MANAGEMENT
(A Case Study at the Seventh Grade of SMPN 1 Tasikmalaya)
Afifah Rachmatika1
Rahmat2
Arini Nurul Hidayati3
ENGLISH EDUCATION DEPARTMENT
FACULTY OF EDUCATIONAL SCIENCES AND TEACHERS TRAINING
SILIWANGI UNIVERSITY
(Jl. Siliwangi, No. 24 Tasikmalaya)
ABSTRAK
Penelitian ini bertujuan untuk mengetahui bagaimana dua guru bahasa Inggris
kelas 7 di SMPN 1 Tasikmalaya mengelola kelas dalam kegiatan belajar
mengajar. Metode yang digunakan dalam penelitian ini adalah metode kualitatif.
Tekhnik yang dilakukan dalam pengumpulan data adalah observasi, studi
dokumentasi, dan wawancara. Observasi dilakukan dengan cara mengamati
proses pengelolaan kelas yang dilaksanakan oleh kedua guru tersebut. Studi
dokumentasi dilakukan dengan cara mempelajari rencana pelaksanaan
pembelajaran. Lalu kedua guru tersebut diwawancara mengenai proses
pengelolaan kelas yang mereka laksanakan. Sumber data dalam penelitian ini
adalah dua guru bahasa Inggris kelas 7 SMPN 1 Tasikmalaya dan Rencana
Pelaksanaan Pembelajaran. Data yang telah diperoleh dianalisis melalui proses
analisis data Miles and Huberman (1984) yang terdiri atas reduksi data,
penyajian data, dan penarikan/verifikasi kesimpulan. Data tersebut dianalisis
berdasarkan teori pengelolaan kelas dari Smith, Colin. J and Robert Laslett
(2002) yang didukung oleh teori pengelolaan kelas dari Brown, H. Douglas
(2000) dan Harmer, Jeremy (2001). Penelitian ini dilaksanakan pada bulan Mei
2014 di SMPN 1 Tasikmalaya. Berdasarkan hasil analisis data, terdapat empat
aturan yang dilakukan oleh kedua guru bahasa Inggris dalam mengeola kelas.
Aturan pertama adalah Get Them In, yang terdiri dari Greeting, Seating, dan
Starting. Aturan kedua adalah Get Them Out, yang terdiri dari Concluding dan
Dismissing. Aturan ketiga adalah Get On With It, yang terdiri dari Content dan
Manner. Aturan keempat adalah Get On With Them, yang terdiri dari Whos
Who dan Whats Going On. Aturan dalam proses pengelolaan kelas tersebut
memiliki peranan-peranan yang sangat penting dalam mendukung kegiatan
belajar mengajar yang efektif.
Kata Kunci : Pengelolaan kelas, proses pengelolaan kelas
The Writer1
The First Supervisor2
The Second Supervisor 3
The Writer1
The First Supervisor2
The Second Supervisor 3
pINTRODUCTION
Teachers hold various roles in different typical classrooms. It is not simple
as standing in front of classroom, lecturing, or giving homework to the students.
Despite that, they have to be able to act as the instructor, the facilitator, the
consultant, the commentator, the leader, the model, and so on. All of those roles
are not merely have to be mastered by the teachers to conduct teaching and
learning process, but those roles have essential functions to create effective
classroom activity and efficient use of class time. Besides, the central of teachers
role is how to manage classroom because the effectiveness of teaching and
learning process cannot be reached in the environment of poor managed
classroom.
In addition, classroom management assists the teacher to minimalize the
students disruptive behaviour in the classroom. It is in line with a research
conducted by Oliver, Regina M., et al. (2011). It shows that classroom
management applied by the teacher have positive effect on decreasing problem
behaviour in the classroom. Besides, previous research conducted by Delceva,
Jasmina (2014) showed a serious lack of teachers classroom management in the
Karpos municipality of the city of Skopje. The research result shows that
elementary school teachers understand classroom management more than high
school teachers.
Regarding to the explanation, this research is essential to conduct. This
research provides information to English teachers to create effective teaching and
learning process through classroom management practice. Also, this research
helps the teacher to decrease problem behaviour in the classroom.
THEORITICAL STUDIES
A. Classroom Management
Classroom management is viewed as the basic skill of teaching. It is
related to teachers ability to control and inspire a class. It is in accordance
woth Harmer, Jeremy (2001:3), Class management, the ability to control and
inspire a class, is one of the fundamental skills of teaching.
In addition, classroom management includes set of procedures to
arrange physical classroom orderly and establish positive atmosphere in
teaching learning activities. As what Brown, H. Douglas (2000:192) says,
Classroom management encompasses an abundance of factors ranging from
how you phisically arrange the classroom, to teaching style, to one of my
favourite themes: classroom energy. Understanding how to arrange and create
positive environment for students helps the teachers to create well managed
classroom.
