3 - CM Isi

CHAPTER I
INTRODUCTION
A. BACKGROUND
Students spend a majority of their time in school, it is important to have a
teacher who genuinely cares about them. Having a teacher who cares about his
or her students will help the students to develop a positive self-concept as well
as help them to be motivated to do well in school. Students need to feel that
they can trust their teacher. A teacher who is caring will provide an
environment for students that are comfortable and ideal for learning by
allowing students to explore the possibilities of learning. Classroom
management is the right solution in order to know what we should do to be a
caring teacher.
There are many ways to be caring teachers. One of those ways is to respect
all children and believe that all children can learn.
Nowadays, many people think that they have to be respected by their
students but they do not want to respect them. It is because they thought that
they already have a higher education so that they do not have to respect the
children. There is so many victims in education because of the teachers do not
believe their own students can learn. They believe that they should focus only
the children that have more ability than others that lack behind in study.
Because of this the students that already left behind feel they are unimportant,
neglected, and more far left behind. As a result, they do not want to study
anymore because even the teachers themselves do not believe that they can
study.
The researchers made a research at SDN 016 Jelawat Samarinda because
the school is in Samarinda area but is not in the center of the town and it seems
that it lack of government reach. As we know that most of schools which are
not in the center of the town have bad teaching, incompetent teachers, inconduced learning process, and lack of facilities.
B. RESEARCH FOCUS
The research focus of this research is the students comfort when learning
in the classroom.
C. PURPOSES
The purposes of this observation are :
1. To look at the teachers using the voice in the classroom of SMPN 4
Samarinda
2. To find out the main problem at SMPN 4 Samarindas classroom
3. To discover the solution of the problems
CHAPTER II
REVIEW OF LITERATURE
A. THE CONCEPT OF CLASSROOM MANAGEMENT
Classroom management is a term to describe the process of managing the
classroom. To make the classroom lessons run smoothly without any obstacles is
the main purpose to learn this subject. Another purpose for learning this subject is
to make the students that we teach feel comfortable with their physical
environment. Behavior of the teacher is also a vital problems that determines a
students comfort in the classroom. The term implies all the possibility that will
happen in the classroom. How to prevent and handle the problems a teacher had in
the classroom is provided here. It is possibly the most difficult aspect of teaching
for many teachers; indeed experiencing problems in this area causes some to leave
teaching altogether. Classroom management is closely linked to issues of
motivation, discipline and respect. Methodologies remain a matter of passionate
debate amongst teachers; approaches vary depending on the beliefs a teacher
holds regarding educational psychology. A large part of traditional classroom
management involves behavior modification, although many teachers see using
behavioral approaches alone as overly simplistic.
If the teacher roles are good the teacher can manage the classroom well, so
the students will be able to get influence by teacher automatically, because the
personal philosophy is one of the important aspects of classroom management.
B. THE CONCEPT OF USING THE VOICE

The most valuable asset for a teacher is obviously the voice. The one
thing teachers do most often is talk (rightly or wrongly). Teachers talk for
long periods each day, for many years. They rely on their voices to a great
extent, and with it they transmit not only information, but also mood,
atmosphere and emotions. Moreover, how we speak and what our voice
sounds like have a crucial impact on classes. Harmer, J. (2007)
recommends three issues we should think about when considering the use
of the voice in the management of teaching: audibility, variety and
conservation.
C. THE KINDS OF DISPOSITION OF CARING TEACHERS

There are two kinds the dispositions of caring teachers:
1. Respect All Students

In classrooms with students from many cultures and students with
disabilities, teachers must serve the role as models and demonstrating the
importance of embracing all students so, the teachers must be able to
understand their English language learner.
To make the students feel respected, a teacher can do some way to feel
them respected, such as teachers make them visible, worthy, being
demanding, and hold them the high standard. For example:
Make a classroom for social justice which focus on equality and
fairness.
Make the democratic classroom which students should join to
participated in the classroom, and listen to their opinions.
Shared leadership in the classroom, by creating rules and
accountability system which included them.
2. Believe That All Children Can Learn

