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TABLE OF CONTENTS

ABSTRAK. ....................................................................................................................... i

ABSTRACT. .................................................................................................................... ii

ACKNOWLEDGEMENT. ............................................................................................iii

TABLE OF CONTENTS................................................................................................ v

LIST OF APPENDICES. ..............................................................................................vi

CHAPTER I INTRODUCTION

A. Background of The Problem ............................................................... 1

B. Identification of the Problem............................................................... 3

C. Limitation of The Problem. ................................................................. 4

D. Formulation of The Problem ............................................................... 4

E. Purpose of The Research ..................................................................... 4

F. Significance of theResearch ................................................................ 4

G. Definition of Key Term ....................................................................... 5

CHAPTER II REVIEW OF RELATED LITERATURE

A. Review of Related Theories

1. Classroom Management

a. Definition of Classroom Management..................................... 6

b. The Goal of Classroom Management ...................................... 8

c. Principle of Classroom Management..................................... 10

d. Classroom Management Strategy. ......................................... 14

2. Large Class

a. Definition of Large Class ......................................................... 20

b. Managing Large Class......................................................................... 22

B. Review of Related Studies.......................................................................................... 27

C. Conceptual Framework ...................................................................... 30

CHAPTER III RESEARCH METHOD

A. Setting of the research.......................................................................... 31

B. Informant of the Research.................................................................... 32

C. Instrumentation.

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1. Observation...................................................................................... 33

2. Interview .......................................................................................... 34

3. Documentation................................................................................. 35

D. Population and Sample

1. Population. ...................................................................................... 35

2. Sample............................................................................................. 36

E. Technique of Data Collection .............................................................. 36

D. Technique of Data Analysis ........................................................................... 37

E. Triangulation of The Data .................................................................... 39

CHAPTER IV FINDINGS AND DISCUSSION

A. Finding. ................................................................................................ 40

B. Discussion. ........................................................................................... 78

CHAPTER V CONCLUSSION AND SUGGESTION

A. Conclussion.......................................................................................... 81

B. Suggestion............................................................................................ 82

BIBLIOGRAPHY

LIST OF APPENDICES

LIST OF APPENDICES

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Appendix 1 : Research Guideline for Observation ..................................................

Appendix 2 : Obsevation Sheet ..................................................................................

Appendix 3 : Interview Sheet .....................................................................................

Appendix 4 : Interview Transcription from English Teacher ................................

Appendix 5 : Validation Sheet from Validators .......................................................

Appendix 6 : Surat Izin Penelitian dari Kesbangpol ...............................................

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CHAPTER I

INTRODUCTION

A. Background of the Problem

The success of the learners in the learning is determined by the

teachers strategy in manage the classroom. When the teacher is constantly

redirecting students or handling behavior problems, she loses crucial

teaching time. Classroom management strategies help create an organized

classroom environment that's conducive to teaching.

Classroom Management refers to the ways in which students

behaviour, movement and interaction during a lesson are organized and

controlled by the teacher to enable teaching to take place most effectively.1

Teachers can minimize behaviours that impede learning for both

individual students and group students by executing effective classroom

management strategies.

Effective classroom management paves the way for the teacher to

engage the students in learning. Effective classroom management focuses

largely on compliance or the instructions that teachers may give to make

sure that the students are sitting in their seats, following directions,

listening attentively etc. Classroom management also encompasses that

teachers do to improve student learning which would include factors like

behaviour, positive attitude, motivating statements, respectful and fair

treatment of students, unbiased behaviour, happy facial expressions.

1 . Sutanto Leo, A Challenging Book to Practice Teaching in English, 2013, p. 203

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Classroom environment is also a major factor which includes a welcoming

well-lit classroom filled with learning materials that stimulate specific

learning activities in students.

Efficient classroom management also helps teachers to get good

quality work from students, the ways teachers expect the students to

behave to fellow students and the agreement that the teacher makes with

the students through verbal and body language. The types of texts,

materials and learning resources that teachers use in the class and the kinds

of learning experiences that the teachers design to engage student interests,

passions and intellectual curiosity is also a part of proper classroom

management. Uninteresting learning materials, poorly designed lesson

plans, unclear instructions could lead to student disinterest , behavioural

problems such as unruly and disorganized classes. Thus good classroom

teaching is directly related to good classroom management.

Based on the researcher’s preliminary research at eleventh grade

majoring in Science 3 of MAN Koto Baru Padang Panjang related to the

process of the researcher got several problems. The first problem was the

teacher felt difficult to manage large class. Some causes of difficulties are

the students didnt focus in learning, they were busy talking with their

friends and also doing others activities.

The second problem was the strategies used by the teacher in

managing the class was not effective. Teacher didn’t give attention toward

whole students in the class. He only focused to the students who sit at the

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front line. So that, others students didn’t get information about the material

maximally.

The last problem was lack of the students participation in the class,

it was shown that during the learning processthe students had lack of

participation in sharing and giving argumentation. Discussion ran

monotonous without any various responses and so on. commonly when

astudent ask question, other students seemed lack participation to share

argumentation, ideas andopinion. they also had lack of asking question

during discussion. even moderator and lecturer offered chance to take part

actively by asking question, giving opinion and ideas. To engage the

students in Participation in a classroom is an important strategy of

teaching.It provides the students opportunity to receive input from fellow

students, to apply their knowledge and to enhance public speaking skills.

From the Participation of teachers can get a more accurate idea that what is

the understanding level of students about the concept being taught

Based on the preliminary research above, the researcher was

interested in conducting a research about English Teacher’s strategies in

managing a large class in teaching English. So, the researcher wants to

know “English Teachers’ Strategies in Managing a Large Class in

Teaching English at the Eleventh Grade Students Majoring in Science 3 of

MAN Koto Baru Padang Panjang”

B. Identification of the Problem

Based on the background of the problem above, the researcher

found some problems that can be identified as follow:

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1. The teacher felt difficult to manage large class

2. The strategies used by the teacher in managing the class was

not effective

3. Lack of students participation in the class

C. Limitation of The Problem

Based on the identification of the problem above, the researcher

limit the problem that focus on teacher strategies in managing a large class

in teaching English at the eleventh grade majoring in science 3 of MAN

Koto Baru Padang Panjang.

D. Formulation of The Problem

In this research, the researcher want to do the research based on the

limitation of the problem above, the problem of the study is formulated

into the following questions: What strategies are used by the teacher in

managing large class at the eleventh grade majoring in science 3 of

MANKoto Baru Padang Panjang?

E. Purpose of The Research

The purpose of the research is : To know strategies used by the

teacher in managing a large class at the eleventh grade majoring in science

3of MAN Koto Baru Padang Panjang.

F. Significance of theResearch

The researcher supposes that the research finding might be useful

for many people, such as:

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1. For the teacher

This research is hoped as an input to the teacher to improve

their classroom management strategy especially in handling

large class

2. For the researcher

This research is submitted as a partial fulfillment of the

requirement to obtain bachelor degree on English

educationsection in IAIN Bukittinggi

3. For the institution

This research can be educational literature and reference

G. Defenition of Key Term

Some essential terms used in this research are defined as follows :

1. Classroom Management Strategy is teacher’s action to create an

environment that support teaching and learning activities and plan of

action designed in teaching learning process to achieve a particular

goal.

2. Large class is class with a large number of students, there are 35

students in that class and how the teacher perceives the class size in the

specific situation.

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CHAPTER II

REVIEW OF RELATED LITERATURE

A. Review of Related Theory

1. Classroom Management

a. Definitions of Classroom Management

Classroom management is a variety of teacher actions

designed to facilitate teaching and learning in the classroom.

Classroom management usually includes actions taken by teachers

to establish order, engage students, and / or elicit their cooperation.

Classroom management is a set of activities to develop

students desirable behavior and reduce or eliminate

undesirable behavior, develop interpersonal relationship and

socio-emotional climate positive and to develop and maintain

effective classroom organization and productive.2The classroom

environment not only provides a context for learning and includes

the physical space, furnishings, resources and materials, but also

the class atmosphere, participantsattitudes and emotions, and the

social dynamics of the learning experience.

There are newer perspectives on classroom management that

attempt to be holistic. One example is affirmation teaching, which

attempts to guide students toward success by helping them see how

their effort pays off in the classroom. It relies upon creating an

2. Mulyadi, Classroom Management:Mewujudkan Suasana Kelas yang Menyenangkan Bagi siswa, (Malang:UIN Malang Press), 2009, p.2-4

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environment where students are successful as a result of their own

efforts.

Classroom management refers to those activities necessary

to create and maintain an orderly learning environment such as

planning and preparation of materials, organization, decoration of

the classroom and certainly the establishment and enforcement of

routines and rules.3 Classroom management of teacher is a crusial

aspect to appear the effective learning in achives a success in

learning process. It consist of how teachers in managing the class

and raise behavior of their students.

Although there are many strategies involved in managing a

classroom, a common denominator is making sure that students

feel they are in an environment that allows them to achieve. In

other words with the skills in the classroom management of the

students would indirectly participate in the strategy made by the

teacher, which is the goal of the teacher is to make the classroom

environment conducive and active in the lesson.Oliver and Reschly

state that managing the class is teachers’ability to organize

classroom and manage the behavior of their students are critical to

positive educational outcomes.4

The researcher concludes that clasroom management is

teacher’s action to create an environment that support teaching

3Oon Seng Tan, Richard D. Parsons,Stephanie Lewis Hinson& Deborah Sardo-Brown, Educational psychol-ogy: A practitioner-researcher approach, 2003, ( Australia: Thomson)

4. Oliver & Reschly, The Effective Classroom Management:Teacher Preparation and Professional Development,2007

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learning activities and strategies of teacher that create and

maintain an orderly learning environment.

b. The Goal of Classroom Management

The main goal of classroom management to enhance

students’ social and moral growth. That is how teacher achieves

order is as important as whether a teacher achieves order. A well-

organized classroom is a classroom in which students know how to

effectively make use of the classroom and its resources. The goals

of classroom management are :

1. To create and maintain a positive, productive learning

environment.

