CLASSROOM MANAGEMENT USED BY THE ENGLISH TEACHERS OF TENTH GRADE STUDENTS OF SMK N 1 KUDUS IN ACADEMIC YEAR 2012/2013
By: Candra Restuning Arummawarti 2010-32-208
DEPARTMENT OF ENGLISH EDUCATION FACULTY OF TEACHER TRAINING AND EDUCATION UNIVERSITY OF MURIA KUDUS 2013
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CLASSROOM MANAGEMENT USED BY THE ENGLISH TEACHERS OF TENTH GRADE STUDENTS OF SMK N 1 KUDUS IN ACADEMIC YEAR 2012/2013
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SKRIPSI Presented to the University of Muria Kudus In Partial of Fulfillment of Requirements for Completing the Sarjana Program in the English Education
By: Candra Restuning Arummawarti 2010-32-208
DEPARTMENT OF ENGLISH EDUCATION FACULTY OF TEACHER TRAINING AND EDUCATION UNIVERSITY OF MURIA KUDUS 2013 iii
MOTTO AND DEDICATION
Motto: If one dream should fall and break into a thousand pieces, never be afraid to pick one of those pieces up and begin again
Dedication: To my parents The dearest persons to my heart. Thank you for all your encouragement, and above all your love. I dedicate my work to my family Thank you for your patience and support.
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ACKNOWLEDGEMENT Alhamdulillah, the writer thanks to Allah SWT the Almighty to all of the mercy that blesses her with the health and tremendous power in accomplishing the skripsi entitled “Classroom Management Used by the English teachers of tenth grade students of SMK N 1 Kudus in the Academic Year 2012/2013”. This skripsi is to fulfill the requirement for the Sarjana Degree in the English Education the University of Muria Kudus. This skripsi is not merely her own work because there are some great people behind her who suggested and guided by giving a comment and motivation to make it better. The writerwishes to express her gratitude to: 1.
Drs. Susilo Rahardjo, M.Pd as the Dean of English Education Department of Muria Kudus University
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Fitri Budi Suryani, S.S. M.Pd as the Head of English Education Department of Muria Kudus University who gave the inspiration to her
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Agung Dwi Nurcahyo, SS, M.Pd as the first advisor who was always patient to spend lot of times to guide and advice her in completing this skripsi
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Dr. H. A. Hilal Madjdi, M.Pd as the second advisor for all the time, her attention, advice, and suggestion in completing this skripsi
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Her beloved parents for their love, pray, and support to encourage her in finishing this skripsi
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Her beloved brothers and sister in law, her lovely niece, Kayla Raya, who made her laugh when evrything became so hard
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All of Lecturers of English Education Department Teacher Training and Education Faculty of Muria Kudus University who taught her with the full of love
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Someone special, Wafi Shafiyudien, who accompanied, helped, supported, and motivated her in doing and finishing this skripsi
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Her dearest best friends, Khalim, Pipit, and Puji who always suggested, helped and supported her
10. All of her beloved friends who have given her support and suggestion There is no the greatest obstacle in writing this skripsi than avoiding the temptation of being perfect. Therefore, suggestion from the reader will be fully appreciated and always awaited. The writer hopes this skripsi will be useful for all and in the field of education especially. Thanks you very much.