Based on this belief, school and teachers should provide the
resources and environment that will encourage successful learning. To
support this belief the government establishment the education reform like
NCLB and NCATE. So, they built some rules that most state regulation
include something like the following aspects:
Creates an environment that is conducive to learning.
Creates an appropriate physical environment.
Maintains appropriate standards of behavior, mutual respect, and
safety.
Manages classroom routines and procedures.
As we begin our preparation to become a teacher, our own thoughts
and beliefs will integrate with the theories and methods we learn and as a
beginning teacher it is important to get in touch with what you bring to the
profession and the classroom, especially as it relates to management and
behavior.
CHAPTER III
RESEARCH METHOD
A. RESEARCH DESIGN
In this observation, we use descriptive study and qualitative approach. In
descriptive study we tried to reveal patterns assosiated with a spesific desease
without an emphasis on pre-specified hypotheses. Generally, in descriptive
study the emphasis is on estimation rather than testing (Steve Simon, 2002).
Qualitative research is a method of inquiry employed in many different
academic diciplines, traditionally in the social sciences, but also in market
research and further contexts. Qualitative researchers aim to gather an in-depth
understanding of human behavior and the reason that govern such behavior.
The qualitative method investigates the way and how of decision making, not
only what, where, when. Hence, smaller but focused samples are more often
needed, rather than large samples.
1. Research Planning
The researchers will use teachers interview as the primary data, and
students interview and observation checklist as the supportive data. The
researchers will use teachers interview as the primary data because the
researchers want to see whether or not the teachers have cared about their
students by the teachers perspective. Students interview will be used as the
supportive data since the researchers want to know the dispositions of the
teachers by the students perspective. The researchers will also monitor the
6
teaching and learning process by using observation checklist to strength the

accuracy of the data.
2. Data Collection
The researchers will interview teachers and students at SDN 012
Jelawat Samarinda to get the accuracy of the data by using interview
questions and observation checklist.
3. Data Analysis
a. Data Reduction
The researchers will re-duct all the answers from research subjects.
The researchers will keep the answers needed and have relation with this
research, and will take out the answers that have no relation at all.
b. Data Conclusion
The researchers will conclude the data given by research subjects.
c. Display
The researchers will display the disposition of the teachers at SDN
012 Jelawat Samarinda, the problems arise in this school from the
dispositions of the teachers, and the solution to solve the problems.
B. RESEARCH SUBJECTS
As the objects for this observation, There will be nine students and three
teachers, three students and one teacher of each class; IV-A, IV-B and V-AB at
SDN 012 Jelawat Samarinda who will be observed by us.
C. RESEARCH INSTRUMENTS
The researchers will use two types of instruments to this observation;
observation checklist and interview guide. The researchers will use observation
checklist while the teacher are teaching. The observation checklist consists of
28 statements. Interview guide for students and teachers will be different,
though, have the same meaning. These research instruments have correlation
with the dispositions of caring teachers.
D. TRIANGULATION
According to Taylor, Gibbs and Lewins (2005), triangulation is essentially
means combining two or more views approaches or methods in an
investigation in order to get a more accurate picture of the phenomena. It is
usually used for qualitative research.
1. Triangulation with Subjects

The researchers will be use more than one subjects; teachers as primary
subjects and students as supportive subjects to get the accuracy of the data.
2. Triangulation with Methods

In this research the researchers will use triangulation with methods
which are interview guide and observation checklist to get appropriate the
data.
3. Triangulation with Theory

