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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Institusion
Universitas Muria Kudus
Author
Arummawarti, Candra Restuning
Subject
Bahasa Inggris
Datestamp
2013-07-11 05:25:49
Abstract :
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 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 classâ€, “Classroom management influenced the students’ attention in giving instructionâ€, and “Classroom management influenced teacher circulate among students at workâ€. 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.
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 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 classâ€, “Classroom management influenced the students’ attention in giving instructionâ€, and “Classroom management influenced teacher circulate among students at workâ€. 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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