This goal is not meant for absolute control or to create an inert,

docile, and totally compliant classroom and student body. Rather,

an effective classroom management is to maintain students’

interest, motivation and involvement. Thus, the focus is on

activities that create positive, productive and facilitative learning

environment.

2. To support and foster a safe classroom community.

It means that students are allowed to make the connections

needed for learning to take place. Each student needs to feel

comfortable enough to discuss their previous understanding

without fear of being ridiculed for their misconceptions.5

5AsiaEuniversity, Classroom Management Chapter 9. P:233-134

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All action taken by the teacher should be focused on

minimizing disruptions and fostering an environment where

students can learn. According to Evertston and Weinstein

emphasize that classroom management has two goals:

1. Creating an environment for academic learning.

Academic learning refers to learning content specified in

state content standard such as learning to read and write,

learning to reason, learning to science, math, and social studies

and so on.

2. Creating an environment for social-emotional learning.

Social-emotional learning promotes growth in social skills

and the ability to express emotion maturely. Classrooms

are well managed only when the teacher create environments

that promote both of this kind of learning.6

Some of the teaching objectives focus on expected

academic behaviors, appropriate use of materials and learning

centers, and cooperations with peers. So, teacher should pay a role

to create a community of learners where students play an active

part in forming their environment, understand their role students,

and learn how to work effectively as an individual and with peers.

In addition, Cece Wijaya mentions several purposes of

classroom management:

6Carolyn M. Evertson, Carol S. Weinstein, Handbook of Classroom Management: Research, Practice and

Contemporary Issues, 2006

13

1. In order that the teaching-learning process can be done to the

maximum so that teaching objectives can be achieved

effectively and efficiently

2. To provide easiness in an effort to monitor student progress in

teaching-learning process. With classroom management,

teacher is easy to see and observe the progress of each student

especially students who classified as slow.

3. To provide easiness in raising important issues to be discussed

in class for the improvement of teaching in the future.7

The researcher conclude that the purpose of classroom

management is teaches students how to behave in ways that

facilitate learning. The teacher should understand that students

behaviour is not automatic. In fact, in many ways, the

behaviour we request of children as member of our classes

could be contrary to their natural inclinations.

c. Principle of classroom management

This important for teacher to know and master the principles

of classroom management. It can be described as:

1. Warm and Enthusiasm

Teaches are warm and intimate with the students always show

enthusiasm for the duty or activity will be successful in

implementing classroom management

7Drs. Cece Wijaya , Drs. A. Tabrani Rusyan, Kemampuan Dasar Guru Dalam Proses Belajar Mengajar.

(Bandung: PT. Remaja Rosdakarya, 1994), p. 114

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2. Challenges The use of the words, actions, behavior or materials

that challenges will increase the excitement of students to learn,

until reducing the possibility to appear of deviant behavior

3. Variation

The used of tools or media, or aids, teacher teaching style,

patterns interaction between teachers and student swill reduce the

appearance of disorder, increase the students’ attention,

especially if used employing have variation, appropriate with the

momentary needs. This aims to effective classroom management

and avoid saturation.

4. Flexibility

Flexibility a teacher to change teaching strategies can prevent the

students disturbances and create a climate of effective teaching in

learning

5. Emphasis of positive things

Emphasis have do by giving reinforcement on positive and

teacher consciousness to avoid mistakes in teaching learning

process, things, and avoid focusattention repression by teacher to

the negative behavior. Emphasis can be done by giving positive

reinforcement, and the awareness of teachers to avoid mistakes

that could disrupt the learning process.

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6. Develop self-discipline

Teacher should encourage the students to carry out self-

discipline.8

Principle of classroom management can be used to control

theclass well. In order to avoid problems that can disturb the

atmosphere of teaching and learning process. According to Brown,

the principle of classroom management consider four categories:

1. Sight, sound, and comfort

Students are indeed profoundly affected by what they see, hear,

and feel when they enter the classroom. Teacher have any

power to control it

a. The classroom is neat, and orderly in appearance.

b. Chalkboards are erased.

c. Chairs appropriately arranged.

d. The classroom is as free from external noises as possible

(machinery outside , street, noise, hallway voices).

2. Seating Arrangement

Students are members of a team and should be able to see one

another, to talk to one other. Teachers are advised to consider

patterns of semi-circle, U-shape or circles.

3. Chalkboard

The chalkboard is one of the teachers’ greatest allies. It gives

students added visual inputs along with auditory. It allows

8Syaiful Bahri Djamarah dan Aswan Zain, Strategi Belajar Mengajar, (Jakarta:PT Rineka Cipta,2005), p.207

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teachers to illustrate with words and pictures and graphs and

charts. Teachers are advised to try to be neat and orderly in

their blackboard use, erasing as often as appropriate, because a

messy blackboard make students confused.

4. Equipment

The classroom may be construed to include any equipment the

teacher may be using if the teacher is using electrical

equipment (say, an overhead projector or a video player),

teacher ought to make sure that:

a. The room has outlets,

b. The equipment fits comfortably in the room,

c. Everyone can see (and /or hear ) the visual/auditory stimulus,

d. You leave enough time before and after class to get the

equipment and return it is its proper place,

e. The machine actually works,

f. Teachers know how to operate it

g. There is an extra light bulb or whatever else teachers will

need if a routine replacement is in order.9

Effective classroom management requires awareness,

patience, good timing, boundaries, and instinct. There’s nothing

easy about shepherding a large group of easily distractible young

people with different skills and temperaments along a meaningful

learning journey

9H.Douglas Brown, Teaching by Principle: An Interactive Approach to Language Pendagogy Second Edition,2001, p.192-194

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d. Classroom Management Strategies

As for what is meant by management strategy is an action or

a way with various aspects and goals created and accountable by

teachers who apply in the classroom. According to Brophy and

Good this data is designed to give a few tips that would help the

researcher with class management strategies:

1. Get set up

Preparation in the first teaching is a teacher must have

preparation, when teachers want to start teaching, things that

need to be prepared is the learning materials and learning

implementation plan that would be submitted. It trains teachers

better in teaching, and teachers should plan and develop daily

schedules and lesson plans that are closely aligned with the

provisions given by the school district. This plan should match

the needs and learning styles of each student in the classroom.

2. Make the room attractive

Teachers should be able to create an exciting and conducive

classroom atmosphere so that students can appreciate and enjoy a

clean and comfortable room for where they perform their

teaching and learning activities. In other words teachers are

asked to be more creative and innovative in making students to

remain happy while learning.

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3. Set classroom rules

The rules in the classroom is needed because it can be a tool of

control and mentors in teaching, so it can make the classroom to

be maximal and conducive, and the teacher involves students

designing the rules and they will run it so as to enable students to

work discipline in running the rules. Once this rule has been

made and then made it a responsibility, all students who violate

or do not see that the rule is followed correctly or not. And give

rewards to students who run the rules properly. This will

encourage other students to continue to follow the rules and

motivate students who are not successful enough to get rewards

in the future.

4. Be enthusiastic about the lessons

When the teacher gives the lesson have earned more interactive

with the students and engage them to participate and caould

understand. And develop methods that created and encourage all

students to participate in lessons teachers teach and if students

gave a wrong answer, the task of the teacher is to encourage and

help them to succeed by helping them with the correct answer

and give instructions, ask questions and answer appropriately.

Make sure that the teachers always thank for the student to their

participation in the following lesson in school classrooms.

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5. Be fair with the students

As a teacher it is necessary for teaching to be fair to all of the

students. Make a point to always hear students out and treat each

one of the pupils with dignity and respect. Don't make

differences in them and give the ones that appear a bit

disobedient as much respect as teach give those who present

themselves respectfully all of the time. Because they would all

love and appreciate teacher for this attitude of being fair to all

students.10

Improving class management strategy can significantly

enhance our experiences as a teacher, and the skills we develop

can also help our students to learn more effectively no

distractions, no disrespect. In addition, Sutanto Leo give three

important issues regarding classroom management, that are:

1. Giving Motivation

If a teacher is excited to teach a lesson and be with his students,

there must be response of feeling from the students to catch the

excitement. to stimulate desire and energy of students to be

continually interested and committed to the learning. Classroom

Motivation is important, in order for effective teaching and

learning to occur and although students ought to have some

measure of motivation, teachers need to be mindful of their

10Thomas L. Good, Jere E. Brophy, Looking in Classrooms, 10th Edition, 2007, p.75-78

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own behaviour, teaching style, design of course, teaching

environment.

2. Keeping Discipline

Maintaining discipline in the classroom can be a challenge for

any teacher at any grade level. Before students can begin to

grow into active participants in their own education, the

classroom has to be a place that is conducive to learning. One

of the most important in establishing discipline with your

students is to create the rules of the classroom.

3. Gaining Respect

Teacher need to earn the respect of their students just as we

respect them if they earn its as well. Respecting each students

as an individual will help a teacher earn the respect of their

students. There are many ways to show the respect, that are

being nice, greeting by name, smiling, facial expression and eye

contact, showing an enthusiasm, giving feedback.11

The effectiveness of Classroom management basically

depends on the factors of teachers, classes will be peace and quiet

when the teacher was able to control it, and so the class will be

chaotic if the teacher is not proficient in classroom management.

Skills in classroom management will greatly influence the

smoothness and success of student learning, because learning

activities are not going to go well when the class atmosphere was

11Sutanto Leo, A Challenging Book to Practice Teaching in English, 2013, p. 204-215

21

not conducive. The classroom management is effective when the

teachers are able to manage the physical environment, so that the

students feel comfortable and enable them to move around and

work well. In addition, the teachers are able to choose appropriate

rules that make the classroom environment orderly and promote

successful learning. Teachers should be able to choose the

appropriate discipline technique to manage the students’ behavior.

Jeremy harmer describes the strategies in manage the class

are:

1. Whole-class teaching

It is much easier for students to share an emotion such as

happines or amusement in awhole-class setting. It issuitable for

activities where the teacher is acting as a controller and good

for giving explanations and instructions

2. Students on their own

If we wish students to work on their own in class we can, for

example, allow them to read privately and then answer question

individually, we can ask them to complete worksheet or writing

tasks by themselves. We can give them worksheets with

different task and allow individuals to make their own decisions

about which task to do. We can handout different worksheet to

different individuals depending upon their tastes and abilities.