According to the book Touch the Future Teach! by Carlos F. Diaz,
Carol Marra Pelleter and Eugene F. Provenzo, Jr. there are two dispositions
of caring teachers; respect all students and believe all children can learn. To
respect all students, teachers can make classroom for social justice, create
the democratic classroom, and share leadership in the classroom and to
believe all children can learn, there are two roles; the role of federal reform
and role of personal philosophies in the classroom. In this research the
researchers will use triangulation with theory which is theory from the book
Touch the Future Teach! and looking at the teaching and learning process
in the classes.
CHAPTER IV
RESEARCH FINDINGS AND DISCUSSION
A. FINDINGS
From the interview that the researchers did, the researchers are able to
explain that:
Questions 1: Do the students like to participate during the class?
Teacher 1 : Yes, my students are active.
Teacher 2 : Only twenty percent of my students are active.
Teacher 3 : My students tend to look for my attention.
Student 1
: I like to answer my teachers questions but Im afraid to ask.
Student 2
: I like asking something and giving opinion to my teacher.
Student 3
: Yes, I do.
Student 4
: Yes, I do.
Student 5
: I really like to participate during the class.
Student 6
: I seldom participate because I understand the explanation of my

teacher.
Student 7
: Yes, I do.
Student 8
: Seldom.
Student 9
: I often participate during the class.
Conclusion: From the answer of the subjects, the researchers conclude that the
students at SDN 012 Jelawat Samarinda like to participate during
10
the class, though there is any student that does not like to
participate during the class.
Question 2 : Do the students have a responsibility like cleaning schedule
and doing it well?
Teacher 1 : Yes, I already give the schedule for cleaning the classroom to
each of my students. If they are late and didnt get to do their duty,
the leader of the class will report it to me and I will give them a
warning. But, if the class is already clean then I think they are
already taking a responsibility.
Teacher 2 : They are doing their duty very well. If there is anyone that not
doing his/her duty I will charge a fine.
Teacher 3 : If there is a student that late, I will tell them to do their chores at
rest minutes.
Student 1
: I always do my chores. If I do not, I will get a punishment.
Student 2
: Sometimes I do, sometimes I do not.
Student 3
: Yes, I do.
Student 4
: Yes, I always do my chores.
Student 5
Student 6
: Yes, I always do my chores promptly.
Student 7
Student 8
: I seldom do my chores and I never got any punishment.
Student 9
11
Conclusion: Most of the students always do their chores, though, one student
told that he seldom do his turn and never got any punishment.
Question 3 : Do the students choose their own seat or it arranged by the

teachers?
Teacher 1 : I arrange my students seats. The smart students sit beside lack in
study. Most of the smart students sit in back of the class.
Teacher 2 : I re-arrange their seats monthly.
Teacher 3 : I arrange my students seats. The smart students sit at the same
desk I can give an extra lesson for the students that lack in
studying.
Student 1
: I choose my seat by myself.
Student 2
Student 3
: My seat was arranged by my teacher.
Student 4
Student 5
Student 6
: Our seats were arranged by my teacher and it will be changed if

my friend is naughty or cheating.
Student 7
: Sometimes our seats were arranged by my teacher, sometimes we

choose by ourselves.
Student 8
Student 9
12
Conclusion: The teachers said they arrange the seats, and most of students said
the same tone, though, three students told they choose themselves
their seats.
Question 4 : Do the teachers follow the materials on the textbook?

Teacher 1 : No, I do not. Because the book provided is different from the
book that set the reference to make the questions of the exam last
year. I follow the syllabus around sixty percent. For daily task, I
make the new task by myself because students parents usually had
filled the task in the LKS.
Teacher 2 : Sometimes I take the material from other resources, because the
syllabus sometimes does not match with the ability of the students
in the suburb like this.
Teacher 3 : I take the material from the syllabus around ninety percent.
Student 1
: No, my teacher does not follow the textbook only.
Student 2
: Yes, she does.
Student 3
: Yes, she does.
Student 4
: Yes, she does.
Student 4
: Yes, but sometimes my teacher takes the material from other