In conclusion, classroom management is the teachers fundamental skill
to create effective learning environment. Equally important, it also includes the
teachers skill how they select and convey the appropriate lesson materials to
the students. The teachers ability in conducting classroom management helps
the teacher to create positive learning environment.
The fourth rule is get on with them. It includes the relationship between
the teachers and the students. It is very important to be aware of individual
differences. As the good relation between the teachers and the students is very
important, it is also essential to create a positive classroom climate.
In addition, the teachers should be able to see or predict the natural
possibilities that happen in teaching and learning process. There are ways the
teachers can do to sharpen the teachers sensitivity in predicting the early sign of
the disruption. Smith, Colin J. and Robert Laslett (2002:12) say, Moving around
the room, quietly marking work in progress, offering advice and guidance keeps
attention on the task in hand.
B. Role and Teaching Style of the Teachers
Actually, there are many words or even clauses to describe what the
teachers refer to, who they are, what their roles are, and so on. Harmer, Jeremy
(2001:3) proposes, ...good teachers care more about their students learning
than they do about their own teaching. It implies that the primary task of the
teachers is not merely transferring the knowledge or new information. Instead,
the more important task is making sure that the students comprehend the
knowledge and information that have been conveyed well.
Besides, teacher have roles in teaching. It is in accordance with Brown,
H. Douglas argues (2000:166), Teachers can play many roles in the course of
teaching. Those teachers roles are very important for the students depending
on the institution or the country in which the teachers teach. Indeed, it is less
easy to play those roles because it needs skill and confidence. The key to
improve the comfort and confidence is the teachers should know who they are,
knowing themselves, their interest, their strengths, and their lack. It is as has
been proposed by Brown, H. Douglas (2000:201), Know yourself, know your
strengths, your likes and dislikes, and then accept the fact that you are called
upon to be many things to many different people .
Every teacher has their own character and personality reflected through
their teaching style. Teaching style is also considered as the essential influence
in development of the teachers capability. Thus, the teachers should be sure
that teaching style they use make them comfortable as well as the students.
RESEARCH METHOD
The method used in this research is qualitative method. It is because
this research investigates relation between the teachers and the students,
activities of the teaching and learning process, and situation in which the
English teachers conduct teaching and learning activities. It is in line with
Fraenkel, Jack. R., et al. (2012:426) who argue, Research studies that
investigate the quality of relationships, activities, situations, or materials are
frequently referred to as qualitative research. Focus of this research is the
classroom management conducted by English teachers at the seventh grade of
Junior High School. According to Sugiyono (2012:207), Batasan masalah
dalam penelitian kualitatif disebut dengan fokus, yang berisi pokok masalah
yang bersifat umum. It means that the restriction of the problem in
Regarding to the third rule, the teachers know what materials should
be conveyed to the students and how to convey those materials. The teachers
can use appropriate method to convey the materials. Although the teachers do
not use the media that are not same as the teachers have planned, the teachers
can convey those materials to the students. Also, the teachers have arranged
varied activities to make all students involved in teaching and learning
process. Besides, the teachers can use appropriate voice and body language.
Regarding to the fourth rule, the teachers can build good relationship
with the students. The teachers are close to all students and they can treat all
students fairly. Besides, the teachers can solve the friction that may disrupt
teaching and learning process.
Table 1
Process of Get Them In Conducted by two English Teachers at the
Seventh Grade of SMPN 1 Tasikmalaya
Process of Get Them In
Greeting (Grt)
The teacher has made a lesson plan.
Starting (Str)
The teacher reminds the students about the
last lesson discussed.
The teacher gives question related to the last
Description
The first teacher has made a lesson plan,
meanwhile the second teacher does not make
lesson plan. The second teacher is the new
teacher in this school so that she uses the
lesson plan made by the first teacher.
The rooms are clean and the equipments in
the classrooms are arranged orderly.
The white boards are clean.
At the second meeting of the first teacher,
other students of other class make noises at
outside of the classroom. At the first and the
third meeting of the second teacher, other
students of other classes make noises.
At the first class of the first teacher, the
cooling system is available, but at the second
classroom of the first teacher, the cooling
system is not available. Besides, at three
classes of the second teacher, the cooling
systems are operating.
The lesson materials are from English book
When English Rings the Bells.
The media used are not same as stated in the
lesson plan.
The students table and chair are arranged
appropriately.
Since the classrooms consist of about 36
students, the teachers use orderly rows.