Kudus, March 2013
Candra Restuning Arummawarti
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ABSTRACT Arummawarti, Candra Restuning. 2013. Classroom Management Used by the English teachers of tenth grade students of SMK N 1 Kudus in Academic Year 2012/2013. Skripsi. English Education Department, Teacher Training and Education Faculty, Muria Kudus University. Advisor: (1) Agung Dwi Nurcahyo, SS, M.Pd, (2) Dr. H. A. Hilal Madjdi M.Pd. Key words: Classroom Management, Classroom Management Problems, English Teachers of Tenth Grade Students Classroom management encompasses all those things that teachers do to help theirstudents acquire useful skills, and the purpose is always to facilitate learning not merely tocontrol or keep order.Every teacher should have a good classroom management, it is to help his or her to build the good environment and keep control in class. Most of teachers know how to manage their class theoretically. Practically, the learning process still does not proceed effectively. Because of that reason, the writer was very interested toknowhow the classroom management used by the English teachers of tenth grade studentsof SMK N 1 Kudus in teaching practiceis and what the classroom management problems experienced by the English teachers in teaching tenth grade of tenth grade studentsof SMK N 1 Kudus in academic year 2012/2013 are. The objectives of this research are to describe the classroom management used by the English teachers of tenth grade studentsof SMK N 1 Kudus in teaching practice and to find out the classroom management problems experienced by the English teachers in teaching tenth grade of tenth grade studentsof SMK N 1 Kudus in academic year 2012/2013. This research is evaluated by a descriptive qualitative study inferred from the results of analysing the classroom management used by the English teachers of the tenth grade students of SMK N 1 Kudus. The data used in this research are the classroom management of the English teachers of tenth grade students students of SMK N 1 Kudus in academic year 2012/2013, and the data source of this reasearch are the utterences and gestures of video recording of teaching practice, and the questionnaire of the English teacher who teach in tenth grade students of SMK N 1 Kudus. In this research, the result shows that all the teachers who teach English in tenth grade students of SMK N 1 Kudus still have weaknesses in comprehending classroom management. The teachers didn’t fulfill some aspects. Teacher A is good on aspect of participation but less intime management. Teacher B is good in controlling engagement management but less in time management and participation of management. Teacher C is good in aspect of participation but less the ix
space management. The writer provided 21 questions in order to find out the classroom management problem experienced by the English teachers. The percentage of classroom management problems which are often faced as follow; The highest rank for the classroom management problems experienced by the English teachers in teaching tenth grade students of SMK N 1 Kudus in academic year 2012/2013 are“Students are well behaved during the class”, “Classroom management influenced the students’ attention in giving instruction”, and “Classroom management influenced teacher circulate among students at work”. It is found 91% of the students always do those points, and “Students are leaving the class too frequently” is the lowest rank. It is found only 25% of the students who do its problem. The writer suggests the teachers should understand all the aspect of classroom management before do teaching and learning process. It is suggested because classroom management is the basic skill that must be mastered by the teachers to make a comprehensive situation and make good process of teaching in teaching learning process. So the teaching learning process will be successful. The students should enrich themselves by making a good situation in teaching learning process and should obey all the rules on it so the process of delivering and accepting the material will run well. The teachers should make some regulation to manage their classroom and should give a punishment to the students who broke the regulation. It means that the regulation will help the teachers to control the classroom.
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ABSTRAKSI Arummawarti, Candra Restuning. 2013. Managemen Kelas yang digunakan oleh guru bahasa Inggris kelas Sepuluh SMK N 1 Kudus Tahun Ajaran 2012/2013. Skripsi. Program Studi Pendidikan Bahasa Inggris, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Muria Kudus. Pembimbing: (1) Agung Dwi Nurcahyo, SS, M.Pd, (2) Dr. H. A. Hilal Madjdi M.Pd. Kata Kunci: Managemen Kelas, Permasalahan dalam managemen kelas, Guru Bahasa Inggris Kelas X Manajemen kelas mencakup semua hal yang dilakukan oleh para guru untuk membantu para siswa memperoleh keahlian yang berguna, dan tujuannya selalu untuk memfasilitasi pembelajaran tidak hanyak sekedar untuk mengatur atau menyuruh. Setiap guru harus mempunyai manajemen kelas yang bagus, hal ini bermanfaat untuk membantu guru untuk membangun dan mengelola lingkungan kelas yang baik. Sebagian besar para guru tahu bagaimana mengelola kelas mereka secara teoritis. Praktiknya, proses pembelajaran masih tidak efektif. Oleh karena itu, penulis sangat tertarik untuk mengetahui bagaimana pengelolaan kelas yang digunakan oleh para guru bahasa Inggris kelas X SMK N 1 Kudus tahun ajaran 2012 /2013 dan permasalahan-permasalahan dalam manajemen kelas yang dihadapi oleh para guru bahasa Inggris kelas X SMK N 1 Kudus tahun ajaran 2012 /2013. Tujun dari penelitian ini adalah untuk mendiskripsikan pengelolaan kelas yang digunakan oleh para guru bahasa Inggris kelas X SMK N 1 Kudus tahun ajaran 2012 /2013 dan untuk mengetahui permasalahanpermasalahan dalam manajemen kelas yang dihadapi oleh para guru bahasa Inggris kelas X SMK N 1 Kudus tahun ajaran 2012 /2013. Penelitian ini dievaluasi dengan cara diskriptif kualitatif yang diambil dari hasil analisis pengelolaan kelas yang digunakan oleh para guru bahasa Inggris kelas X. Data yang digunakan dalam oenelitian ini adalah pengelolaan kelas dari guru bahasa Inggris kelas X tahun ajaran 2012/2013, dan sumber data penelitian ini adalah ucapan-ucapan dan gerak tubuh, video pengajaran, dan kuesioner dari para guru bahasa Inggris yang mengajar dikelas X SMK N 1 Kudus. Pada penelitigan ini, hasilnya menunjukkan bahwa semua guru yang mengajar bahasa Inggris kelas X SMK N 1 Kudus masih mempunyai kelemahan-kelemahan dalam pemahaman manajemen kelas. Para Guru tidak dapat memenuhi beberapa aspek. Guru A, bagus dalam aspek partisipasi tetapi kurang dalam pengelolaan waktu. Guru B, bagus dalam pengelolaan keterikatan tetapi rendah dalam pengelolaan waktu dan partisipasi. Guru C, bagus dalam aspek partisipasi tetapi kurang dalam pengelolaan kelas. Penulis menyiapkan 21 pertanyaan untuk xi