resources.
Student 6
: My teacher follows the LKS.
Student 7
: My teacher sometimes follows the material from the textbook.
Student 8
: sometimes she does, sometimes she does not.
13
Student 9
: My teacher does not use the textbook.
Conclusion: From the answer of the student and the teacher, researcher can
conclude that most of teacher that researcher had been observed
use textbook as a material teaching, but the teacher was not only
use a textbook, they used other resources.
The interview that the researchers did, it was strengthened by observation
checklist From the observation checklist, what the researcher had observed.
From the first question there are many students like to participate during the
class and according to the observation checklist, some of the students like to
participate during the class but the others did not.
From the second question, most of students always do their obligation to
clean the class and according to the observation checklist, all classes were
clean except one class that has many students. According to the third questions,
the students seat were arranged by the teachers and it strengthened by the
observation checklist. According to the forth question, some teachers used
textbook as a material teaching but some other teachers used other resources.
B. DISCUSSION
Based on Findings we can conclude that from the first quetion students
like to participate during the class. The second question can be concluded that
some teachers were not firmly to ask their students to do their obligation to
clean the class. From the third question teachers had been arranged their
students seat but it depends on them they rearranged their seats. Meanwhile
14
from the last question the researchers concluded that some teachers used
textbook as their material. And some other used other resources.
The researchers can conclude that the case study of dispostiton of caring
teachers in this school runs well enough. This can be indicated by both teachers
and students said:
1. Most of students like to participate during the class. It means that the
teachers have made the class democratic. It is in the same tone with John
Dewey who stated that students who like to participate in the classroom
make the classroom democratic. (Dewey, 1938/1979)
2. The teachers have given cleaning schedule to their students and most of the
students do it but only a few students that didnt do their duty. According to
TOUCH OF THE FUTURE TEACH! teacher can create effective
learning environments for all students by creating accountability systems
together such as cleaning schedule and class structure (Diaz, Pelletier and
Provenzo; 2005)
3. Teachers arranged the seats according to the ability of the students with
purpose to make them smarter than before. It means the teachers created the
classroom for social justice, which focus on equality and fairness (Diaz,
Pelletier and Provenzo; 2005)
4. Teachers used textbook in teaching and sometimes combined with other
resources if they felt the material in the textbook incomplete. The researchers
can say that the teachers in this school have a good ability in giving
materials.
15
CHAPTER V
CONCLUSION AND SUGGESTION
A. CONCLUSION
1. The Disposition of the Teachers at SDN 012 Jelawat Samarinda
According to earlier chapter, obviously the teachers at SDN 012
Jelawat Samarinda have some dispositions of caring teachers; respect all
students and believe that all children can learn.
2. The Problem Arise at SDN 012 Jelawat Samarinda from the

Disposition of the Teachers
There is only one problem that arises at SDN 012 Jelawat
Samarinda from the dispositions of the teachers. The problem is lack of
teachers monitor in shared leadership in the classroom. Although the
teachers have given the cleaning schedule, less of them did not do their duty
but the teachers did not realize it. Even one of teachers said that when she
looked the class clean, it means the students had taken their responsibility.
3. The Solution of the Problem

The solution of the problem is the teachers should monitor the
class regularly. Teachers should not only give a responsibility but also give
direction for students to make them understand that the responsibility has
even essential and also it is for their good.
16
B. SUGGESTION
After the researchers found the result of the observation, the researchers
think that the teachers at SDN 012 Jelawat Samarinda were care enough unless
about shared responsibility in the class. Therefore, the researchers want to
suggest to the teachers and also for everyone who wants to be a teacher to have
the dispositions of caring teacher by respecting all students and believing that
all children can learn. While for the school, the researchers suggest to monitor
and to control the teachers to come in time, so that the teachers can assist the
students while they are cleaning the class.
This result can be a reference for them who want to make a similar
research and for the juniors it can be information about the dispositions of
caring teachers.
17
REFERENCES
Diaz, F. C., Pettierre, M. C., & Provenzo, Jr. F. E. (2005). Touch The Future
Teach!(1st Ed.). : Ally & Bacon.
https://www.ptcc-cfc.on.ca/common/pages/UserFile.aspx?fileId=104090
(Retrived: May 2012)
18
APPENDIX 1
Interview Questions for Teachers