At the core activity, the first teacher changes
the seating into separate table because the
students have to do the task in group.
The teachers ask the students what they have
learned in the last meeting.
The teachers ask the students about what
lesson discussed.
The teacher tells what the students are going
to discuss.
Table 2
Process of Get Them Out Conducted by two English Teachers at the
Seventh Grade of SMPN 1 Tasikmalaya
Process of Get Them Out
Description
Concluding (Cnl)
The teacher provides question and answer
session.
The teacher gives conclusion about the lesson.
The teacher gives glance description about what
will be discussed in the next meeting.
Dismissing (Dsm)
The teacher clears up and collects book and
materials.
The teacher asks the students to sit with arm
folded and pray before they leave the
classroom.
Table 3
Process of Get On With It Conducted by two English Teachers at the Seventh
Grade of SMPN 1 Tasikmalaya
Process of Get On With It
Content (Cnt)
The method used is appropriate.
The lesson materials are appropriate.
Manner (Mnn)
The voice of the teacher can be heard by all
students of whole classroom.
The teacher can use variety of her voice
Description
The methods used by the teachers are inquiry,
question answer, and penugasan
The lessson materials are on English book
When English Rings the Bells. This book is for
the students of the seventh grade.
The tasks given are appropriate. The tasks are
related to the materials that have been
discussed.
The first teacher asks the students to do the
activities individually and in group. Besides,
the second teacher conducts reading and writing
activity.
The teachers voice are audible. Their voice can
be heard by all students in the classroom.
The teachers use variety of their voice when the
teacher explains the materials to the students
and warn the students to keep quiet.
The teachers voice can be heard until the end
of the lesson.
The teachers use facial and hand gesture
appropriately when conducting teaching and
works
with
the
students
learning process.
The teachers dress appropriately based on the
rule in the school.
When the students get the problem in doing the
task, the teachers come closer to the students to
help them solve the problem.
The teachers move around the classroom when
the students are doing the task.
The teachers keep making eye contact with all
of the students.
Table 4
Process of Get On With Them Conducted by two English Teachers at the Seventh
Grade of SMPN 1 Tasikmalaya
Process of Get On With Them
Whos who (Wwh)
The teacher knows the students
individually.
Description
name
CONCLUSION
The aim of this research is to know how English teachers at the seventh
grade of junior high school manage the classroom. In managing the classroom, the
teachers practise four rules of classroom management. Those rules are get them
in, get them out, get on with it, and get on with them. Each rule consists of some
process. Get them in consists of greeting, seating, and starting. Get them out
consists of concluding and dismissing. Get on with it consists of content and
manner. Get on with them consists of whos who and whats going on. In
addition, there are also some elements that support each process.
However, the teachers do not practise all of the elements in those
processes. The teachers adapt the process with the situation and the condition of
the classroom. In addition, although there are some similar processes conducted
by the teachers to manage the classroom, each teacher has their own style to do
the process.
In conclusion, the English teachers at the seventh grade of SMPN 1
Tasikmalaya manage the classroom well. The teachers practise the rules of
classroom management to help them create lesson activities that make all students
engaged in teaching and learning process. Also, the teachers can reduce the
sources of friction that happen in teaching and learning process.
BIBLIOGRAFY
Brown, H. Douglas. (2000). Teaching by Principles: An Interactive Approach to
Language Pedagogy Second Edition. San Fransisco, California: Pearson
Education.
Delceva, Jasmina. (2014). Classroom Maanagement. International Journal of
Cognitive Research in Science, Engineering and Education (IJCRSEE).
Volume. 2. No. 1
Fraenkel, Jack. R., et al. (2012). How to Design and Evaluate Research in
Education Eighth Edition. New York: McGraw-Hill.
Harmer, Jeremy. (2001). How to Teach English. England: Addison Wesley
Longman Limited.
Miles, Matthew B. And Michael Huberman (1994). Qualitative Data Analysis: A
Methods Sourcebook Second Edition. London: SAGE Publications.
Oliver, Regina M., et al. (2012). Teacher Classroom Management Practices:
Effects on Disruptive or Aggressive Student Behavior. Oslo, Norway: The
Campbell Collaboration.
Scrivener, Jim. (2005). Learning Teaching: A Guidebook for English Teachers
Second Edition. UK: Macmillan Education.
Smith, Colin J. and Robert Laslett. (2002). Effective Classroom Management A
Teachers Guide Second Edition. London: Routledge .
Sugiyono. (2014). Memahami Penelitian Kualitatif. Bandung: Alfabeta.USA:
Pearson Education
W. Best, John and Kahn, James V. (2006). Research in Education Tenth Edition.
USA: Pearson Education.