We can allow students to research on their own or even choose

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what they want to read or listen to especially where this

concerns extensive reading.

3. Pairwork

In pair work students can practise language together, study a

text, research language or take part in information. They can

write dialogues, predict the content of reading texts, or compare

notes on what they have listened to or seen.

4. Groupwork

We can put students in group too, since this will allow them to

do a range of tasks for which pairwork is not sufficient or

appropriate. Thus students can write a group story or role play a

situation which involves some students. We can give individual

students in a group different lines from a poem which the group

has to ressemble.12

When people think of teaching and learning they frequently

conjure up a picture of students sitting in rows listeningto a teacher

who stands in front of them. For many, this is what teaching means,

and it is still the most common teacher-students interaction in many

cultures.It's difficult to gain respect and control over a classroom

full of students. For example, we may find a classroom

management strategy that works well with some students fails at

other school levels. Despite this, we can use the same basic

12. Jeremy Harmer, The Practice of English Langauge Teaching, Third Edition, p.114-117

23

guidelines to help control our students' behavior, Just adapt and

refine our tactics to suit the students' age group.

From some a few tips above, the researcher described it

would help theteacher to get it together in the classroom; be

prepared, have an attractive classroom,design classroom rules,

teach with enthusiasm, and be fair.

2. Large Class

a. Definition of Large Class

Some experts have different opinion about large class.

Hayes states that there is no quantitative definition of a large class,

as people’s perception of this varies from context to context.13

Some countries consider 25-30 students per teacher are large, while

in other countries this is seen to be normal or even quite small.

Hargreaves, Galton, and Pell, state the definition of a small or a

large classroom might differ in different contexts”.14Most of

teachers agree that a language class with 50-60 students are “very

large”. English teachers think that large classes hinder them from

teaching efficiently and effectively. Its mean that definition of

large class is depend on the disciplines and teaching context,

people from one country to another country also have different

perception about large class. China for example, a large class may

consist of 50-100 students in one classroom. In Indonesia, consists

13David Hayes, Helping teachers to cope with large classes ELT Journal, S 1, 31-38.14 L Hargreaves, M Galton & A Pell, The Effect of Changes Class size on teacher-pupil interaction.International

Journal of Educational Research, 1998 page 29, 779-795.

24

of 25-35 students. However, many teachers agree that a classroom

consist of more than 35 students is large.

However, in a survey done in 2008 covering more than 30

countries, regardless of how many students the respondents typically

taught (anywhere from 20 to 150), most felt that a class became large

with about 30 students.15Ur specifically proposes that “the exact

number does not really matter: what matters is how you, the

teacher, see the class size in your own specific situation”. 16This

view is also supported by Baker and Westrup who suggest that “a

large class can be any number of students, if the teacher feels there

are too many students for them all to make progress”.17 The same

thinking is held by Todd who adds that “what is taught influences

teachers’ judgments of the size of classes” which later can

influence their definition of a large class.18The concept of large

class size is subjective, largely contextualized and situational

based.

Large class size is one of the factors that affect directly the

teaching process. Fortes & Tchantchane state that “Dealing with

large classes constitutes a real challenge to every teacher: diversity

of students, lack of flexibility, class climate management, difficulty

of setting and enforcing classroom behavior (crowd control),

15Brock Brady, Managing Assessment in Large EFL Classes, in C. Coombe et al, Issues

Assessment, p.291-29916P Ur, A Course in Language Teaching. (Cambridge: Cambridge University Press.)17

J Baker & H Westrup, The English language teacher’s handbook: How to teach large classes with fewresources,( London: Continuum,2000)

18W R Todd, Why investigate large classes? KMUTT Journal of Language Education, 2006, p.1-12.

25

minimum attention to students, limited monitoring of students’

learning and difficulty in engaging students to activities”.19

Based on those definition above the researcher

concludethat, large class size is a relative term. The class

considered as large one is how the teacher perceives the class size

in the specific situation, regardless of the exact number of the

students in it.

b. Managing Large Class

Teaching large classes are mostly a management and

organizational problem rather than issues of pendagogy. That is

why the teaching method and forms of classroom organization

have a big impact upon the quality of education provided.20 When

teaching large classes, particularly, the teacher has to think very

carefully about the most appropriate ways ofenabling everypupil to

participate as fully as possible in the lesson.In a survey related to

this study, a teacher wrote, “I can’t stand large classes”. For

another, large classes were “exhausting”.

Brown highlighted several considerations to handle large

class in which teacher should:

1. Try to make each student feel important

2. Get students to do as much as interactive works as possible

19P Fortes and Tchantchane, Dealing with Large Classes: A Real ChallengeProcedia - Social and Behavioral Sciences/Volume 8, 2010, Pages 272–280

20P Smith and M Warburton, Strategies for Managing Large Classes:a Case Study, British Journalof In-Service Education, 2007, Vol.23(2), p.253-265

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3. Optimize the use of pair-work and small group work to give

students chances to perform in English

4. Do more listening comprehension activities

5. Use peer-editing

6. Do not collect all students’ works at the same time

7. Set up small learning center for individualized work

8. Organize informal conversation groups and study group.21

The teacher’s duty is to make sure that his teaching is

appropriate to his class, that is organized systematically, and that it

is exciting. These three features interlock with each other, but it is

worth noting that, while the first two are the easiest to attain. Yet a

teacher who uses appropriate and well-organized materials usually

has little difficulty in generating enthusiasm in his class.

Some of the following strategy are recommended to put in use in

large classes.That are:

1. Establishing classroom rules

Students themselves are encouraged to set up rules for their

classes. Votes to accept the rules are carried out when all rules

have been written down by members of the whole class. As the

rules are designed by students, they will have responsibilities to

uphold their rules, and this will help build a sense of

community in large classes.

21H. Douglas Brown, Teaching by principle: An interactive approach to language pedagogy, 1990,

New Jersey: Englewood Cliffs.

27

2. Learning students names and organizing seating plans

Learning students names proves to be very helpful to teachers

of large classes to build good relationships between teachers

and students, to engage in class activities. However, it is

very difficult for teachers to have good memory to remember

students. Although remembering students names appears to

be a minor practical issue that does not greatly affect teachers

teaching but there is some evident that a teacher correct use of

names is correlated with the lack of discipline problems. Still

there are some common techniques teachers can try in their

classes recommended by authors in the literature. Teachers

should:

a. Spend first two or three hours to allow students introduce

themselves;

b. Make a seating plan of the class;

c. Ask students to make their name cards and put their

name cards in front of them whenever they come to class

d. Try to associate the students' names with some personal

characteristic;

e. Ask students to make group posters introducing themselves

to put on the back wall of the classroom.

3. Creating a friendly classroom atmosphere

The purpose of this strategy is to build a good teacher-student

relationship. When a friendly classroom atmosphere is created,

28

students will feel at ease to express their ideas, and they are

willing to participate in class activities, even with passive

students. Teachers from Thailand agree that teachers

should create a friendly environment for students learning

since this environment affects how well your students can

learn.

4. Using student leaders

In order to avoid discipline problems in class, especially in

large classes, teachers can select prestigious, oldest or more

advanced students who can take responsibility for helping

others, as group leaders, monitors, or teaching assistants.

Harmer says better students will be used to help weaker

students in doing pair or group work. It works especially when

students are used as language models of speaking and writing.

students had their “people” to work with. Students voiced

problems they had in class with group leaders and from these

group leaders. Teacher could gather good information to

manage teaching and adjust the ways they was going to teach

students. Management competitions with teachers‟ reward

policies such as giving students extra marks, candies or small

gifts to groups of good management work. 22

On the surface, effectively managed, learning-centered

classrooms may have the look of no management at all, but they

are carefully orchestrated at a complex level by the teacher so

22. Minh Trang Nguyen, An International Peer-Reviewed Open Access Journal,2015, p. 80-82

29

thatlearning can occur. Francis mention some strategies in

managing large class, they are:

1. Classroom conduct contracts developed by the class can be

very helpful in setting the boundaries of acceptable behavior. In

the first class students spend some time discussing how to

manage issues such as talking in class, mobile phones, etc.

Once the ground rules have been established, share these online

and remind students of them as required.

2. Students who are confused or bored may become disruptive.

Provide a backchannel or other strategy for them to voice their

concerns, such as a question/suggestion box at the back of the

classroom, which allows them to flag their problems early.

3. Moving closer to disruptive students can signal to them that

their behavior has caught your attention.

4. Ask the disruptive students if they need to have a question

answered. Sometimes the talking is simply because they don’t

understand but are too shy to stop the class and ask.

5. Speak to persistently disruptive students after the class,

pointing out how their behavior is a problem, and what you

would like them to do to modify it.23

In addition, Jim Scrivener said that teachers can use a

variety of classroom management strategies, that is:

23 . R. W. Francis, Making Large Classes Seem Small, Journal of College Teaching, 9(2) p. 147-152

30

1. Make sure students know that the teacher know all of the

students

2. Create systems for managing materials efficiently

3. Take a long hard look at the room

4. Don’t get stuck at the front

5. Don’t spell all your time getting tied up in discipline issues

6. Offer private contact time.24

There some strategy needed to be done teacher to maintain

students interest and motivation in learning. Although their

different levels of intelectual and various personalities such as

being smart, slow, enthusiastic, restless, disobedient, stubborn,

frightened, emotional, lazy, trouble makers, and so on. Teachers

should be able to make them learn and work based on the expected

learning objectives.

B. Review of Related Studies

There are some relevant studies conducted by other researcher to

support this research. The first research was conducted by Rika

Retnaningtyas, the title is Classroom Management of English Teaching-

Learning Process in a BigClass at the Seventh Grade of SMP N 2 Mlati,

Yogyakarta. The results of the study were divided into three board

categories, they were the physical setting of the classroom, the

psychological setting of the classroom, and the management of the

teaching and learning process.