A. Hadijah, S.Pd, M.Psi
1. Apakah murid-murid senang berpartisipasi di dalam kelas? Seperti bertanya
jika tidak mengerti, menjawab pertanyaan, atau mengajukan pendapat?
Answer
: Mereka kadang Cuma ingin mencari perhatian. Namanya juga
anak-anak
2. Apakah kelas ini memiliki jadwal piket? Dan apakah murid-murid
melaksanakan tugas piket dengan baik?
Answer
: Ketua kelasnya sangat baik menjalankan tugasnya dengan baik
juga. Kalau tugas piket dijalankan dengan baik. Tapi terkadang ad beberapa anak
yang datangnya terlambat. Bagi yang terlambat mereka piketnya setelah jam
istirahat.
3. Mengenai tempat duduk, apakah murid-murid memilih sendiri atau dipilihkan
oleh bapak/ibu guru?
Answer
: Karena dulu pernah ada anak yang matanya rabun duduk
dibelakang, lalu prestasinya menurun. Jadi saya tanyakan, ternyata dia bilang tidak
lihat jadi saya pindahkan ke depan. Tiap bulan saya rubah tempat duduknya
supaya anak-anak tidak bosan. Kalau posisi yang pintar sama yang pintar, yang
kurang sama yang kurang agar saya mudah buat menjelaskan ke mereka lagi.
4. Adakah panduan yang bapak/ibu berikan gunakan ketika mengajar dikelas?
Seberapa banyak ibu/bapak berpatokan pada panduan tersebut?
Answer
: Ada. Sekitar 90%. Sisanya saya cari dari sumber lain.

B. Emmi Khairiah
19

Answer
: Yang aktif sekitar 20%, yang blank sekitar 10% dan sisanya
biasa-biasa saja.
Answer
: Ketua kelasnya baik, begitu juga dengan tugas piket. Karena saya
bilang ke mereka kalau kelasnya kotor akan saya denda 5 ribu rupiah.
Answer
: Setiap bulan saya rolling tempat duduknya jadi semua murid bisa
merasakan bagaimana rasanya duduk di depan atau di belakang.

Answer
: Syllabus ada, buku paket dipinjamkan dari sekolah. Saya juga
mencari dari sumber lain, karena kasihan anak-anak. Kalau syllabus kan yang
membuat orang ahli yang mengadakan penelitian di sekolah-sekolah tertentu
saja. Mereka tidak melihat sekolah yang berada di pinggiran sehingga materinya
belum tentu sesuai dengan kemampuan siswanya.

C. Eva Rosalina, S.Pi
20
Answer
: Kalau dikelas saya aktif ya kalau dia tidak mengerti langsung
bertanya. Saya lebih suka yang bertanya saya akan menjelaskan sampai dia
mengerti. Karena, kadang-kadang adakan murid yang diam percuma saja kita
menyampaikan tapi dia tidak mengerti. Lebih baik anak yang suka bertanya.
Answer
: Jadwal piketnya ada. Mereka piket sendiri karena sudah dikasih
jadwalnya masing-masing. Kalau ada yang telat, pada saat jam pulang, dia akan
piket. Biasanya yang mengontrol kegiatan piket itu Ketua Kelas. Dia yang
melaporkan misalnya ada yang tidak piket, hari itu juga si ketua kelas lapor ke
saya. Nah dari situ saya yang mengontrolnya. Tapi selama saya melihat kelas itu
bersih berarti mereka sudah bertanggung jawab.
Answer
: Saya yang mengatur . saya beda-bedakan. Jadi yang kurang-
kurang, kadang saya rolling . saya tempatkan yang kurang sama yang pintar. Jadi
anak yang kurang itu bias bertanya kepada anak yang pintar. Kadang-kadang
yang kurang saya tempatkan dibangku barisan depan, supaya lebih jelas. Saya
rolling terus sih takutnya kan anak-anak suka bosan.
Answer
: Iya. Kalau buku paket itu sempat saya pakai. Cuma acuannya
hanya dari penerbit Tiga Serangkai. Banyak yang melenceng dari airlangga.
21
Soalnya, saya lihat ujiannya kemaren banyak yang memakai airlangga. Jadi,
kalau saya kalau masih nyambung dengann airlangga, saya pakai.
APPENDIX 2
Interview Questions for Students

5th Grade A & B
A. Melly Arista
1. Apakah adik termasuk siswa yang suka bertanya/menjawab pertanyaan dari
guru? Apakah kalian suka menyampaikan pendapat kalian didalam kelas ?
22
Answer
: Iya, suka. Terkadang.
2. Apakah adik selalu melaksanakan tugas piket adik ?

