process of teaching.

Classroom management is an ability of teacher in managing the

class so it is not should be change in every single teaching

process but it should be develop for every process of teaching

based on how far the material that is given by the teacher and

also the condition of the class.

15. After you apply one or some of classroom management strategies,

are the students can join the process of teaching and learning

English as what you want?

 It found yes. Teacher explain that when the teacher use the right

strategies, the students will join the process of teaching with

happy and the process of teaching will going well.

 Here, the writer can said that the teacher in her performance in

teaching is always thinks about what students need and what

strategies can make the student enjoy joining the process of

teaching.

16. Is the classroom management that you apply in teaching process of

English deals with the curriculum of the school?

 The writer found that the teacher answer yes. Teacher said that

curriculum in that school is followed to the students‟ ability so

the teacher can apply the classroom management strategy in all

the teaching process.

Here, the writer can said that in teaching English to the

elementary school, the teacher should think about what material

should be given and what method and strategies should be used,

because if the teacher make mistake, it can make the process of

teaching will get nothing.

17. Do you have a difficult moment when you apply the classroom

management?

 It was found that the teacher answer no. The teacher in applying

classroom management never get the difficulties moment

because classroom management help the classroom conducive

and the process of teaching effectively so the student are able to

study with the good condition because there is no other students

that can walk around the class to disturb their friends.

18. Do you think that strategy and approach made by teacher in

classroom is to get the aim of teaching?

 The writer found that the teacher answer yes. Strategy and

approach that the teacher made in the classroom just to make the

goal of teaching process can be got by the students.

Here, the teacher know that the goal of teaching is very

important so everything that the teacher do in the classroom just

to get the purpose of teaching. In teaching process, teacher

should develop the material, lesson plan to make the students

get knowledge, and can improve their ability because the

purpose of teaching is to make students know who they are and

can improve their self.

19. In teaching English to the Elementary school, do you ever use

media as like picture, game, and song?

 The teacher answers yes. Teaching English to the elementary

school the teacher is always use media to help the students to

easy in understanding the material, but some time the teacher

should use game and song to make the students did not feel bore

in the classroom. Media is a tool that can help teacher in the

process of teaching. With media the teacher can easy to make

the students understand the material, the process of teaching will

conducive.
20. Is there any other strategy that you use beside the classroom

management strategies billow?

1. Arranging learning plan.

2. Build the relationship with student in learning processes.

3. Motivates the student to study.

4. Strategy in creating learning climate.

5. Effort in increasing student‟s learning discipline.

6. Evaluates the process of teaching.

 It was found that the teacher answer yes. But the reason or the

explanation is not go with the question.

Here, the teacher explain that every strategy of classroom

management is very important to be used because can help

teacher in the process of teaching, so that the process of

teaching will get the purpose of teaching that is teaching should

make the students to be active, creative and understand the

material in the classroom so the students can use it to apply in

their life every day.

 CHAPTER V

CONCLUSION AND SUGGESTIONS

In this chapter, the writer could offer conclusion and suggestions dealing

with the results obtained on data analyzed and discussion. Classroom management

is an approach and strategy that can help teacher to manage the classroom, so that

the process of teaching can be run effective and efficient. The writer conduct this

research based on two research questions to guide the writer in making research in

SD Inpress RSS Oesapa Kupang, those research questions are how is classroom

management conducted by ELT teacher of SD Inpress RSS Oesapa kupang as

being observed and what are the underlying reasons of the teacher applying the

classroom management as being stated and answered in the questionnaire. Based

on the explanation, here the writer presents some conclusions and suggestions

relating to this writing based on the finding in this research.

5.1.Conclusion

Having investigated classroom management applied by ELT

teachers of SD Inpres RSS Oesapa Kupang, the most important general

conclusion can be drawn as follows:

1. As stated on the previous chapter, As stated on the previous chapter,

the teaching and learning situation at SD Inpres RSS Oesapa Kupang,

the ELT teacher applied classroom management in her teaching

process is a complex set of situation in which the teacher attempted to

establish ideal atmosphere to enable the students learn at their ease.

 This is done rarely to enhance the students cognition, self driving

force and understanding as Weber (in Mudasair, 2011: 129).

Paying close attention on the finding and discussion on chapter IV, it is

well describe that from the theory of classroom management, the ELT

teacher of SD Inpres RSS Oesapa Kupang mostly understand well

about classroom management and how to apply classroom

management and also the teacher apply classroom management to

make the students enjoy the process of teaching because the teacher

create a different situation with apply classroom management in the

process of teaching. Based on the observation, the writer found that the

two English teachers know and understand about the classroom

management conducted by Teacher of SD Inpres RSS Oesapa Kupang

as being observed in the ELT as the following:

a. Grouping

b. Simple explanation by code mixing and code switching, example

from classrooom.

c. Positions on students seating.

d. Teacher evaluation one by one student.

e. Motivation by playing games, giving rewards, appraisal

2. Based on the questionnaire, shows that the underlying reasons of the

teacher applying the classroom management as being stated and

answered in the questionnaire are due to the following consideration:

a. Effeciancy of time in the class

 b. Interest arousal

c. Students english grade

d. Level of skills trained

e. Based on student schemata knowledge

5.2.Suggestion

Based on the conclusion and the result of the conducted research the

writer would like to present the following suggestions:

1. The English teacher should be able to apply classroom management

appropriately in language learning teaching, because by using

classroom management the process of learning teaching can be done

more effective and efficient, especially in elementary school.

2. The English teachers should be capable in choosing what classroom

management strategies relevant to with the students‟ ability, needs

and interests.

3. The English study program students should be able to use strengths

and weakness of classroom management to develop ways to make

classroom management optimally to apply and achieve teaching

objectives.

4. Readers should be able to conduct further research concerning

different subject or focus of study. They can use these findings as

basis to conduct their research.

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Appendixes
 PEMERINTAH KOTA KUPANG
DINAS PENDIDIKAN PEMUDA DAN OLAH RAGA
SD INPRES RSS OESAPA KUPANG
Jl. Piet A. Talo Blok-C RSS Oesapa
SURAT KETERANGAN SELESAI PENELITIAN
NOMOR: 36 / I.24 / RSS / 2013
Dengan ini menerangkan bahwa:
Nama : OSCAR ARISTAN SELAN
NIM : 061308283
Semester : XIII (Tiga Belas)
Pekerjaan : MAHASISWA
Fak/Jur : FKIP/BAHASA INGGRIS
Asal : UNIVERSITAS KRISTEN ARTHA WACANA
KUPANG
Mahasiswa tersebut telah melakukan penelitian dalam rangka Penyusunan Skripsi
dengan judul “A DESCRIPTIVE STUDY ON CLASSROOM
MANAGEMENT APPLIED BY ELT TEACHER AT SD INPRES RSS
OESAPA KUPANG”.
Demikian surat keterangan ini di buat untuk dipergunakan sebagaimana mestinya.

Kupang, 28 Mei 2013

Tembusan:
1. Lurah Oesapa di Kupang
2. Dekan FKIP UKAW di Kupang
3. Arsip