Journal
Submitted as Partial Fulfilment of the Requirement for Strata one (S1) Degree
GIOVANNI OKTAVINANDA
2011.1105974
Advisors:
Prof. Dr. M. Zaim M.Hum
Dr. Zul Amri M.Ed
ENGLISH DEPARTMENT
FACULTY OF LANGUAGE AND ART
UNIVERSITAS NEGERI PADANG
2016
ISSN: 2302-3198
Student of English Language Teaching Program of FBS UNP graduated on March 2016
establishment of rules and procedures in the beginning and ending the day,
teacher-led activities, transitions and interruptions, and teachers responses
to students with behavior problems. These research uses descriptive research
with the subject of the research were the permanent teachers who teach
English. Observation sheet was used to see the teachers treatment. Whereas
interview was addressed to the teachers in order to verify the result of
observation. The result shows that English teachers have established rules
and procedures in the beginning and ending the day, but they missed to
address the students who missed the work/absence in the previous day.
During teacher-led activities, the way of obtaining help in the classroom did
not clearly seen. Next, the teachers were lack of instruction for the students
in leaving and returning the room in transitions and interruptions time.
Then, teachers responses to students with behaviour problems were mostly
in the form of nonverbal responses, and only few of them used verbal
responses.
Key words: classroom management, classroom rules, classroom procedures
A. Introduction
In teaching and learning process, classroom management is important
for some reasons. First, managing the classroom is about to manage the
classroom time effectively. The effective use of classroom time is an
important aspect in helping the students achieves the learning goals. Second,
classroom management is able to maintain a positive classroom atmosphere.
Positive atmosphere can make the classroom becomes a more pleasant place to
be, more effective and motivating place to learn for the students. Third,
classroom management is about to successfully engage the students.
Classroom management is important for ensuring the students comprehension
in learning the material rather than learn it for short-term memory for tests.
Then, classroom management is able to optimize students learning
achievement. Learning achievement is the performance of a student that
represents various intricacies of students learning such as expectations,
interactions, motivation, and behavior.
Moreover, classroom management will not run well without rules and
procedures. Rules and procedures are the guidelines for students conduct in
the classroom. They are considerable factors needed for a smooth classroom
activity. Rules contain general expectations or standards related to students
behaviour in the classroom. Meanwhile, procedures establish the routines that
will be done every day in classroom activities.
However, if classrooms are lack of rules and procedures, they
generally become problem. The classrooms will be chaos and the activities do
not run as expected. Moreover, the efficiency of rules and procedures in the
classroom are also influenced by students characteristics and behaviours.
Data from the interview with the teachers, observation, and
environment showed that there were unexpected behaviours performed by
students in SMPN 2 Kec. Harau Kab.50 Kota. It was found that some of the
students disposed to be apathetic during teaching and learning process in the
ISSN: 2302-3198
ISSN: 2302-3198
indicators. They are taking attendance at the beginning of the period (items 12), addressing students who missed the work/absence in the previous day
(item 3), addressing students who come late (item 4), clear expectations for
homework (items 5-6), and ending the period (items 7-8). Below are the
findings.
Table 1: Rules and Procedures in the beginning and ending the day applied
by English teachers in SMPN 2 Kec. Harau Kab. 50 Kota
Meetings
No
1
2
3
5
6
7
8
Teacher 1
Teacher 2
Teacher 3
Total
6
1
4
6
the teachers to be were aware and care of the students who missed their work
or absent in the previous day since when the students missed their work, they
are on the red line. It means, they are risky to lose their chance to comprehend
the learning materials, and it will affect their school grade if they do not
completely learn the whole lesson.
Similarly, the rules and procedures in addressing the students who
come late were also did not appear in the observation but it was explained
from interview that the teachers addressed the students who come late. As
stated in Chapter 1, some of the students did not get full support from their
parents to study and join the school. As a result, these students will come late
to school and loss their learning time. These late comers will disturb the
teachers in the classroom and the whole class as they break the learning
atmosphere and catch everyones attentions.
Besides, the teachers in this research also established rules and
procedures at the end of the day. The teachers have summarized the lesson at
the end of the class in order to make sure what are the points and the parts of
the lesson that need to be comprehended by the students.
2. Rules and procedures in Teacher-led activities
The observation that was done to find out rules and procedures in
teacher-led activities consist of 5 sub-indicators. They are student attention
during presentations (items 9-10), student remains on their seat (seatwork)
(items 11-12), student participation (items 13-14), obtaining help (items 1516), and behavior when work has been finished (items 17-18). Below are the
findings.
Table 2: Rules and Procedures in Teacher-led activities applied by English teachers in
SMPN 2 Kec. Harau Kab. 50 Kota
Meetings
No
9
10
Teacher 1
Teacher 2
Teacher 3
Total
1
-
2
-
11
12
13
10
14
15
16
17
18
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Table 3: Rules and Procedures in transitions and interruptions applied by English teachers
in SMPN 2 Kec. Harau Kab. 50 Kota
Meetings
Rules and procedures in transitions and
interruptions
No
19
20
21
22
23
Teacher 1
Teacher 2
Teacher 3
Total
Teacher 1
Teacher 2
Teacher 3
Total
24
25
26
27
28
2
0
29
Total
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Other suggestions are addressed for the next researchers who want to
conduct research dealing with classroom management. Since this research is limited
on the analysis of teachers classroom rules and procedures, it is suggested to
another researcher to continue and develop further research related the others
classroom management aspects. Moreover, the time to do the research have to be
planned well
Note: This article is written based on the Giovanni Oktavinandas thesis under
the supervision of Prof. Dr. M. Zaim, M.Hum 1st advisor and Dr. Zul
Amri, M.Ed 2nd advisor.
References:
Boudah, Daniel J. 2011. Conducting Educational Research Guide to Completing
a Major Project. California: Sage Publication, Inc.
Burden, Paul R and David M Byrd. 2010. Methods for Effective Teaching,
Meeting the Needs of All Students (5th ed). Boston: Allyn & Bacon.
Cooper, James M et l. 2011. Classroom Teaching Skills (9th ed). Wadsworth,
Cengage Learning.
Evertson,
ISSN: 2302-3198