Answer
: Iya, selalu.
3. Apakah tempat duduk adik, adik sendiri yang memilih nya sendiri atau
dipilihkan oleh guru ?
Answer
: Diatur guru.
4. Menurut adik, ketika guru sedang mengajar guru tersebut mengikuti materi
yang ada di buku paket atau tidak ?
Answer
: Sesuai buku.

5th Grade A & B
B. Rifqi Fajar
Answer
: Kadang-kadang. Jarang
23

Answer
: Iya.
Answer
: Diatur guru.
Answer
: Iya, sesuai dengan yang dibuku/textbook.

5th Grade A & B
C. Febrianto
Answer
: Saya suka bertanya dan menyampaikan pendapat saya.

24
Answer
: Terkadang iya, terkadang tidak.
Answer
: Saya memilih tempat duduk saya sendiri.
Answer
: Sesuai dengan buku.

4th Grade A
A. Mira Ayu Lestari
Answer
: Iya, sangat suka. Iya. Bila guru bertanya atau di tunjuk.

Answer
: Selalu.
25
Answer
: Pilih Sendiri.
Answer
: Iya, tapi kadang dari sumber lain juga.

4th Grade A
B. M.Fikri
Answer
: Saya tidak suka bertanya karena takut, tapi saya sangat suka
menjawab.
26
Answer
: Iya, saya melaksanakannya dengan baik. Karena jika tidak
melaksanakan saya akan dihukum

Answer
: Saya memilih tempat duduk saya sendiri. Karena lebih
konsentrasi dan tidak terganggu oleh teman.

Answer
: tidak terpaku pada buku.

4th Grade A
C. Ahmad Nur Rofiq
Answer
: Saya tidak suka bertanya dan kalau saya tidak mengerti saya
hanya bisa diam.

27
Answer
: Sering menyapu.
Answer
: tempat duduk saya dipilihkan oleh guru saya. Tempat duduk saya
sering diganti-ganti oleh guru supaya tidak bosan.

Answer
: Mengikuti di buku.

4th Grade B
A. Maya Imaniar
Answer
: Sering, Pernah.

Answer
: Selalu.
28
Answer
: Guru yang mengatur.
Answer
: Tidak menggunakan buku paket.

5th Grade B
B. Rabiullah Saputra
Answer
: Tidak, Jarang-jarang.

Answer
: jarang-jarang.
29
Answer
: Dipilih sama gurunya. Aku lebih suka belajar sendiri.
Answer
: kadang pakai kadang tidak.

5th Grade B
C. Gusti Islami Juhri
Answer
: Gak suka tanya karena suka mengerti. Kalau belum mengerti baru
tanya. Suka, tapi gugup dan ibunya mau menerima pendapat saya.
30
Answer
: Iya.
Answer
: Dipilihkan sama guru dan bisa dirubah jika ada yang nakal dan
nyontek. Lebih suka belajar sendiri. Karena kalau belajar kelompok malah
ngobrol. Kalo ribut sekali disuruh push-up 50-100 kali atau disuruh keluar
sampe pulang.
Answer
: Mengikuti LKS ( lembar kerja siswa ) karena buku paket tidak
dipinjamkan.
APPENDIX 3
Observation Checklist
Nama Sekolah : SDN 012
Kelas
: VA& B
Jumlah Siswa : 40 siswa
Nama Guru : Hadijah, S.Pd, M.Psi
Observers
: Alya Mumthana Binashr & Rita Umira Dewi
N
o.
1
2
3
Kondisi / Pernyataan
Guru memberikan kesempatan kepada seluruh
murid untuk bertanya
Seluruh murid aktif bertanya
Seluruh murid aktif menjawab pertanyaan
Y
a
Tid
ak
Ke
t.
SJ
DC
DC
31
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
Jadwal Piket kelas terposting