mencari masalah-masalah pengelolaan kelas yang dialami oleh para guru bahasa Inggris. Persentase dari masalah-masalah pengelolaan kelas yang dialami oleh Guru bahasa Inggris yang mengajar di kelas X SMK N 1 Kudus adalah “Para siswa berperilaku baik selama berada di dalam kelas”, “Manajemen kelas mempengaruhi perhatian para siswa dalam pemberian pengarahan” dan “Manajemen kelas mempengaruhi para guru berkeliling di sekitar siswa saat bekerja”. Persentasenya adalah 91% para siswa melakukan hal-hal tersebut., dan “Para siswa meninggalkan kelas terlalu sering” adalah nilai terendah. Nilai terendah ini hanya 25% para siswa yang melakukan masalah ini. Penulis menyarankan para guru seharusnya memahami semua aspek dari pengelolaan kelas sebelum memulai proses belajar mengajar. Hal ini disarakan karena pengelolaan kelas merupakan kemampuan dasar yang harus dikuasai oleh para guru untuk membuat pemahaman situasi dan menciptakan proses pengajaran yang baik dalam proses belajar mengajar. Sehingga proses dalam belajar mengajar akan berhasil. Para siswa seharusnya memperkaya dirinya sendiri dengan cara menciptakan situasi yang baik di dalam proses belajar mengajar dan mematuhi semua aturan-aturan yang ada di dalamnya, sehingga proses dalam penyampaian dan penerimaan materi akan berjalan dengan baik. Para Guru seharusnya membuat beberapa aturan untuk mengelola kelas mereka dan memberikan peringatan kepada para Siswa yang melanggar aturan-aturan tersebut. Hal ini berarti bahwa aturan tersebut akan membantu para guru di dalam mengelola kelas.
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TABLE OF CONTENTS Page COVER .................................................................................................................. i LOGO .................................................................................................................... ii TITLE .................................................................................................................. iii MOTTO AND DEDICATION ........................................................................... iv ADVISORS’ APPROVAL ...................................................................................v EXAMINERS’ APPROVAL .............................................................................. vi ACKNOWLEDGEMENT .................................................................................. vii ABSTRACT .......................................................................................................... ix ABSTRAKSI ........................................................................................................ xi TABLE OF CONTENTS................................................................................... xiii LIST OF TABLES ........................................................................................... xvii LIST OF FIGURE .......................................................................................... xviii LIST OF APPENDICES .................................................................................. xix CHAPTER I INTRODUCTION 1.1 Background of the Research .............................................................................1 1.2 Statement of the Problem ..................................................................................5 1.3 Objective of the Research ................................................................................5 1.4 Significance of the Research ............................................................................5 1.5 Scope of the Research ......................................................................................6 1.6 Definition of The Term .....................................................................................6 CHAPTER II REVIEW TO RELATED LITERATURE 2.1 Teaching English ................................................................................................8 2.1.1 Teaching English in SMK N 1 Kudus .....................................................9 2.1.2 Curriculum of Teaching English in SMK.............................................11 2.1.3 Purpose of Teaching English in SMK N 1 Kudus .................................12 2.1.4 Material of Teaching English in SMK N 1 Kudus ................................13
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2.1.5 Method of Teaching English in SMK N 1 Kudus .................................14 2.2 Classroom Management ...................................................................................15 2.2.1 Aspect of Classroom Management ........................................................16 2.2.1.1 Time Management ......................................................................17 2.2.1.2 Space Management ......................................................................18 2.2.1.3 Engagement Management ............................................................19 2.2.1.4 Participation ................................................................................20 2.3 Effective Classroom Management ...................................................................21 2.3.1 Academic Learning Time .....................................................................21 2.3.2 Use of Reinforcement ............................................................................22 2.3.3 Cues and Feedback ...............................................................................23 2.3.4 Co-operative Learning ..........................................................................23 2.3.5 Classroom Atmosphere .........................................................................24 2.3.5.1 Create a Positive Physical and Emotional Atmosphere ...............24 2.3.5.2 Create a Positive Classroom Discipline System ..........................25 2.3.6 Higher Order Questions .........................................................................26 2.3.7 Advance Organizers ..............................................................................26 2.3.8 Direct Instruction ...................................................................................26 2.3.9 Indirect Teaching ...................................................................................27 2.3.10 Democratic Classroom ........................................................................27 2.4 Roles of the Teacher and Learner in the Classroom Management ..................27 2.4.1 Teacher’s Roles .....................................................................................27 2.4.2 Learner’s Roles ......................................................................................31