24. Jim Scrivener, Classroom Management Technique, 2012, p.97-97

31

The second study was done by Feni Diniyah Auliyah The title is

The Effectiveness of the Classroom Management of Large English Classes

Conducted by The Teachers at SMP Bahrul Ulum, Surabaya. theresult of

the research was classroom management conducted by teachers in large

English classes is effective. The teachers are able to manage both of

physical management and management of students well. It can be seen by

the students’ response that classroom management conducted by their

teacher are appropriate with some criteria of effective classroom

management. The teachers use variety of teaching method, and the

students feel pleasant with the teaching method applied by their teacher.

The teacher also uses variety of aid and equipment in presenting the

material that make the students feel interested in the material so that they

so enthusiastic in following the lesson. The teacher also successful in

creating enjoyable learning environment, so that the students easier to

concentrate in studying. In addition, the teachers are able to manage the

seating well based on the learning activities, so that the students can easily

contact with their friends and also with the teacher. Moreover, the teacher

uses appropriate discipline technique to manage the students’ behavior and

to decrease the students’ misbehavior.

The third was from Indrisetyowati with the title “Classroom

Management Applied in Teaching English by The Tenth Grade English

Teacher of SMA N 1 Wonosari in the Academic Year 2015-2016. The

research finding consists of the description of the data found. It included

the description also the data description related to the implementation of

32

how the classroom management applied in teaching English and the

problemfaced by the teacher in applied classroom management. The

researcherobserved from April until July 2016 in three times.

Based on the previous study above, the researcher is interested

conduct a research entitledClassroom Management Strategies in Large

Class Used by English Teacher at the eleventh grade majoring in science

of MAN 1 Koto Baru Padang Panjang.

33

C. Conceptual Framework

Conceptual framework of this research can be created as below:

.m

LARGE CLASS

Classroom Management Strategies

BROWN1.Make students feel important2.Interactive work3. pair-work and small group work4. Do more listening comprehension5.Peer-editin6.Don’t collect all Ss’ works at the same time7.Setupsmall learning center for individualizedwork8.Organize informal conversation and studygroup

Minh Trang Nguyan1.Establishing classroom rules2.Learning students names andorganizing seating plans3.Creating a friendly classroomatmosphere4.Using student leaders

Francis1.Classroom conduct contracts2.Provide a backchannel or other strategy3.Moving closer to disruptive students4.Ask the disruptive students if they needto have a question answered.5.Speak to persistently disruptive studentsafter the class

Scrivener1.Make sure students know that you know themall2.Create systems3.Take a long hard look at the room4.Don’t get stuck at the front5.Try mini classes within the class6.Offer private contact time

OBSERVASI INTERVIEW DOCUMENTASII

Result of TheResearch

34

CHAPTER III

RESEARCH METHOD

A. Setting of the research

In this research the researcher useddescriptive qualitative research

design. Sukmadinata states, “descriptive research is a research method

used for describing the phenomenon existing that is taking place in this

time or in the past”.25 The purpose of the research is to describe the

phenomenon existing in field in order to get the information. Lucy states,

“typical descriptive studies are designed to get the information concerning

current status of phenomenon and no administration or control of the

treatment.”26 In addition, Gay also states, “descriptive research are

concerned with assessment of attitudes, opinions, demographic

information, condition, and procedures”.27 The researcher described and

informedclassroom management strategies in large used by English

teacher.

The researcher conducted the research at MAN Koto Baru Padang

Panjang.Based on the interview, observation, and documentation the

researcher found about strategies of the English teacher in manage the

large class.

25Nana Sukmadinata S, Metode Penelitian Pendidikan, (Bandung:Remaja Rosdakarya,2009),P.5426

Donald Ary,Introduction to Research in Educational, (Newyork:CBS College PublishingCompany), p.322

27R L, Educational Research, (Singapore: Merill Publishing Company) p.275

35

B. Setting of the Research

The informant is a person who will give the information.28The

informant is chosen in order to the researcher can take information about

the data of the research. The informant must be person who have desired

information are likely to be willing to give it.29That conclude, informant is

someone who has many experience and knowledge about topic of the

research. The informant has obligated voluntarily to be team in the

research and give perspective about percentages, attitude and process that

is background in this research.

The informant of this research was the English teacher at eleventh

grade majoring in science 3 of MAN Koto Baru Padang Panjang. The

researcher sked the English teacher to give some information about the

way teacher teaches the students. The key informant give information to

the researcher regularly. There was only one English teacher to teach

eleventh classes in this school, he isMr. Isra Nur Salim, S.Pd

C. Instrumentation

Instrument in this research was needed in order to get the data to

answer research questions. The instrument used in a research should be

design optimally in order to get data correctly. This instrument was

validated by some experts in order to get validity of the instrument. In this

research, the researcher used observation, interview, and documentation.

28Suharsimi Arikunto, Prosedur Penelitian: Suatu Pendekatan Praktik, (Jakarta:Rineka Cipta),

p.14529Gay R L, Op, Cit, p.196

36

1. Observation

Technique of data collection by using observation is done if the

research relating to human attitude, process of work, natures of

phenomenon, and respondent who is observed is not oversize.30

Observation means as a process to monitor and systematic research

toward some indication that appear in object of the research. The

researcher chose observation because it analyzed process of work,

especially the classroom management strategies in large class used by

English teacher at the eleventh grade majoring in science 3 of MAN

Koto Baru Padang Panjang.

The observation was completed by the observation sheet which

is arrange with the name of informants, place of observation, time and

items of observation and also usedocumentation. The researcher gave

checklist to each item in observation sheet. The data got through the

teachers’strategies in managing a large class.

The observation sheet contains some class management

strategies that guidance on the expert. The researcher validated the

observation sheet to three validators, they were Mr. Syahrul, M.Pd,

Mrs. Afdaleni, M.Pd,and Miss Desi Ratna Sari, M.Hum.

2. Interview

Interview is a conversation between interviewer and

interviewee in getting information through some questions and

30Sugiono, Metode Penelitian Pendidikan:Pendekatan Kuantitatif, Kualitatif dan

R&D,(Bandung:Alfabeta,cv) p.203

37

responses. The purpose of interview is to get some information from

the interviewee to the interviewer. According to Syamsyudin and

Damaianti, “conducted interviews for the purpose of construction

going on right now about people, events, activities, organization,

feelings, motivation, recognition, concerns, and so on.”31 The

researcher did interview to English teacher at eleventh grade majoring

in science 3of MAN Kotobaru Padang Panjang that teaching at

Eleventh grade. Through interview,the researcher got deeper

information from the teacher about teacher strategies in managing a

large class.

In getting the data through structure interview, the researcher

used snowball sampling technique. According to Sugiono, snowball

sampling is the sampling technique that is started by using small

amount and this is continued by using the large amount. 32 In brief the

researcher did the interview in getting the data until the information

gotten from the informant are saturated. In this research the interview

would personally discuss about teacher strategy in managing a large

class.

Furthermore, interview is as supporting technique in collecting

data beside observation. The researcher prepared several tools or

instruments which help in interview process such as list of questions,

notebook, and others that support the interview run well. The

31R. A Syamsyudin, Damaianti S Vismaia, Metode Penelitian Pendidikan Bahasa, (Bandung:PtRemaja Rosdakarya), p.94

32Ibid., p.125

38

researcher directly relate questions that should be ask about teacher

strategy in managing a large class.

The interview sheet contains some questions that the researcher

asked to the teacher.The researcher validated the interview sheet to

three validators, they were Mr. Syahrul, M.Pd, Mrs. Afdaleni, M.Pd,

and Miss Desi Ratna Sari, M.Hum.

3. Documentation

The researcher collected the data by using documentation.

Arikunto state that documentation is search the data about

circumtances or variable which is like notes, transcripts, books,

newspapers, megazines, etc.33 The purpose of documentation is to

identify the strategies used by English teacher in teaching English. In

this research, the researcherused video recording in purpose to record

the activities during teaching learning in the clas to find out teacher

strategies in managing large class.

D. Population and Sample

1. Population

According to Creswell, a population is a group of individuals

who have the same characteristic.34 The population in this research

was the English teacher who teach at eleventh grade majoring in

science 3 of MAN Koto Baru Padang Panjang, namely Mr. Isra Nur

Salim, S.Pd. He only the teacher teachs in all of the eleventh grade.

33Suharsimi Arikunto, Dasar-Dasar Evaluasi Pendidikan,..p.23634. John W Creswell, Educational Research: Planning, conducting and Evaluating Quantitative and Qualitative

Research, (Boston: Pearson Education, Inc, 2012), p.142

39

2. Sample

According to Creswell, a sample is a subgroup of the target

population that the researcher plans to study for generalizing about the

target population.35 In this reserach, the researcher used purposive

sampling technique in choosing the sample of the English teacher.

Cohen, et.al mention that in purposive sampling, researcher handpick

the cases to be included in the sample of the basis of their judgement

of their typicality or possession of the particular characteristics being

sought. In this way, they build up a sample that is satisfactory of their

spesific needs.36 Due to purposive sampling that had been done by the

researcher, the researcher chose the English teacher who teach at the

eleventh grade majoring in science 3 of MAN Koto Baru Padang

Panjang.

E. Technique of Data Collection

Technique of data collection is a way that is done to collect the

data. The data in this research are collect through observation, interview

and documentation. In thisresearch, the researcher did several procedures

in collecting the data. The first, the researcher did observation in the

classroom to know the classroom management strategies used by English

teacher in large class at the eleventh grade majoring in science 3. In this

observation, the researcher observe the activities in the classroom by using

observation sheet. After that, the researcher interviewed the English

teacher to know his strategies in managing large class in teaching learning

35. Ibid, p.14236. Cohen,et.al, Research Method in Educational Research: From Theory to Practice (Second Edition), (San

Fransisco: John Wiley and Sons, Inc,2010),p.135

40

activity. The English teacher who teach at the eleventh grade majoring in

science 3 is Mr. Isra Nur Salim, S.Pd. Then, the researcher taken photos

and recorded videos to supprting document to know the classroom

management strategies in large class used by English teacher in teaching

learning process.

