AN ANALYSIS ON CLASSROOM MANAGEMENT IN TEACHING ENGLISH AT TENTH GRADE OF SMA MUHAMMADIYAH 1 MALANG
| Main Author: | WAHYUNI, ERTHIN |
|---|---|
| Format: | Thesis NonPeerReviewed Book |
| Bahasa: | eng |
| Terbitan: |
, 2013
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| Subjects: | |
| Online Access: |
http://eprints.umm.ac.id/27200/1/jiptummpp-gdl-erthinwahy-31333-2-chapteri.pdf http://eprints.umm.ac.id/27200/2/jiptummpp-gdl-erthinwahy-31333-1-pendahul-n.pdf http://eprints.umm.ac.id/27200/ |
Daftar Isi:
- Classroom management is one of the important tasks which should be done by the teacher well. The teacher should know how to manage the class which has different studentÂ’s background, for example teaching English at tenth grade. In a tenth grade, the heterogeneity of new students who came from various background of Junior High School can influence class condition. Moreover, the researcher is interested in investigating the English class because the teacher is demanded to teach English for foreign students and make them really understand the lesson well. Furthermore, the previous research was only discussed about aspect, preparation and problems faced by the teacher in managing the class without giving the solution how to solve the problems, so that the readers may think there are no solution to solve the problem. So, in this research, the researcher formulated three statements of problem. They were the teacherÂ’s skills of classroom management in teaching English, the problem of classroom management faced by the teacher, and how to solve the problems of classroom management at SMA Muhammadiyah 1 Malang. Furthermore, the research used descriptive qualitative design because the researcher wanted to describe the variables or condition of the entity in the situation. The instruments used were non-participant observation and semi structured interview. The research subject in this study was an English Teacher at SMA Muhammadiyah 1 Malang. The results of the study showed that the teacher applied some teacherÂ’s skills of classroom management in managing the class, such as: holding students accountable, withitness, overlapping, smoothness and momentum, and group alerting. Besides, the teacher also found studentÂ’s misbehavior as a problem in managing the class. It was divided into two kinds, studentÂ’s misbehavior was relatively minor and studentÂ’s misbehavior was far more serious. Furthermore, to solve those problems, the teacher used three strategies were minor intervention, moderate intervention and using other resources. It was concluded that both teacherÂ’s skill of classroom management and the strategies to solve the problems faced by the teacher in managing the class were very important to achieve the goal of teaching learning process.