Ruang kelas bersih
Struktur Kelas terposting
Ketua kelas / sek. Keamanan menegur
temannya yang ribut
Guru tidak membeda-bedakan murid
berdasarkan SARA dan status ortu
Guru marah-marah dikelas
Guru membiarkan satu/dua anak yang tidak
paham
Guru menegur murid yang ngobrol sendiri
Ruang kelas memiliki lampu
Ruang kelas memiliki kipas angin
Terdapat peralatan kebersihan di kelas
Terdapat coretan di meja / kursi/ dinding kelas
Guru berbicara dengan bahasa yang sopan
Guru mengucapkan kata 'bodoh' kepada murid
Guru menjelaskan pelajaran dengan bahasa
yang mudah dimengerti
Guru menjelaskan kembali ketika ada murid
yang belum paham
Ruang kelas nyaman
Ruang kelas cukup luas
Jumlah jendela kelas cukup
Ruang kelas cukup terang
Ruang kelas pengap
Murid yang pendek duduk di depan
Jarak pandang murid k epapan tulis pas
Murid yang penglihatannya kurang duduk di
depan
Guru menerangkan pelajaran hanya duduk
SL
SL
SL
SL
SJ
PP
SJ
FR
FR
FR
SL
SL
PP
SJ
FR
B
FR
FR
FR
FR
FR
CS
CS
CS
Kelas
: IV A
Jumlah Siswa : 24 Siswa
Nama Guru : Emmi Khairiah
Observers
: Muhammad Ramadhani & Oviyana Tiffany
N
o.
1
2
3
Y
a
Tid
ak
Ke
t.
SJ
DC
DC
32
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28

Ruang kelas bersih
temannya yang ribut
paham
yang belum paham
Ruang kelas nyaman
Ruang kelas pengap
depan
SL
SL
SL
SL
SJ
PP
SJ
FR
FR
FR
SL
SL
PP
SJ
FR
B
FR
FR
FR
FR
FR
CS
CS
CS
Kelas
: IV B
Jumlah Siswa : 24 Siswa
Nama Guru : Eva Rosalina, S.Pi
Observers
: Alifa Prima Budiarga & Annisa Wardana
N
o.
1
Y
a
Tid
ak
Ke
t.
SJ
33
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28

Ruang kelas bersih
temannya yang ribut
paham
yang belum paham
Ruang kelas nyaman
Ruang kelas pengap
depan
DC
DC
SL
SL
SL
SL
SJ
PP
SJ
FR
FR
FR
SL
SL
PP
SJ
FR
B
FR
FR
FR
FR
FR
CS
CS
CS
APPENDIX 4
PROFILE OF SUBJECTS
HEADMASTER PROFILE
34
Name
: Sutinah, S.Pd
Born
: January 15th 1963
Address
: Jalan Modang Komp. PERUM UNMUL Sempaja No 24
Last education : S1 Curriculum