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2.5 Teaching and Learning Process .......................................................................31 2.6 Review of Previous Research...........................................................................35 CHAPTER III METHOD OF THE RESEARCH 3.1 Design of the Research ....................................................................................38 3.2 Data and Data Source .......................................................................................40 3.3 Data Collecting.................................................................................................41 3.4 Data Analysis ...................................................................................................42 CHAPTER IV FINDING OF THE RESEARCH 4.1 The Classroom Management Used by the English Teachers of Tenth Grade Students of SMK 1 Kudus in Academic Year 2012/2013 ....................44 4.2 The Classsroom Management Problems Experieced by the English Teachers of Tenth Grade Students of SMK 1 Kudus in Academic Year 2012/2013.........................................................................................................53 CHAPTER V DISCUSSION 5.1 The Classroom Management Used by the English Teacher of Tenth grade students of SMK N 1 Kudus ................................................................63 5.1.1 Teacher A ..............................................................................................63 5.1.2 Teacher B...............................................................................................67 5.1.3 Teacher C ...............................................................................................72
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5.2 The Classroom Management Problems Experienced by English Teachers of Tenth Grade Students at SMK 1 Kudus in Academic Year 2012/1013 .......................................................................................................76 CHAPTER VI CONCLUSION AND SUGGESTION 6.1 Conclusion .....................................................................................................79 6.2 Suggestion ......................................................................................................80
REFERENCES ............................................................................................82 APPENDICES .............................................................................................84 CURRICULUM VITAE ...........................................................................111
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LIST OF TABLES Table
Page
2.1 The Material of Teaching English for the Tenth Grade Students ....................14 4.1.1 The Classroom Management Used by the teacher A .................................45 4.1.2 The Classroom Management Used by the teacher B .................................48 4.1.3 The Classroom Management Used by the teacher C .................................51 4.2.1 The
Questionnaire
for
Classroom
Management
Problems
Experienced by the English Teachers of Tenth Grade Students of SMK 1 Kudus in Academic Year 2012/2013 .............................................55 4.2.2 Classroom Management Problems Experienced by Teacher A .................56 4.2.3 Classroom Management Problems Experienced by Teacher B .................58 4.2.4 Classroom Management Problems Experienced by Teacher C .................59 4.2.5 The Percentage of Classroom Management Problems Experienced by English Teachers of Tenth Grade Students of SMK 1 Kudus in Academic Year 2012/2013 .........................................................................61
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LIST OF FIGURE Figure
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2.1 A Transactional model of the Teaching and Learning Process by Huitt .........34 2.2 Teaching and Learning Process by Huitt .............................................................. 34
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LIST OF APPENDICES Appendix
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Seating Arrangement ..............................................................................................84 Transcript of Teacher A .........................................................................................86 Transcript of Teacher B .........................................................................................90 Transcript of Teacher C .........................................................................................96 The Questionnaire for Classroom Management Problems Experienced by the English Teachers ..................................................................................................102 The Questionnaire for Classroom Management Problems Experienced by Teacher-A .............................................................................................................104 The Questionnaire for Classroom Management Problems Experienced by Teacher-B .............................................................................................................106 The Questionnaire for Classroom Management Problems Experienced by Teacher-C .............................................................................................................108 Percentage of Classroom Management Problems ................................................110
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