F. Technique of Data Analysis

The researcher analyzed the data of instruments to get the

interfence or research result. Arikunto explained, “data analysis is meant

by processing data obtained by using formulas or rules that are applicable

to research or design approach taken.”37 In this research,the researcher

analyzed the data by using descriptive analytic, where the data was

processed in qualitative. The purpose of data analysis was to describe

factual and valid about Classroom Management Strategies In Large Class

Used By English Teacher at The Eleventh Grade Majoring in Science 3 of

MAN Koto Baru Padang Panjang.

According to Sugiono, there are several steps to analyze the data of

observation, interview and documentation that based on Miles and

Huberman, states that activity in qualitative data analysis done

interactively and continuously carried through to completion so that the

data valid,38 as follow:

37Suharsimi Arikunto, op. Cit. P.23638Sugiyono, Op, Cit, p.337

41

Based on the graphic above, after the researcher conducted data

collection, the researcher made data reduction, such as summarizing,

choosing the subject matters, focusing on the important things. The next

step was to display the data. The researcher showed the data in narrative

type, it was the researcher wrote the result of the research by explaining

the data. Then the data was organized, arranged in pattern of relationships

so it was easily to be understood. The next step, took the conclusion and

verification. Preliminery conclusions were tentative and will change when

do not find evidence that support the next data collection. If conclusions

are valid, it is mean that the researcher get the credible conclusions.

In this research, the data which taken from various instruments

analyzed by using descriptive qualitative.

1. Observation data filled and noted, after that it will be analyzed by

using descriptive qualitative.

2. Data of interview from English teacher was transcribed and described

by using descriptive qualitative

42

3. Documentation dataanalyzed and attached as the appendices in this

research.

G. Triangulation of the Data

In testing the validity of the data in this qualitative research, the

researcher did test of the credibility of the data that is obtain by using

triangulation of data. Sugiono States, “triangulation is qualitative cross-

validation. It assesses the sufficiency of the data according to the

convergence of multiple data sources or multiple data collection

procedures.”39 Triangulation is define as checking the data from a variety

of means or technique, resources and time. Thus, the researcher will use

technique triangulation type.

Triangulation techniques are done by checking the data get to the

same source with different techniques. For example, data that is obtain by

observation is check by data obtain from interview. There will get valid

data with the certainty of the data.

39Sugiyono, Op, Cit, p.373

43

CHAPTER IV

FINDINGS AND DISCUSSIONS

A. Findings

This chapter explained about the data description from “Classroom

Management Strategies Used By English Teacher in Large Class at The

Eleventh Grade Majoring in Science 3 of MAN Koto Baru Padang

Panjang. These findings were answered the research problems about what

are strategies used by English teacher in managing a large class at the

eleventh grade majoring in science 3 of MAN Koto Baru Padang Panjang.

In this research, the researcher collected the data from observation,

interview, and documentation. Observation was based on observation

sheet which was filled by observed from teaching learning process in the

classroom. The researcher recorded the teacher and students activity in the

classroom for three meetings. The interview was done to the English

teacher, he is Mr. Isra Nur Salim. Then, documentation which was filled

by video recording that researcher taken from teaching and learning

process in the classroom.

The researcher got the data of this research through three

instrumentation, namely observation by using observation sheet, interview

with the English teacher and by took video recoeding as documentation.

Furthermore, classroom management strategies used by English teacher in

large class at the eleventh grade majoring in science 3 of MAN Koto

Baru Padang Panjang could be seen on the explanation below:

44

1. Classroom Management Strategies Used by EnglishTeacher

in Large Class

a. Data Description from Observation

The researcher had observed the teaching and

learning process for three time or three meetings to see

classroom management strategies in large classs used by

english teacher at the eleventh grade majoring in science in

teaching and learning activity. The researcher got that the

English teacher used various strategy based on the

observation sheet written before. From 30 types of

strategies in classroom management written in observation

sheet, the English teacher used types of classroom

management strategies in eleventh grade majoring in

science 3. The data from observation were divided into five

meetings and the explanation in each meeting was

described below.

1) Get set up

In the first, second and third meeting, the

researcher found that teacher used the classroom

management strategies that was get set up. The teacher

prepared the learning materials and lesson plans for

learning activities. The teacher brought the lesson plan

and the teacher brought print out and textbook about

topic of teaching material for the learning.

45

2) Make the class attractive

In the first, second and third meeting, the

researcher found teacher did not create an exciting

classroom atmosphere. It shown when the teacher

explain the material that teacher used lecture method in

teaching, the teacher reviewed the lesson in the last

meeting before continuing the next material. Next,

teacher explain new topic with explain the material in

front of the class and use white board in explain the

topic.

3) Set Classroom Rules

In the first meeting, Teacher set classroom rules

with control and monitor the students in teaching and

learning activity. Teacher maintain discipline in the

classroom before teaching and learning activity, the

teacher began the class on time. The students who were

late into the class are asked to list some vocabulary in

front of the class. The teacher asked the students to tidy

their clothes.

“Oke sebelum kita mulai pembelajaran yang

cowok tolong baju nya di rapikan dulu nak, pertemuan

selanjutnya kalau baju nya masih keluar-keluar Bapak

coret ajapakai spidol ya”

46

Before going to the learning material, he took

attendance. He asked to his students in the classroom:

“Masih ada yang di luar kelas? Ada yangcabut? Yang tadi pagi masuk tapi sama Bapak nggamasuk ada?”.

After that the students answered “Tidak Pak.

Then the teacher talked to the students that he wanted

students to follow his rules when learning with him. He

said:

“Oke maaf sebelum nya ya ini Bapak terusterang saja dilokal sebelah tadi ada yang cabut dipelajaran Bapak, terus terang Bapak kecewa sekali,jujur Bapak paling tidak suka siswa yang cabut dipelajaran Bapak. Bapak marah. Berarti Bapak tidakdianggap guru, ini untuk semuanya kalau ada yangtidak suka belajar sama Bapak tidak apa-apa terusterang saja sama Bapak tidak ada pemaksaan dariBapak, boleh keluar saat pembelajaran Bapak, ohnilai? Tenang..aman, Bapak kasih nilai 100.Tapi kalaumasih ingin belajar, mendapatkan ilmu tolong ikutiaturan sama Bapak”

From that, we know that students were not allow

to leave the English class with him, except by

acceptable reasons.

After that, when the teaching learning process,

there was a students wearing hat, The teacher ask that

students to open his hat. Teacher said:

“Ridwan buka topi nya nak, kenapa? Panas?.Ngga ada pakai topi saat belajar dalam kelas kita lagibelajar bukan foto model”

47

The last, when teacher gave students homework,

he required students to make their work and ask them to

collect their homework on time. If the students did not

collect their home work on time, the teacher did not

give they the mark.Teacher said :

“PR nya besok bapak tagih ya, ga ada ceritabelum siap belum siap, yang ngga ngumpulin PR tidakbapak kasih nilai, walaupun ngumpul nya dihari lainngga ada nilai nya ya, Bapak akan tetap periksa tapinilai nya ngga masuk dalam buku penilaian Bapak, ituperaturan yang tidak bisa diganggu gugat ya, kalaungga begitu anda lalai saja dengan tugas”

the teacher said to the researcher, that some of

students often do not collect their homework, if

homework is examined together in the class and when

the teacher takes the mark of each student. Some of

students who don't do homework have a reasons, like a

book staying at home, they say they will collect

homework tomorrow. For the first and second times the

teacher gives dispensation. But some of students often

do it, every teacher gives homework.

“Kadang kalau Bapak kasih PR kan, terus diperiksa sama-sama dikelas, kalau nilainya Bapak ambildan masuk buku nilai, mereka mulai cari-cari alasan tu,padahal sebenarnya PR nya belum dibikin, jadi karnaBapak ambil nilai, ada yang bilang ‘bukunyaketinggalan Pak’ Jadi, Bapak kasih kesempatan untukmengumpulkan di pertemuan selanjutnya”.

In the third meeting, before going to the

learning, teacher gave time for the students are ready to

48

study. Teacher keep silent in front of the class to give

them a code that teacher want discipline from the

students. Then when the situation was quiet, teacher

said:

“Sudah?Sudah siap untuk bealajar?Sudahselesai bincang bincang pagi nya? Belajar kitalagi?,The students answered “Sudah Pak”.

Next, in teaching learning process the researcher

found that students were not allow to eat in the

classroom, students were not allow to asking permission

out of the class more than one person, the students were

not allow to sleep in the classroom, and the students

were not allow to make notes about material and

assignments in the same book.

The teacher looked there was student ate in the

class.

“Bapak selalu kasih waktu 15 menit setelah belya. Jadi, besok-besok kalau Bapak sudah masukkedalam kelas tidak ada lagi yang makan makan,kecuali minum bapak izinkan”.

Actually, teacher has gave the 15 minutes times

for the students if the English class with him started

after break time and prayer time, because because he

knew that the break time that had been given by the

school was not enough for them, such as for eating,

resting from thinking, praying, etc. So, it is reasonable

49

that the students were not allow to eat in the classroom

during the lessons with him.

“Sebenarnya aturan belajar sama Bapak itutidak berubah ubah dari dulu ya, masih sama sepertisenior-senior anda sebelumnya. Untuk menjagakedisplinan”.

Then, teacher looked there was student did the

assignments in note book, he wrote the task and note in

the same book. Teacher said:

“ Nak sayang buku catatan sama latihannyajangan di gabung ya, nanti susah nak, kadang Bapakminta tugas nya dikumpulkan habis itu Bapak ngadainulangan harian, nah lo gimana jadi nya kan”

From the explanation above it could be conclude

that teacher set some classroom rules at the eleventh

grade science 3, that were go into the class on time, not

allow to late, tidy up clothes, not allow leave the class

without permission,can't wear a hat when

learning,collect assignments on time, not allow to eat in

the classroom, students were not allow to asking

permission out of the class more than one person, the

students were not allow to sleep in the classroom, and

the students were not allow to make notes about

material and assignments in the same book.

50

4) Be enthusiastic

In the first, second and third meeting, the

researcher found that teacher interactive with students

and engage them to participate in the classroom. In the

first meeting, the teacher gave questions that stimulate

response of the students. The teacher took a pen from

one of the student, then the teacher asked to all of the

student. “Whose pen is this?” then the students replied

“it is Rahmi’s pen Sir, then the teacher asked again,

what color is this? the student answer the “it is black

color”. Furthermore, the teacher asked the student to

compose the sentence into an adjective clause. Please

arrange both question into an adjective clause. Students

replied “Rahmi has a pen which has black color”.

