A DESCRIPTIVE STUDY ON CLASSROOM MANAGEMENT CONDUCTED BY ENGLISH TEACHER AT THE THIRD YEAR OF MTs N KLATEN IN ACADEMIC YEAR 2017/2018

Kurtianti, Endah and Hidayati, Fithriyah Nurul (2017) A DESCRIPTIVE STUDY ON CLASSROOM MANAGEMENT CONDUCTED BY ENGLISH TEACHER AT THE THIRD YEAR OF MTs N KLATEN IN ACADEMIC YEAR 2017/2018. skripsi thesis, IAIN Surakarta.

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Abstract

ABSTRACT Endah Kurtianti. 2017. A Descriptive Study on Classroom Management Conducted by English Teacher at the Third Year of MTs N Klaten in Academic Year 2017/2018. Thesis. English Education Department, Islamic Education and Teacher Training Faculty. Advisors : Hj. Fithriyah Nurul Hidayati, M.Pd Keywords: classroom management, students’ responses, teacher. There is a problem that most of male students made noise during the learning activity. The aims of this research are intended to know how classroom management is conducted by teacher and how students respond it. This research was descriptive-qualitative research. The research was done in MTs N Klaten. This research involved students of IX-A which consists of 32 students and the English teacher. The data were collected from the observation, interview, and questionnaire. Observation and interview were used to collect data about classroom management and students’ responses, while questionnaire was used to gain data about students’ responses. The researcher observed learning activity to know the real process of classroom management. The researcher interviewed the teacher and eight students randomly. Techniques of analyzing data used data reduction, data presentation, and data conclusion. This research used triangulation of method to check validity of the data. The result of the research shows 1) Teacher conducted classroom management elements proposed by Scrivener. They are first, seating and grouping: orderly rows; joining two table into one; group work; and single. Second, activities: teacher had preparation before the lesson; and closed the activity. Teacher organized the students so that they can do the activity or section, on the other hand teacher gave less clear instructions. Third, authority: teacher gathered and hold students’ attention; involved students in learning; established authority. Forth, critical moments: teacher started the lesson; deal with unexpected problems; maintained appropriate discipline; and finished the lesson. Fifth, tools and techniques: teacher used the board; used gestures to help clarity of instructions and explanations; and spoke clearly at an appropriate volume and speed; used silence. Sixth,working with people: teacher spread attention evenly and appropriately; used intuition to gauge what students are feeling; and really listened to students. 2) Students’ responses toward classroom management were 29% of students feel they are less confident toward themselves and they feel that they are alone; 31% of students take themselves out from several discomforts; while 40% of students show their willingness to learn by giving hard effort in learning.

Item Type: Thesis (skripsi)
Subjects: 400 Bahasa > 407 Education, research, related topics
Divisions: Fakultas Ilmu Tarbiyah dan Keguruan > Pendidikan Bahasa Inggris
Depositing User: Maha siswa
Date Deposited: 19 Dec 2018 00:51
Last Modified: 19 Dec 2018 00:51
URI: http://eprints.iain-surakarta.ac.id/id/eprint/2378

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