Occupation
: Headmaster at SDN 012
Period
: March 3rd 2009 Now
TEACHERS PROFILE
1. Name
: Hadijah, S.Pd, M.Psi
Born
: January 12nd 1969
Last education : Master of Psychology (S2)
Occupation : Teacher at SDN 012 5th grade
2. Name
: Emi Khairiah
Born
:Last education : Occupation : English Teacher at SDN 012
3. Name
: Eva Rosalina, S.Pi
Born
: June 21st 1984
Last education : S1 in Perikanan faculty
Occupation : Teacher at SDN 012 4th grade
STUDENTS PROFILE
GRADE 5th CLASS A & B
1. Name
: Melly Arista
Grade
: 5th B
Born
: July, 26th 2000
Address : Jalan Jelawat
35
Ambition : Doctor
2. Name
: Rifki Fajar
Grade
: 5th A
Born
: August, 14th 2000
Ambition : TNI
3. Name
: Febrianto
Grade
: 5th A
Born
: July, 26th 2000
Address : Jalan Tenggiri
Ambition : Fireman
36
STUDENTS PROFILE
GRADE 4th CLASS A
1. Name
: Mira Ayu Lestari
Grade
: 4th A
Born
: June, 27th 2002
Address : Jalan Jelawat Gg 7
Ambition : Police Woman
2. Name
: M. Fikri
Grade
: 4th A
Born
: August, 2nd 2002
Ambition : Football player
3. Name
: Ahmad Nur Rifoq
Grade
: 4th A
Born
:Address : Jalan Biawan
Ambition : Policeman
37
STUDENTS PROFILE
GRADE 4th CLASS B
1. Name
: Mayanda Imaniar
Grade
: 4th B
Born
: July, 16th 2002
Address : Jalan Jelawat No. 42
Ambition : Teacher
2. Name
: Rabiulah Saputra
Grade
: 4th B
Born
: May, 8th 2000
Address : Jalan Gerilya Gg Mesjid
Ambition : Doctor
3. Name
: Gusti Islami Juhri
Grade
: 4th B
Born
: November, 6th 2001
Address : Jalan Sultan Alimuddin
Ambition : Painter
38

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CHAPTER I

B. THE CONCEPT OF USING THE VOICE

C. THE KINDS OF DISPOSITION OF CARING TEACHERS

1. Respect All Students

2. Believe That All Children Can Learn

teaching and learning process by using observation checklist to strength the

1. Triangulation with Subjects

2. Triangulation with Methods

3. Triangulation with Theory

: I like to answer my teachers questions but Im afraid to ask.

: I like asking something and giving opinion to my teacher.

: I really like to participate during the class.

: I seldom participate because I understand the explanation of my

: I often participate during the class.

: I always do my chores. If I do not, I will get a punishment.

: Sometimes I do, sometimes I do not.

: Yes, I always do my chores.

: Yes, I always do my chores.

: Yes, I always do my chores promptly.

: Yes, I always do my chores.

: I seldom do my chores and I never got any punishment.

: Yes, I always do my chores.

Question 3 : Do the students choose their own seat or it arranged by the

: I choose my seat by myself.

: I choose my seat by myself.

: My seat was arranged by my teacher.

: My seat was arranged by my teacher.

: I choose my seat by myself.

: Our seats were arranged by my teacher and it will be changed if

: Sometimes our seats were arranged by my teacher, sometimes we

: My seat was arranged by my teacher.

: My seat was arranged by my teacher.

Question 4 : Do the teachers follow the materials on the textbook?

: No, my teacher does not follow the textbook only.

: Yes, she does.

: Yes, she does.

: Yes, she does.

: Yes, but sometimes my teacher takes the material from other

: My teacher follows the LKS.

: My teacher sometimes follows the material from the textbook.

: sometimes she does, sometimes she does not.

: My teacher does not use the textbook.

2. The Problem Arise at SDN 012 Jelawat Samarinda from the

3. The Solution of the Problem

Interview Questions for Teachers

: Ketua kelasnya sangat baik menjalankan tugasnya dengan baik

: Karena dulu pernah ada anak yang matanya rabun duduk

: Ada. Sekitar 90%. Sisanya saya cari dari sumber lain.

Interview Questions for Teachers

1. Apakah murid-murid senang berpartisipasi di dalam kelas? Seperti bertanya

merasakan bagaimana rasanya duduk di depan atau di belakang.

: Syllabus ada, buku paket dipinjamkan dari sekolah. Saya juga

Interview Questions for Teachers

: Kalau dikelas saya aktif ya kalau dia tidak mengerti langsung

: Jadwal piketnya ada. Mereka piket sendiri karena sudah dikasih

: Saya yang mengatur . saya beda-bedakan. Jadi yang kurang-

Interview Questions for Students

: Iya, suka. Terkadang.

2. Apakah adik selalu melaksanakan tugas piket adik ?

Interview Questions for Students

2. Apakah adik selalu melaksanakan tugas piket adik ?

: Iya, sesuai dengan yang dibuku/textbook.

Interview Questions for Students