Teacher gave praise to make students feel important

with said “Okay very good”.

The teacher did not only explained the material,

but he also asked students to perform in front of the

class, that is made students to be more active. The

teacher asked others students too in encourage their

particapation. After asked students answer his question,

the teacher gave students the opportunity to give an

example of adjective clause and gave them a point.

51

“Coba sekarang siapa yang bisa ngasih satuatau dua contoh kalimat adjective clause, ayo siapacepat dia dapat, siapa yang bisa Bapak kasih nilaitambahan, nih ya Bapak lihatkan lewat infokus, yangbisa langsung bapak masukin nilai nya, untuk tigaorang tercepat saja”

There were students can gave example about

adjective clause, teacher gave them the point and gave

applause for them as the feedback, so that can make

students more enthusiasm.

In the second meeting, the researcher found that

teacher enthusiastic to the students with gave questions

that stimulate response of the students. Teacher took

white board eraser, he asked:

“Oke sekarang “ini apa nak?”. “hapus papan

Pak”.“Bentuknya gimana?”.“Segi empat”,

“Warnanya?”.“Biru Pak”.“lalu ini?” then teacher tap

the eraser with his finger, the students answered

“plastik pak”. “Nah itu lah yang anda masukan ke

dalam kolom2 ini dimana kita melihat dari jenis nya

bentuknya, warnanya, dan bahannya”.

From that, we can see that to improve students

enthusiasm in learning start from enthusism by the

teacher.

In the third meeting, the researcher found that

teacher enthusiastic to the students and engage them to

participate in the classroom. He began to explain to the

52

students about the material. Before teach the main topic,

the teacher began to give several statement to the

students too see the students’ understanding related to

the topic. The statement is almost addressed to the

whole of students. So, all of students could active in the

class. The aim of this activity is to stimulate students to

focus on the lessons will be taught on that day.

“Bapak akan bacakan beberapa contohadjective clause tapi itu belum tentu benar, jadi anandasemua harus mengkoreksi kalimat yang bapak bacakan,misal nya I saw the man who close the door, anandabisa jawab correct/incorrect, yang anda koreksi adalahpengguanaan kata seperti who, which. Oke students?”

The students answer with enthusism too, after

that teacher tried it to one by one.

5) Be fair with students

In the first, second, and third meeting, the

researcher found that teacher is fair to all of students.

Teachers do not distinguish each student, such as

students in upper or lower. Teacher demonstrated gave

attention by learning, it seems when the teacher

explained the material the teacher involve all of the

students. carefully answering questions, and asked

students who appear to be having problems with the

subject of learning to discuss problems and solutions in

learning. To avoid giving the impression of partiality,

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the teacher carefully monitor his behavior and

interactions with all students.

6) Giving Motivation

In the first and second meeting, the researcher

found that teacher gave response of feeling from

students with give motivation for the students. when the

teacher gave the students an assignment sometime

students did their work with cheat to their friends. The

teacher said:

“kerjakan lah semampu yang kamu bisa Nak,karna itu lebih bernilai dari mencontek, kalaumencontek trus tinggal menyalin anak SD juga bisakan? Nanti ya kalau udah di perguruan tinggi dosen ituakan memberi tugas yang jawaban nya itu harus daripikiran kita, jd dari sekarang cobalah untuk mandiriNak, Sukses paling utama itu bukan di mata orang tapidi mata ketika sendiri”.

In the second meeting, the teacher looked that

there were some students who asking permission

alternately. In the beginning the teacher was not realize,

but when the students have many students asking

permission, the teacher began to speak and asked them

why there are many person who asking permission.

“Kok Bapak baru sadar ya kalau anandabanyak yang keluar, kenapa? Udah bosan belajar. Nak,waktu kamu tidak lama lagi loh. Kelas duabelas itusingkat. Untuk tahun terakhir tolong berikanlah kesanyang positif untuk sekolah. Oke sekarang Bapak kasihwaktu 5 menit yang mau keluar silahkan 5 menit darisekarang, setelah itu kita lanjut pembelajaran”

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After that before going to teaching, teacher gave

advices to all of the students to motivate them in

learning.

In the third meeting the researcher did not found

teacher giving motivation to the students because

learning goes well. That means, there is no problem in

terms of focus students on learning.

7) Gaining Respect

Teacher gained the respect from his students.

Respecting from each students as an individual will

help a teacher earn the respect of their students. There

are many ways that teacher used to get respect from his

students, smiling, facial expression and eye contact,

and showing an enthusiasm. The teacher always

expressed a smile when explain the learning material.

So that made students are smile too and made students

focus to the teacher explained. Teacher facial

expressions also affect toward students' attention in

learning. It seems when the teacher gave example of

sentence about the material he said with facial

expression that suitable with the sentence. And the last

eye contact that very affect to attention of the students.

The teacher gave a code with eye contact to the students

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are disruptive in learning process, so the students know

that their attitude have attracted teacher attention.

Students give feedback to the teacher respect,

The teacher always expressed a smile when explain the

learning material. So that made students are smile too

and made students focus to the teacher explained.

When the teacher gave example of sentence about the

material he explained with facial expression that

suitable with the sentence. With eyes contact that very

affect to attention of the students and comprehension of

the students.

Teacher gained the respect from his

students.When the teacher gave example of sentence

about the material he explained with enthusiasm the

teacher looked spirit in explained the material and

always give his smile when he was explining the

material, that made students gave response with

enthusiasm in answered teacher explained too, they

answered teacher’s question joinly.

8) Whole Class

Then, the teacher presents the main topic of the

lesson. The topic is about adjective clause. He used

lecturing method in delivering the lesson, and

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sometimes he also uses questions and answer method to

check the students’ understanding. He explains the

lesson till the students understand what the lesson

about. During the lecturing he used laptop, projector,

whiteboard to write and to illustrate the material being

taught. He gave the opportunities to the students who do

not understand to ask her. He monitors students during

the discussion activity. He gave time for students to

make a note about the material.

Teacher controll all students and gave

explanations and instructions. For example, because

there are many numbers of students, teacher gave

students a statement and ask them to make the

illustration from that statement. After that he asked

students to collect about they made. But here only for

students who are quicker to put on the teacher's desk.

“who's fast, he/sheget”.

“Baiklah sediakan selembar kertas dan pulpen,Bapak akan beri sebuah pernyataan, tugas anda adalahmenjadikan nya dalam bentuk adjective clause, 3 orangtercepat yang mengantar ke depan kelas akan Bapakkasih point. Oke siap kita mulai ‘Saya menyukai wanitayang saya temui tadi malam’. Yang siap langsung antarkedepan”

In the second meeting, teacher controll all

students and gave explanations and instructions.

Because there are many numbers of students, teacher

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gave students 5 question about the topic of learning and

ask them to make it in the paper. After that he asked

students to collect about they made.

“Ini ada 5 soal, anda kerjakan dan kita periksabersama-sama, Bapak kasih waktu 15 menit siap nggasiap, tukar dengan teman sebelah, lalu kita periksa”

In the thisrd meeting, teacher controll all

students and gave explanations and instructions. For

example, teacher gave 15 questions for the students

about the topic of learning and ask them to make it in

the paper. After that he asked students to investigate

their task together. And teacher take that point from the

task.

9) Students on Their Own

Teacher teach by students on their own. Teacher

give students worksheets with different task and allow

individuals to make their own decisions about which

task to do. Teacher gave an assignment by same

question but by different answer. For example: “Please

all of you make 5 adjective clause based on around of

you”.

Teacher did not teach by students on their own.

Teacher didn’t give students a worksheets with different

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task and allow individuals to make their own decisions

about which task to do.

Teacher did no teach by students on their own.

Teacher didn’t give students a worksheets with different

task and allow individuals to make their own decisions

about which task to do.

10) Pairwork

In the first, second and last meeting, the

researcer saw that teacher did not divide students to

work in pairs/ groupwork, it shown that teacher used

lecture method. Students just listen and sometimes write

some notes if necessary during the lesson.

11) Make Students feel Important

In the first meeting, researcher found that

teacher make students feel important with good

communication with the students when checked

attendance. “Anggun?”.“Hadir Pak”. “Hari ini cerah

ya nggun, then the students answered “cerah sekali

Pak”. “Cici? Cici ini tumben wajah nya udah

berseri,ehhm” The student answered “Ini wajah

semangat untuk masa depan pak”. “Dinda” “Hadir

pak”. “Kalau Dinda kelaiatan ngelamun ya, moveon

lah Din kumbang kan tidak seekor di dunia ini. Here,

we can see that teacher made students feel imprtant and

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build good relationship with the students before start the

lesson. Made students feel important and build good

relationship can stimulate students involve active in

learning.

In the second meeting, the researcher found that

to make his students feel important in the class the

teacher asked question or invite students to speak by

calling name of students in . When teacher list

attendance that students were doing their assignment, he

call the name of students by the name that commonly

called by other all her/his friend.

“Anggun”, “hadir pak” “udah siap nggun?

udah nomor berapa nak”

In the third meeting, Teacher make students feel

important in the class, it shown when he explained the

material he gave examples about the material with joke

and involve all of students in learning, in this situation I

heard one of students said: “Pak Isra is the best lah.

12) Small Group Work

In the first, second, and third meeting, the

researcher saw that the teacher didn’t use small group

work in teaching because based on the situation and

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topic of learning small group work was not suitable

applied.

13) Listening Comprehension

In the first, second, and third meeting. The

researcher found that teacher did not use listening

comprehension to make students more understanding

about learning, to do listening comprehension for the

topic of learning is not suitable, because that day study

about adjective clause.

14) Peer Editing

In the first, second and third meeting, the

researcher found teacher did not use peer editing by

asking students to write about the material they have

been taught and then check by their fridends. To do

peer editing for that topic of learning is not suitable.

Peer editing strategy is more suitable for learning about

text, such as descriptive text, narrative text, report text,

etc.

15) Collect Assignments

In the first and third meeting, the researcher

found teacher did not collect students assignments at the

same time, it means that teacher did not pile students

assignments from last meeting. If the teacher give task

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or homework , he always ask students to collect their

task, if students said not yet, teacher said he will not

give them the point. So, the teacher always asks

students to collect their task if they have tasks from the

teacher.

16) Small Learning Center

In the first, second and third meeting, the

researcher found teacher did not set up small learning

center for the students. Learning centers are places

where students can work in small groups within the

classroom. Within these spaces, students work

collaboratively on projects that you provide, with the

goal to accomplish them in an allotted amount of time.

As each group completes their tasks they move to the

next center. Learning centers provide children the

opportunity to practice hands-on skills while involved

in social interaction. This strategy is not suitable to

apply, because in the first meeting of observation they

study about adjective clause.

17) Students Names

Teacher build good relationship with students.

Build good relationship is like work at getting to know

the students as individuals. Find out their interests.

Initiate conversations with them about something like

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sport, TV, social media or school activities. As teacher

talk to them and listen to what's on their minds, they

will begin to see that their teacher not just another adult,

but someone who is genuinely interested in them.

“Disini lebih suka group bola yang mana sih?Ada yang samaan sama Bapak gak? Bapak dukungLiverpool haaa. Students answered “ee Arsenal dongPak”.Teacher response “Wah berlawanan dong kita ya,wah jangan deh ntar kita berantem lalu bikin galau lagitrus ngomong dalam hati duuh pak is bener2 bikin guegalau tadi pas di sekolah”, that made students laugh.

When students feel their teacher is a caring

person, then the classroom becomes a happier place for

everyone. In a less stressful situation, creative ideas are

more likely to emerge. Maintaining good relationships

between teachers and students is an all around winning

proposition as it fosters an environment where real

learning can take place.

18) Students Leader

Teacher did not choose some students more

advanced who can take responsibility in their class.

because the teacher has applied the discipline and rules

in the class. So, here so the teacher just ask for

accountability from the discipline and rules that have

agreed.

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19) Classroom Contracts

In the first meeting, teacher arranges the class

contract with the students agreed by the teacher and the

students. The Classroom Contract serves as a

collaboratively created framework for behavior

expectations in the classroom. Students and teacher

work together to design an agreement for classroom

norms, rules and consequences. To achieve ultimate

student ownership, contracts should be developed and

agreed upon by all class members. The Classroom

Contract can be frequently amended as situations arise.

Here when the students are lazy to make their task. The

teacher said

“Okay gini ya kalau sama bapak siapa yangtidak mengumpulkan tugas tidak akan bapak beri nilai,kalau untuk tugas bapak tidak bisa kasih toleransikarena disini bapak bisa menguji pemahaman anda,sepakat ya kalau tidak mengumpulkan tugas di hariyang bapak minta nilai nya no walupun andakumpulkan di hari lain”

If teacher saw the attitude of students, Teacher

remind students about the class contract have agreed

before.

“Nah.. nah.. coba dengarin bapak, aa masih

ingat kontrak belajar kita di awal pertemuan?”.”ingat

Pak”. “Kalau ingat tolong ya”

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In the second, and third meeting meeting the

researcher did not see teacher arranges the class

contract with the students or may be the class contract

that made before berlaku in every meetings.

20) Backchannel or Other Strategy

In the first, second, and third meeting the

teacher did not provide a backchannel or other strategy

for them to voice their concerns, such as a

question/suggestion box at the back of the classroom,

which allows them to flag their problems early, because

the situation in the class was not bad at that time.

21) Give signal for Disruptive students

In the first meeting the researcher found in

teaching learning process, if there were students

disruptive during the lesson, teacher moving closer to

disruptive students to give signal to them that their

behavior has caught attention of teacher. When teacher

saw the students disruptive his concentration in

teaching such as students were talking with friends. He

moving closer to them and stand there explain the

material.

In the second meeting, the researcher did not

find students who disruptive in learning, because the

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situation in the second meeting was not noisy, there was

no disruptive students so teacher get stuck in front of

the class in explain the material.

In the third meeting, the researcher saw there

were students make disturbance, such as talking and

laugh with their friend, but teacher did not give signal

for them, the researcher look actually the teacher realize

it but he just wanted students awareness, because in the

last meeting before teacher often accosted the students

if they made disruption.

22) Ask to the Students Who Disruptive

If the students still disturb the learning situation,

the teacher gave them a question about the material that

teacher explain just now.

“Aduh kayak nya cerita nya seru sekali ya, cobatadi gimana cara menentukan who, which, dan whosenya siswa Bapak yang ganteng dibelakang itu”

From that we can see although there were

students not focus to the learning teacher pay attention

them too.

Then, if the students made noisy the teacher will

accosted them or gave questions.

“kenapa kok suasana nya ga asik ya, kayak adasuara-suara yang tidak mengenakkan, ada apa ituya?Ada yang bisa Bapak bantu?”.

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23) Speak with the Disruptive students

If with the question the students still not focus,

teacher speak to students who noisy to pay attention to

teacher explanation.

“Dengarkan penjelasan Bapak ketika menerangkanpelajaran, ini kan untuk anda semua bukan untukBapak ini,”

Then, teacher moving closer to disruptive

students, he stand close with the disruptive students,

when he explained the material they till noisy, teacher

said: “Ssst..Ssst.. babunyi bunyi juo apak sapik bibia

nyo lai”

24) Make Students know

Teacher made sure students that he know all of

the students. It seems when the teacher rebuked the

students are noisy in the classroom. He said:

“Boleh berbicara ketika mengerjakan tugas tapiitu seputar pembelajaran ya, kalau anandamembicarakan hal hal lain lebih baik di luar saja.Meskipun ananda di lokal ini banyak tapi Bapak tauananda semuanya, bapak tidak hanya menilai anandadari afektif saja tapi attitude menjadi nilai plus bagiBapak”.

25) Create System

From the first, second and third meeting. The

researcher found in the second meeting teacher create

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system for managing material eeficiently by using

laptop and infocus. Technology is what students live

and breathe every day. Teacher create system to make

material efficiently, the teacher use laptop and infocus.

Teacher use technology in his classroom and the

students will be interested and engaged in what they are

learning. Here teacher asked students go into the front

of the class and type in the laptop about topic that

teacher want.

“Oke jadi disini bapak menyediakan kolom, jadi nantiananda ikuti perintah soal, untuk menjawabpertanyaannya ananda tinggal ketik saja lalu tekanenter, nanti akan keluar tanda jika jawaban nya benaratau salah. Tapi sebelum menjawab pertanyaan,silahkan cabut kartu yang telah bapak letakkan disebelah laptop, kartu itu berisi poin. Misal nya poin 10,jadi jika jawaban yang ananda berikan benar makaananda akan dapat poin 10 untuk nilai tambahan.Mengerti nak?”.The students answered “mengertiPak”.

26) Takea long hard

From the first, second and third meeting. If the

teacher gave the assignment for the students, the teacher

take a long hard look at the classroom. The teacher

looks at the whole students and ensures all of the

students do their work. He will accosted the students if

they look didn’t make their task.

“Ridwan kenapa Ridwan? Ada yang kurangpaham nak? Tanya sama Bapak”

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From that examplewe know that teacher pay

attention to all of thestudents.

27) Don’t get stuck at the front

In the first meeting, teacher get stuck at the front

of the class, he stood in front of the class when explain

the material and used the white board to write the

material that he explained.

In the second and third meeting, teacher didn’t

get stuck at the front of the class, teacher moving closer

to the students in explain the material and to see their

activity in doing the assignments.

28) Offer Private Contact Time

From the first, second, and third meeting. The

researcher found in third meeting that teacher said if

there were somethings forget that explained by the

teacher or if the students want to ask somethings

important, the teacher offer contact time for students

out the classroom.

“Karna waktu kita kadang tidak cukup kalauada materi yang perlu di tanyakan sama Bapak, kitabahas di kantor ya”

From the observation above, the researcher

conclude that teacher applicated some of strategies in

managing large class, that were get set up, set

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classroom rules, be enthusiastic, be fair with students,

giving motivation, gaining respect, make students feel

important, collect assgnments, students name,

classroom contracts, givesignal for disruptive students,

ask the disruptive students,speak with disruptive

students, make students know, create system, take a

long hard, don’t get stuck at the front, offer private

contact time.

b. Data Description from interview

In interviewing the English teacher, the researcher

used ten questions about classroom management strategies

in large class used by English teacher in teaching learning

process. The researcher interviewed the teacher by using

indonesian language to get correct and properexplanation

from interviwee. The researcher took a teacher as the

participant in this research, his name is Mr. Isra Nur Salim,

S.Pd.

Based on the interview from the teacher, the

researcher got the information about strategies that teacher

used in managing large class in teaching learning process.

Clearly, the explapanation for each question item could be

described below.

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For the quetion item number 1, that was Apakah

Bapak pernah mengajar di kelas besar sebelumnya?The

teacher answered “yes I have”. He said that ever taught in

the large class since 2013. So, t means that the teacher has

ever teaching in large class before.

Then, the question item number 2, Apa pengertian

kelas besar menurut Bapak? The teacher said the class with

the number more than traditional class, it means every

school have number of students are not different with other,

such as 25,26,27,30 and suspend with someone or teachers

perseption.

From the answered by the teacher about definition

of large class it means that this finding was same with

opinion from expert, that is Hayes says that there is no

quantitative definition of a large class, as people’s

perception of this varies from context to context.Some

countries consider 25-30 students per teacher are large,

while in other countries this is seen to be normal or even

quite small.

Next, question item number 3, Apakah Bapak

menyediakan rencana pelaksaan pembelajaran khusus

untuk kelas besar? The teacher answered that he did not

prepare spesific learning implementation plan, but we must

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have background the students self, the factor of condition

internal and external teacher and students can give

contribution in build condusive learning environment.

Build good relationship, have a chemistry with students

make students feel comfortable, like facial expression,

contact, enthusiasm. So that made students give feedback to

us.

From the answered by the teacher about manage a

positive and productive learning environment in the class, it

means that this finding was same with expert by Brown

said that teachers have try to make each students feel

important and build good relationships between teacher

andstudents.

Next, question item number 4, Apakah Bapak

mengatur tempat duduk siswa dikelas besar sebelum

belajar untuk dapat mengontrol setiap siswa?He answered

that “No” because he has self in monitoring students. He

focus to students in front of the class because he know that

students in front of the class is students who focus in the

learning. But he control students in middle and back too.

He said that he can see his students personal from the

seating. “Dari pemilihan tempat duduk saja kita bisa

mengetahui siswa yang benar benar ingin belajar. But

sometime he changed students seat if learning with him.if

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he look students at the back were not focus displace the

seating of them.

From the answered by the teacher about arrange

students seat, it means that this finding was same with

expert by Minh Trang Nguyen said that teacher has make a

seating plan of the class.

Question item number 5, Bagaimana Bapak

mengelola lingkungan belajar yang positif dan produktif

dikelas besar?He answered before the lesson is fully

started, start the meeting with a learning contract, class

contract, advice, motivation, introduction because basically

students still do not really understand English. Ask students

what their target is in learning, to get only grades or

something else. Make sure that English has an important

essence in the future, not just to get value. after that, teach

tricks, how to deal with difficulties in understanding

English in addition to concepts. So from there students will

be motivated so that a positive and productive learning

environment is created in the classroom.

Question item number 6, Apa strategi yang Bapak

gunakan untuk mengelola kelas besar? He answered he

first, understand the character of students, how they are,

likes to fuss, like to sleep, do their own work like painting.

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does not mean I do not pay attention to them while learning

even though I do not always admonish them. I control my

students, if they are fit to be reprimanded, I will rebuke

them. Call the name but don't scare them, still make them

comfortable, build relationships with them, be a good

example. so that later we will get feedback. But if there are

still problems that cannot be solved in the classroom, invite

students to speak outside the classroom / outside of

learning.

For strategies in learning, depending on the learning

situation, the strategy that he usedwas using media such as

looking at the picture of learning, but if he feel the

classroom conditions are uncontrolled, noisy, he show

videos related to the learning topic from there we can they

will focus on themselves , because basically the students

like to watch.I use group work strategy, pairwork, small

learning center, in the subject lesson that is suitable for that

matter.

Question item number 7, Apa yang Bapak lakukan

untuk mendukung dan menumbuhkan situasi yang kondusif

dikelas agar tujuan pembelajaran tercapai? He answered

optimal learning conditions can be achieved if we are able

to organize students and learning facilities and control them

in a pleasant atmosphere to achieve teaching

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goals.Identifying and classifying problems both

individually and in groups, analyzing problems, selecting

and determining alternative solutions to problems, and

utilizing feedback.

Thus students can learn a calm and safe atmosphere while

at the same time can arouse students' interest and attention

in learning.So that students are not always confused with

the style and model of assignments that are constantly

changing, maintaining routine. The speed with which the

student understands what his teacher will do will reduce the

chaos in the classroom.Being calm and constantly

confident, with high calmness and confidence, theteacher

will be able to control his students, so that the learning

process will run according to what is expected, because by

being calm and confident, the teacher will not panic and

lose balance, and will not hesitate when facing students.

Question item number 8, Apa yang Bapak lakukan

untuk memantau perkembangan setiap siswa?

In the context of learning, the evaluation system is a

benchmark for the evaluation of the extent to which

students understand the material being taught, in which the

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evaluation system is not only in the form of tasks, mid or

repetition but also teachers assess students in terms of

effectiveness, congruence and psychomotor.I also do the

assessment at a certain moment, for example, at the time of

the quiz then we as learners must be smart to look for

opportunities in order to get mark. If the teacher is

questioning then the student's opportunity to try to answer

in order to get mark.Teachers also try to assess how the

work of the students, for example if the interview then the

students are taught to account for what they have done and

they must be able to do it because at that time the teacher

melakuakn assessment how they perentasi whether already

understand the material to be delivered

Question item number 9, Apa yang Bapak lakukan

kepada siswa yang mengganggu dalam proses

pembelajaran?He answeredthat he reprimand them by

calling their name, if they are still annoying, he will

approach it when explaining the lesson, then, he will talk.

But if it doesn't produce change he will invite the student to

talk outside of learning

Question item number 10, Apa yang Bapak lakukan

jika sebagian besar siswa didalam kelas tidak fokus pada

materi pembelajaran Bapak? He answered there most of

the students live in dormitories, sometimes they have

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compulsory activities in the dormitory. They are

sleepy,they are sleep, so they do not focus in learning, he

understand that. Usually if he see most of my students not

focusing on learning he will ask questions in advance

regarding the reason they don't focus on learningafter that

he will look for a solution to the problem, like if the cause

is that they don't understand his explanation then I will

change my teaching method.

From the explnation above, it can besummarized

that were various of classroom management strategies in

large class used by English teacher in learning process in

the classroom. The strategies were included that have

background the students self, build good relationship, have

a chemistry with students make students feel comfortable,

like facial expression, contact, enthusiasm, keep control

the students, learning contract, class contract, advice,

motivation, introduction, make sure that English has an

important essence, be a good example. If there are still

problems that cannot be solved in the classroom, invite

students to speak outside the classroom / outside of

learning, using media in learning that suitable with the topic

because basically students like to watch. Use pairwork and

group work in learning that suitable with the topic in

learning.

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c. Data Description from Documentation

In this research, theresearcher took the data of

classroom management strategies in large class used by

english teacher from documentation. These documentation

were from photo and video recorder at the eleventh grade

majoring in Science 3 of MAN Koto Baru Padang Panjang.

The researcher took photo and video during the learning

activity.

It can be summarized that there was the

documentation about classroom management strategy

teachers’ strategy in large class used by english teacher in

daily teaching and learning activity. These documentation

were include photos and videos.

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79

Figure 1. Get Set Up

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Figure 2. Whole Class

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Figure 3. Don’t get stuck at the front

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B. Discussions

Based on the observation and interview that were done by the

researcher to the English teacher who teach at the eleventh grade majoring

in science 3, the teacher applied some strategies in managing large class.

Based on the data for the first teacher prepare the learning materials and

learning implementation plan that would be submitted for teaching

learning activity. Control and monitor in teaching and learning activity,

interactive with students, be fair with students, response of feeling with

giving motivation, earn respect of students, whole class, students on their

own.

Moreover, the teacher applied classroom management strategies

because of some reason. Classroom management strategies used to

providing facilities for a variety of student learning activities in the social,

emotional and intellectual environment of learning and working, the

creation of a social atmosphere that gives satisfaction to a disciplined

atmosphere, intellectual, emotional and attitude development, and

appreciation for students. This suitable with the idea from Evertson and

Wenstein wha said to Creating an environment for academic

learning.Academic learning refers to learning content specified in

state content standard such as learning to read and write, learning to

reason, learning to science, math, and social studies and so on.Creating an

environment for social-emotional learning.Social-emotional learning

promotes growth in social skills and the ability to express emotion

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maturely. Classrooms are well managed only when the teacher create

environments that promote both of this kind of learning. 40

The teacher applied classroom management strategies in large

class by using some strategies. Makestudents feel important, interactive

with the students and engage them to participate in the classroom, don’t

collect students assignment at thesame time, the teacher follow the

strategies by Brown that highlighted several considerations to handle large

class in which teacher should:Try to make each student feel important, get

students to do as much as interactive works as possible. optimize the use

of pair-work and small group work to give students chances to perform in

English, do more listening comprehension activities, use peer-editing, do

not collect all students’ works at the same time, set up small learning

center for individualized wor, organize informal conversation groups and

study group.41

Next, teacher applied classroom management strategies in large

class by using strategies by Francis that was arranges the classroom

contracts with the students, moving closer to disruptive students, and

speak to disruptive students. 42

In addition, teacher applied classroom management strategies in

large class by using strategies by Scrivener that was make students know

that teacher know all of students, create sytem for managing the class

40Carolyn M. Evertson, Carol S. Weinstein, Handbook of Classroom Management: Research, Practice and

Contemporary Issues, 2006

41H. Douglas Brown, Teaching by principle: An interactive approach to language pedagogy, 1990,

New Jersey: Englewood Cliffs.42

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efficiently, take a long hard look at the classroom, offer private contact

time.

Based on explanation above, it could be conclude that the teacher

used various classroom management strategies in large class. The teacher

also followed some way or strategies in applied the classroom

management. Although did not follow the strategies from the guidence

book, but the strategies followed by the teacher included to the theories

from some expert.

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CHAPTER V

CONCLUSIONS AND SUGGESTIONS

A. Conclusion

The purpose of this research is to analyze the application of classroom

management strategies in large class used by the teacher. Based on

observation and interview that researcher hase done about classroom

management strategies in large class that applied by the teacher. As the result

of the research which has been described and discussed in the previous

chapter, the researcher concluded that the classroom management strategies

used by English teacher in large class at the eleventh grade majoring in

science 3 of MAN Koto Baru Padang Panjang focus on make students feel

important, build good relationship with the student, arrange classroom

contract with students, make students sure that teacher know all of the

students, create system for managing material efficiently, such as using video,

image, poster,etc, take a long hard look at the classroom such as when

students are doing the task, the teacher looks the whole students do their work.

In addition, the English teacher used classroom management strategies

by following some procedures accordance with the theories from some

experts. The procedures that followed by the teacher were different from some

strategies. It means, teacher did not only follow one kind of procedure in

doing classroom management strategies to the students at the eleventh grade

majoring in science.

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B. Suggestion

The suggestion proposed in this research related to the classroom

management strategies used by English teacher in in large class at the

Eleventh Grade Majoring in Science 3 of MAN 1 Koto Baru Padang

Panjangwere as follow:

1. It is expected that the taecaher who teach English have to consider

important classroom management.

2. It is expected that the taecaher to really understand how to manage

the students well

3. It is hope that the teacher in classroom managament mastery in

managing the class can bee keep to improve students interesting

learning English activity.

4. Since this research is only a beginning reseaarch, so it still need

more revision and following up discussion.

5. It is hoped for the researcher to do the research in other setting to

have variation research as the research assumes that this research is

conducted in different place, it will give different results.

87

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